#1 the declaration - online learning consortium · engineering, college of liberal arts, and...

DIGITAL ACADEMIC REVOLUTION

MENTORSHIP COMPETENCY

#1 THE DECLARATION: Mentoring the Process of Learning with Screencast Assessment – Plugging into Students’ Digital DNA

a Decade Later

BY MARTIN MEHL & LUANNE FOSE | NOVEMBER 2016

This research provided by the Online Learning Consortium Research Center for Digital Learning and Leadership. © 2016 2

KEYWORDSAssessment|CommonCore|CompetencyEducation&CriticalThinking|DigitalAcademicRevolution|DAR|DigitalCommentaryGradingProject|DigitalGrading|DigitalMentorshipLearning|InstructionalDesign|LeastRestrictiveEnvironment|MentorshipMatrix|ProfessionalDevelopment|ReflectiveLearning|Screen-captureFeedback|ScreencastingAssessment|SpecialEducation&AdaptiveLearning|Teaching&TrainingProcess|TransformativeTeaching|WorkforceLeadershipPREAMBLE

Thein-depthsegmentsoftheMehl/Foseresearchfrommotivationtoconceptualizationtoadaptationthroughadoptionanddiffusionarefeaturedinamulti-partseriesbytheOnlineLearningConsortiumResearchCenterforDigitalLearningandLeadership.TheDigitalAcademicRevolution:MentorshipCompetencySeriesshareswithOLCmembersthe“insidescoop”andtransparencyofdigitalmentorshipcompetencyinteachingandlearning.

RESEARCHABSTRACT

Spanningthe2015-2016academicyear,CalPolyCommunicationsStudiesSr.Lecturer,MartinMehl,andLeadInstructionalDesigner,LuanneFose,fromtheCalPolyCenterforTeaching,Learning,andTechnology,conductedaformal,institute-wideresearchpilotonwhetherornotvideoassessmentcanimprovefacultyfeedbackforstudentassignments.Initially,theacademicandadministrativeramificationswererestrictedandlimitedtothescopeofProfessorMehl’sfourintroductoryCommunicationStudiesclassesinspringof2015.Upongenerating1)bestpractices;2)coursedesignsuggestions;3)syllabiorganization;4)rubricoptimization;and5)assignmentclarification,theDigitalCommentaryGradingProject(DCGP)wasexpandedtobeaformal,year-longcampus-widestudyatCaliforniaPolytechnicStateUniversity,SanLuisObispo.

ThestudyincludedrecruitmentoffacultyrepresentingallsixdivisionsoftheuniversityincludingtheCollegeofAgriculture,FoodandEnvironmentalSciences,CollegeofArchitectureandEnvironmentalDesign,OrfaleaCollegeofBusiness,CollegeofEngineering,CollegeofLiberalArts,andCollegeofScienceandMathematics.TheseriesofarticlesthatwillfollowintheOLCResearchCenterforDigitalLearningandLeadershipforthenextfewmonthswilloutlinetheprocessofthestudy,lessonslearned,andprovideleadershiponhowotherscansucceedinpromotingmentorshipattheirowncampusesandcorporations.ThewhitepaperoftheresearchwassharedattheOLCInnovateConferenceinNewOrleans,inApril2016.


YOURMENTORSHIPTRAINERS:WhyUs,WhyNow?In2003,MartinMehlandLuanneFosemetatCaliforniaPolytechnicStateUniversity,SanLuisObispowheretheyformedadeepacademicandpersonalfriendshipbasedonmutualrespect,teachingphilosophies,andtechnologyappreciation.Thefirstpublicationtheyformallycollaboratedupontackledthelandscapeofthechangingworldwithafocusontheto-be-releasedsmartphoneandpodcastingdynamicsinacademiaof2006.InSeptemberofthefollowingyear,LuanneFoseandMartinMehlpublishedaformalarticletitledPluggingintoStudents'DigitalDNA:FiveMythsProhibitingProperPodcastingPedagogyintheNewClassroomDomainintheMERLOTJournalofOnlineLearningandTeaching,whichmergedwithOLC’sOnlineLearningJournalin2014.Thearticle(Fose&Mehl,2007)discussedthescopeandscaleoftheirproject,whereFose&Mehlexperimentedinaformalpilottoexamineifpodcastingtechnologywastrulyaviableassetforimprovingteachingandlearningoutcomes.Atthetime,manyearlyadopterswereexperimentingwithpodcastingtechnology,butfewwerediscussingtheimpactuponuniversitystudentsfromapedagogicalperspective.TheFose/Mehlstudyanalyzedthepreconceivednotionsatthetime(i.e.,mythsofpodcastingpedagogy)andthedevice’sdesignpropensityforeducationalimpactthroughbothquantitativeandqualitativemethodologies.

TEN-YEARTRANSFORMATION(2006-2016)Adecadehaspassedfromthetimeofthatfirstpublicationandthelandscapeofdigitalinfrastructureandtheco-authors’mindsets,capabilities,andhouseholdshavechangedandprogressed.Digitalcommunicationnowincludesmobileandportabletechnologybecomingmainstream,easilyaccessibleandomnipresentinformatsofportablemultimediahardware/softwaretools,social-networkingapps,ande-bookproliferationthatchallengethetraditionaleducationaldomain.MartinMehlisnowanaturalized-dualcitizenandprouddadoftwinboysentering3rdgrade,oneofwhomhasanIEP(IndividualizedEducationPlan).HehasbecomeintimatelyfamiliarwiththeCommonCoreStateStandardsandthechallengesofprimaryandsecondaryeducation.LuanneFoseisnowlegallymarriedtohersoulmateandcelebratingthelong-awaitedjudicialprogressinthestateofCalifornia.Thesechallengeshaveincreasedtheirunderstandingofthemindset,needs,challengesandadversitiesofstudentsthatexperiencealienation,anxiety,strugglesandsetbacksandhavemadebothofthemstronger,moresensitive,andmorepreparedasscholarsandmentors.Infact,academically,MartinhasbeenrecognizedtwicebyhisdepartmentandstudentswiththeOutstandingEducatorAwardinGECourses,bothastheinauguralwinnerin2012andafinalistin2016.PromotedastheLeadInstructionalDesignerintheCenterforTeaching,Learning,andTechnologyatCalPoly,Luannehaspushedthe


technologicalenvironmentatCalPoly(SanLuisObispo)byworkingwithherteamtosuccessfullytransitionfromBlackboardtoMoodle,spearheadinghybridandflippedclassroominstructionandqualityassessmenttowardseventualcampusadoptionofonlineteaching,leadingcampusiPadinitiativesandtraining,andcontinuingtoinfluencethecampus-wideADACompliancyStrategicPlanaswellasnewerUDLInitiatives.IntheOctober2013TimeMagazineSpecialEditionClassof2025–HowThey’llLearnandWhatThey’llPay”(Meacham2013),L.RafaelReif,thePresidentofMITstates:“Tounderstandthepotential[ofonlinelearning],it’simportanttofocusonwhatdigitallearningisgoodfor.Atleastatthemoment,itissurelynotverygoodatreplacingaclosepersonalconnectionwithaninspiringteacherandmentor.” AstwoinstructorswhothriveinmentorshiprolesandhaveseenthatReif’sstatementistrueinregardtothecurrentstateofaffairswhenitcomestodigitallearning,webegantoaskourselvesthefollowingquestion:

“Isitpossibletomergementorshipwithflipped,hybrid,online,anddigitalclassroomtechnology?”

Thesimpleanswerisyes;however,themorecomplexanswerisTedTalkworthy.Usinganacrossthecurriculummethodology,weneededandobtaineda“proof-of-concept”analysis.MENTORSHIPMINDSETAsmoreandmorefacultyhaveexperiencedanincreaseinthestudenttofacultyratioduetobudgetcutsinthestateofCaliforniaandasmanyhaveredesignedtheircoursesfortheonlineclassroomaswell,thereseemstobeaclimateandcultureofmoreandmoredissatisfactionwithteachingasacareeracrossthecurriculumfromprimarytopost-secondaryeducation.

Wehaveidentifiedthatthisislargelyduetothedecreaseinopportunitiesforteacherstoactinamentoringrolebyfosteringmoremeaningful,impactfulandsignificantone-on-onerelationshipsandguidancewithstudents.Thosewhoviewteachingasa“calling”initiallyenteredthecareerbecausetheysawthevalueinchanginglivesasamentor,despitethelonghoursandlowsalary.Nowthattherearelessopportunitiestomentorandremainsanewiththeheavyworkloadsthatfacultymusthandle,weseemoreandmorefacultydoubtingifitisreallyworththestruggletoremaininateachingcareer.Withteacherscravingtoserveinmentoringrolesonceagain,weseeanincreaseinthepopularityofhybridandflippedformatsamonginstructors.Recruiting,convincingandtrainingthechangeagents,earlyadopters,mentorsandmajorchallengersthatwerespectatCaliforniaPolytechnicStateUniversity,wedecidedtotestiftheconceptofdigitalmentorshipthroughvideo-screencastingassessmentwasfeasible,pragmaticand


scalable.WeallocatedayearfortrainingofCalPolyfacultyinscreencastingassessmentfeedbackforstudentlearning,datacollectionoftheresults,andacademicrigor.Itworkedanditisbeautiful!Wediscoveredtheeffectiveness,scopeandscaleofscreencastingassessmentformentorshipwasevenbetterthanwehadeverimagined.

“Whatexactlyisitaboutthisapproach?Whyisitsuchabiggamechanger?”

Firstofall,itisn’tjustdigitalfeedbacktostudents;itisthemindsettoalign,overlapandpioneertheparadigmthateducationhastohavetransparencyinitsapproach.Contrarytopopularbelief,theconceptsof“howwelearn”and“whatwelearn”canactuallymerge.Quantitativeandqualitativescholarshiparenolongermutuallyexclusive;togethertheyforgeaformalsymbioticrelationshipbeneficialtostudentsandteachers(whichisfundamentallythereasonthisarticleissharedwithyouinthisformatandinthisforum).

By2016travelagencieshavevirtuallydisappearedandlibrarieshavemorphedintolearninghubswithhardlyatraceofphysicalbooksontheshelves.Thelibrarysubstitutehasbecomedownloading,“YouTubing,”and“Facebooking”throughaself-serveapproach.Thementalityof“letmeGooglethat,”orletme“askSiri”predominatesandchallengespost-secondaryeducation’straditionalapproaches.Insteadofviewingitasathreat,weneedtoshapeitintoaintentionally-designedenvironmentwherementorsapproachtherealmascaterersratherthanservers.Customerserviceisasmuchabouttheexperienceasitisabouttheatmosphereandstructuring,designing,andcontrollingisourjobaseducators&trainers.Wearenotinthecustomerserviceindustry;weareintheuser-interfaceconnectionbusiness.

Leadershipinsidetheclassroomneedstobeatransferofknowledge,guidanceandunderstanding.Digitalcommunicationmeansawarenessofthemedium,themeansandthe“me.”Inthisdayandage,reachingastudentgoesbeyondmereconnectionbyestablishingtheabilitytotransformlearningthroughcaringandcustomization.Ourconnectionmustbeapproachableleadershipwhereexperiencetrumpsthecravingforeasyaccessandyeteaseofaccessisstilloperative.WeneedtoacceptthefactthatCOMPETENCEandCONVENIENCEhavefinallymerged.Weneedtoputthequalitybackinhighereducationteachingenvironmentswhileembracingthequantityofinformationthatisavailable.

However,quantityofinformationisuselesswithoutitsdigestionandimplementationbycreativemindsstrivingforsolutions.IntheJuly2015editionofForbesMagazine(George,2015),thearticletitledThat'Useless'LiberalArtsDegreeHasBecomeTech'sHottestTicket,MITprofessorsErikBrynjolfssonandAndrewMcAfeearguethat“today’stechwavewillinspireanewstyleofworkinwhichtechtakescareofroutinetaskssothatpeoplecanconcentrateonwhatmortalsdobest:generatingcreativeideasandactionsinadata-richworld.”


“Teaching:Itisnolongerjustaboutwhatyouknow,buthowyoushareit.Themediumcaptures,keepsandmaintainstheknowledge.”

Contentneedstobegenerated,captured,reviewed,refined,critiquedanddigested.Itistimeforthehighereducationrevolution!Wehaveestablishedthedigitaltoolsandthedigitalinfrastructureandnowitistimetoadapt,adopt,anddiffusethedigitalmindsetofmentorshipforpost-secondaryfacultyandultimatelytheteachingprincipleofoptimalknowledgetransfer,whichshouldinclude,atitscore,bothsupervisionandguidance.Yes,thereisinformationtobegleanedfromthedataoftheInformationAge,buthowdoestoday’sstudentdeterminewhatistrueandwhatisnot?Theguidanceofaknowledgeablementorsortingitalloutandhelpingstudentscreativelyapplythisdatatosolvereal-worldproblemsisofutmostimportanceforauthenticmaturationoftoday’sstudents.Inasense,teachersneedtooptimizetheirrolesasSherpa’sandexpertnavigatorswhoshapelearningthroughcreativemanipulationofthemedium.THREEMENTORSHIPMODULESOURDECLARATION:Thereareclearlythreedifferentscaffoldingmodules,whichwearecoiningtheDigitalAcademicRevolution(DAR):MentorshipCompetency,whichcapturerevolutionarychange,rangingfromK-12,viaHigherEducationtoProfessionalDevelopment.1.REVOLUTIONARYCHANGE:PRIMARY&SECONDARY(K-12)EDUCATION

CommonCoreCurriculumTeacherTraining

ScreencastgradingwillchangethelandscapeofthecommoncorecurriculumofK-12.Thecommunicationcompetencypedagogyextractedfromthistypeofassessmentisunprecedentedandpossessesadefinitivedominoeffect.WhiletheKhanAcademycurrentlyfocuseson"masteryeducation,"thecorefocusofourteachertrainingis"mentorship/reflectivelearning,”whichempowersmentorshipteachinginpost-secondaryeducationandincorporatesatrickle-downeffecttoK-12certifiedinstructorsincorecompetency.Inprimaryandsecondaryeducationthismeansthatteacherscanreachtheirpupilsatthemostsignificantstageoftheirlearningcurve.Theclichéconceptof“youlearnforyourself,notyourteacher,”isprovenuntrue.Theapproachof“youlearnforatransparentlycaringandinspirationalteacher”findsitsmatchbypermittingtheinstructortocapturetheirloveforlearningandshareitwiththepupiltoexperienceoverandoveragainintheirpreferredenvironment.TeachersareaskedtocomplywiththenewCommonCoreStateStandards,buttheresourcesandtraininghasnotcaughtupwiththedemand.Weareintendingtochangethat.


Inprimaryandsecondaryeducationthismeansthatparentscanbeactivelyinvolvedintheprocessinsteadoftheproductofteaching.Thetransparencyoffeedback,accessibilityandcomprehensiveoverviewofvideoassessmentallowstheparent-teacherpartnershiptohaveconsistencyofinstructionandpartnershipinfurtheringthechild’seducation.Inaddition,itwillreducethenecessityofthetraditionalparent-teacherconferencesasanupdatingandcheck-inmechanism.Teacherscaninsteadfocusonthequalityoffeedbackinsteadoftheforumoffeedbackandintheprocesssavetimeaswell.Inprimaryandsecondaryeducationthismeansthatadministratorshaveacosteffectiveapproachofincreasingteachermorale,whileoptimizingtimeallocationonschoolgrounds.Itisthefirsttimethe“learningprocess”canbecaptured,framed,reviewed,directedanddissected.KhanAcademyisproduct-focusedintheirassessmentofmasterylearning.Thekeyisnotvideolectureforconvenience,thekeyismultimediaguidanceandfeedback--fosteringprogressandpedagogicaloutcomesbasedontransparencyandknowledgetransference.Whatthismeansisthatthereisahomeforteacherswhocravementorshipintheenvironmentofdigitallearning;however,itisn’tincontentgenerationbutincontentdigestionguidance(seegraph1.1below):


Inhisbook,AWholeNewMind:WhyRight-BrainersWillRuletheFuture,DanielPinkdiscussesthetransitionstakingplaceinoursocietytodayasAmericamigratesfromanInformationAgetoaConceptualAgeeconomy.Pink(2006)proposesthatcreativethinkerswillholdthemajorityofhigh-payingjobsinthefuture.PinkbelievesthatintheevolvingConceptualAge,Americawillbegintotrulyvaluetheinventive,empathicandbig-picturethinkersoverthecurrentfocusupon“knowledgeworkers”oftheInformationAge(i.e.,accountants,lawyers,programmers,andengineers)whomerelyacquirefactsandconnectthemwithdata.Furthermore,PinkbelievesthattheDepartmentofEducation’sreactiontothemandatesoftheBushadministrationspearheadeda“teachtothetest”mentalitythatwillonlyservetoprovidecorporationswithanabundanceofcheaplaborperformedbyleft-brainedthinkers.Mentoringfacultywillknowhowtotaketheindividualcreativestrengthsoftheirstudents,appreciatethem,recognizetheirvalueandencouragefurthercreativethought,reflection,andaction.

SpecialEducation&AdaptiveLearningCheap/Fast/Good:Theoldwisdomof“pickanytwo”isnolongersatisfactory;allthreeconvergeformentorshipthatoptimallyservesstudents.Wereducedthestudenttofacultyratiotoone-on-onesothatthepupilaccessestheirmentorwhenitismostadvantageousforthem--mergingbothconvenienceandcompetence.Wehavecreatedanon-demandinfrastructureforallstudentsthatembracesakeyvaluetothosethatmaynotpro-activelyseekassistanceandguidanceduetopride,intimidation,fear,oradaptivelearningduetospecialneeds.LeastRestrictiveEnvironment(LRE)isarequirementoftheIndividualswithDisabilitiesEducationAct(IDEA)formainstreaming,integration,andfullinclusionofstudentswithdisabilities.IDEAsays“tothemaximumextentappropriate,”childrenwhoreceivespecialeducationshouldlearnintheleastrestrictiveenvironment.Thismeanspupilsshouldspendasmuchtimeaspossiblewithpeerswhodonotreceivespecialeducation.Thepotentialthroughthementorshipcompetencyistocreateauniquelycustomizedenvironmentwithavoicewherethereiscurrentlynone(inthefeedbackprocess)andnon-verbalcommunicationwhereitismostneededandmostuseful.Thisisawonderfulopportunitytoempowerfaculty,parentsandstudentstosucceedinunprecedentedways.Asthisarticleisgoingpublic,millionsofchildrenreturntotheclassroomandtheParalympicsinBrazilwillhavelitthecauldronofthe15thsummergames.Wewanttoignitethatspiritof“Mind,Body,Mentorship”intheacademicflameburninginsideofyou,asyoureadandlearnabouttheDigitalAcademicRevolutionandstrivetoservethroughtheapplicationofaleastrestrictivetechnology-centriconlinelearningenvironment.


Underserved&Affordability

Thisisapedagogy-drivenproject,notvendor-drivenorfunded,usingalreadyexistingresourcestoimprovetheexperienceofinstructorandstudent.Thescreencastingtool,freetobothanddoesn’texceed$15/yeartotheindividualinstructorwhodesirestoimplementtheProversionthatincludesadditionaleditingcapabilities.WiththeScreencast-O-Matic©softwareappliedinstructorgradingtimewasreducedby30-50%withnolossinqualityoffeedback.Mentorshipcompetencygoesbeyondtechniqueandtool;itintroducesamethodologymindsetthatframesanewbreedofinfrastructurethatdoesn'tselecttechnologyasasupplementorsubstituteforteaching,buttransformsthecommunicationmediumintoalearningoutcome.Weareengagedincapturingthelearningprocess,notthelearningproduct.Scaffoldingthementorshipapproachgivesrisetoawin-win-winapproachservingfaculty,studentsandadministratorsincreatingasuccessfulby-designenvironmentinthe24-hour“ondemand”infrastructureofcurrenthighereducationexpectations.Mentorshipcompetencyempowersself-fundednon-traditionalstudents,fulltimeprofessionals,andfamilyincomecontributorstoobtainmoreindividualizedandmeaningfulfeedbackwithoutconflictandchallengingtime-managementrestraints,traveltimeandadditionalcost.2.REVOLUTIONARYCHANGE:HIGHEREDUCATION

DigitalMentorshipCompetencyCertificationInhighereducationthismeansthatofficehourscanbecomeacompletelydifferentuseoftimeandspace.Inlieuofgainingclarityonassignments,projectsandgradedfeedbackexchanges,officehourscanresembleguidanceandcounselingsessions,advisingandleadershiptransfer,soundboardsandlisteningenvironments.Thesearetheconnectionsandbelongingarenasthatrequireone-on-oneengagementandassiststudentsintheapplicationoflearningforreal-lifescenarios(seegraph1.2below):


However,digitalmentorshipalsomeansamajorreductionofredundancyclarificationforfaculty,majorflexibilityinavailabilityandaccess,andmajorimpactofpedagogicalconcepts.Inlieuofmasterylearning,highereducationcannowembracereflectiveandcriticalthinkinganalysiswithguidance,sincewiththisapproachmentorshipisn’tcompetingwithteaching.Thereisastrongneedformentorsinthisenvironment,butitrequiresacommitted,caringandapproachablescholarthatunderstandsaccountabilityandmotivationascoreprinciplesofteaching.Inhighereducationthatmeansthattheadministrationhasacosteffectiveapproachofincreasingstudentandfacultymoralewhileoptimizingofficeallocationandspaceassignmentsoncampuses.Italsomeansthatwithvideoassessment,facultyhaveademonstrablewayofproving“regularandeffectivecontact”withthestudentsasindividualsintheironlinecourses–afactorthatissignificanttoadministratorsinjudgingtheeffectivenessofanonlineinstructor’spedagogyanddedicationtoastudent’spersonaldevelopment.Inhighereducationthatmeansthattheclassroomcanresembleteachingmodulesthatarecompositesof“bestpractices”and“besttraining”guidedwithclarificationandpotentialcontributionofthelecturerintheroom.Thisrequiresateachingtool


repositoryof“home-made”institutespecificlearningmaterialthatservesasknowledgecaptureofthe“mostimpactful”solutionscollectedandgeneratedonanyspecificsubjectmatter.ThisiswhattheMehl/Foseteamviewastheircallingtopursueandaccomplishinthenextdecadethroughconsultation&training.Weareformallytransitioningfrombaseresearchtotheappliedcomponent.Weareeagerandexcitedtoenterthestate,andnationalrealmofleadership,whichwearecallingtheDigitalAcademicRevolution(DAR).Thisapproachmeansthatstudentsareexposedtothemostimpactful,vettedandrefinedcontentandfacultywillbetrainedandcertifiedinknowinghowtoaccomplishthismostefficientlyandinameaningfulway.Wecan’twaittospreadthewordinkeynotes,trainingmanuals,webinars,podcasts,workshopsandcampusvisits.Insteadofcertifyinganindividual’scourseworkandmaterial,weareleadingthechargetoprepareteacherstotakeonthecurrentDigitalAcademicRevolutionthroughDigitalMentorshipCompetency.3.REVOLUTIONARYCHANGE:PROFESSIONALWORKFORCELEARNING&TRAINING

LegacyExpertAccreditationKenBurnscalledtheNationalParksService(celebratingitscentennialanniversarythismonth)“America’sBestIdea”(PBS,2009).TheNationalParkServicehastwomainjobs:oneistoprotectthenationalparks;theotheristohelpvisitorsenjoythem.Inworkforcetrainingandprofessionaladvancement,thedualpurposeafterrecruitmentistoretainandfosteremployees.Ifproperlyexecuted,DigitalMentorship,usingscreencastingtechnology,canbeAmerica’sBestOpportunityforjobsatisfactionandcompetitiveadvancement.Internships,apprenticeships,residencyprogramsandotherpartnershiparrangementsinpost-secondarylaborenvironmentsaimforthepairingofexperienceandinsideperspectivewithnewrecruits.However,theperformanceassessment,feedbackandguidancecanbeenhanced,refinedandmoreconcisecomparedtothetraditional(eitherabsentorsimplyend-of-servicereport-cardstyle)approachwhenintegratingatechnology-centricconstructivecriticismloopwithscreen-capture/mentorshipmethodology.Rangingfromagriculture,architecture,artistic,athletic,business,communication,engineering,environmental,entertainment,finance,health,manufacturing,medical,legal,publicservice,technology,security,scientific,non-profitandfor-profitmarketsegments-theultimatechallengeistheopportunityoftransitioningandsmoothlyintegratingnewteammembersintoanexistingorganizationalstructure.TheDigitalMentorshipapproachpermitsaformalarenaofcollectingandsharingquantitativeandqualitativedata,essentiallyconvertingtheintangiblesintotangibleguidelinesofgoodleadershipandknowledgetransfer.Potentiallyinheritingaworkforcethathasalready


experiencedthistechniqueinprimary,secondary(commoncore)andtertiaryeducationcanfurtherenhancethisopportunityforsuccess,satisfactionandacompetitiveedge.BecomingaLegacyExpertinDigitalMentorshipCompetencyrequiresaconcertedthree-prongedapproach:(1)Developingcommunicationcompetencyoninformationdisseminationanddigestion;(2)Leadershipskillandknowledgetransferidentification(establishingchangeagentstandardsandcredibilitygages);(3)Documentationforarchivingpurposes(creatingacustomizedknowledgerepositoryofscreencastfeedback/commentary).ThroughDigitalMentorship,incomingpersonnelcaptureboththevisualandverbalconfirmationandclarificationofexpectationandstandardstoestablishduallegacy:theopportunitytocapturethebestoftheexistingorganizationalchangeagents,whiledocumentingtheprocess.Thedocumentationallowsforoversight,accountabilityandmerit-basedperformancerecognition.Theabilitytopinpointexactlywhoisfosteringthebestnextgenerationofhighperformersiscurrentlybasedontheoutcomeassessment.Suddenlythepotentialincludestheabilitytocapturethe“how”sothattheassessmentisbasedontheprocessandtheproduct/outcome.Foranyindustrythispermitsareviewprocessoftransparentlyevaluatingthereasonsofreachingorexceedinggoalswhenhumancapitalisthepredominantdrivingforce.MENTORSHIPPROCESSPluggingintoStudentsDigitalDNA:KnowledgeTransferandInformationDigestionThepossibilitytomentormoreeffectivelyshouldgeteveryeducatorontheplanetexcitedaboutthefactthattheyarenotextinct;theyaremorenecessarythanever.Justthinkaboutit:thelibraryneverreplacedthescholar.Thatexplainsthecollaborativenaturebehindthismethodology--wherethementorturnsintothestudentandthestudentturnsintothementorandthroughthetransformationcanperpetuallytakeoneachother’sformandfunction.Furthermore,theInternethasn’treplacedtraining,teachingandeducation;itisapowerfulsupplement,notasubstitute.Thescreencaptureapproachempowersthementorstoserveaschangeagents,pin-pointingeducationbygradingastudent’sindividualworkandbecomingmoreacquaintedwiththeiractualthoughtprocess.Asaresult,theteacherisabletorefinethestudent’sdigestionofinformationwhilecurrentlysneakingapeekatthestudent’smethodoflearningfromametacognitionstandpoint.Allofthisinformationcanenhanceateacher’sassessmenttoolkit,andinturn,assisttheindividualstudenttoreachgreaterheightsandmaturityasalearner.

“Weneedtoclearlyestablishthattechnologyisnownolongeratool,butforthefirsttime,agatewaytotheprocess,anaccesspointtoreach,clarifyandamendthelearningprocess.”


Eachstudentmayhaveauniquelearningprocessandapproach,howevertheinstructorhasaclearunderstandingoftheintendedgoalsandbenchmarksofboththeoutcomeandthepaththroughthementorshipapproach.Thisisbynomeansahandholdingtechnique,rathertransparencyofexpectationsandcomplianceclarification.Assignmentsneedtohaveclear,rubric-baseddeliverables,buttheyalsoneedtoreflectconstructivefeedbackwithaclearoutlineofthescopeandscale.Studentstendtobemotivatedbygradesaswellasinspiration,socombiningthemisanidealapproach.

“Thephysicalpaperisdead.Longlivethescreen,whenitcomestomentoring.”Whatitboilsdowntointheendisthatitactuallyisn’taboutthemedium;rather,itisaboutthestepsoflearningitrepresents.Inthewrittenphysicalpaper,thewrittenannotationsrepresentafinishedproductwithfinalizedstatementsandyettheyalienatethecomponentof“constructive”criticismthatcanbemoreeasilydigestedbystudents.Annotationsonwrittenpapersrepresentjudgmentandlabeling,resultingindiscouragementformoststudents.Thosethatalreadyhavethematurityandcapacityforsuccessarebarelyguidedbytheteacherwiththatapproach,theyaresimplylead.Weneedtoreachallformsofstudents,andespeciallynotmerelythestudentswhohavealreadyunderstoodthecontentandcanapplyittowardtheirowndevelopment.Therefore,themethodofwrittenfeedbackisnotoptimalbecauseitlackstheclarityoftheauthor’sintent–itislackingintheimpactofclarity,andfrankly,itisoutdated.Writtenworkisoptimalforlegacy,forinformationgathering,forinformationdissemination,forinformationpermanence.However,wearenowatanunprecedentedtimewherethecapturedmultimediaenvironmentisreadilyavailableatlowcostandpermeatesallfacetsofourpersonal,professional,andmostsignificantly,academiclives.Itisthedifferencebetweenin-depthbloggingvs.tweetingandFacebookpostingvs.Snapchatting.Wehavenotnecessarilyallboughtintobeingasocietyofshort-attention-spanindividuals,butwearegraduallymorphingintoasocietythatusesvisualstimulationasawaytoenhanceinformationdigestion.Asfaculty,wealreadyseekoutcontentthatcanbesharedintheclassroom,butsadly,wearenotfocusedonwhatwewantourstudentstolearnwithit;rather,weframeitaslearningfromit.Ourapproachtoguidingstudentlearningneedstobepro-activeandlessreactionary.Currently,lessonplansclearlyestablishtheframeworkforlecturestoreflectandframetheconceptsoflearningunits.Thetraditionaldeliverablesaretangiblesfromtheoreticalconceptsandpracticalapplications;however,theyaregenerallymeasuredthroughcomplianceofeither“correct”oratleast“acceptable”responsesandsolutions.


Thekeyvalueaddedthroughscreencastingassessmentistheemphasisonthelearningprocessoffeedbackinconjunctionwithproductoroutputgrading.Atthecore,itiscrucialtodifferentiatetherelationshipofgradingandfeedback.Gradingentailsacomponentofjudgmenttotherecipientthatisgenerallydisconcertingastheperceptionisthatoneiseither“upto”or“below”thestandardsofthegrader.Suchanapproachwithouttransparentfeedbackalsocompoundsthedifficultyofinstructionalobjectivity. MENTORSHIPIMPACT Atthepresenttime,themostcommonapproachofassessmentisembeddedinprovidingconstructivecriticismfordraftorincompletework.Reviewingassignments,projectsandpresentationsshouldinsteadbecarriedoutthroughascaffoldingapproach.Thecurrentgaugeofthesuccessful,satisfactoryandstandards-compliantsubmission(i.e.,completion)oftheassignmentandconsequentgradingwithmeasurabletangiblesandrubricnolongerwillsufficefortheinstructorwhodesirestoserveasamentor.Althoughitissignificanttoprovidethestudentwithclearlyaccomplishableguidelines,thementorshipconstructivecriticismfeedbackwillthrivebytakingadvantageofmultimedia,modelingandemulation--feedbackthatgoesbeyondthetraditionalandsimplestandardofcompliance.Thespokenwordinone-sidedscreencapturepermitsclarityinnuancedjustificationsandservesasamechanismfortransparency.Evenifitisn’tinteractive,itstillpermitsanopportunitytoprovideperspectiveandmuch-neededencouragement–acircumstancethatisindeedveryscalable.Motivation,re-enforcement,guidanceandmodelingareasimpactfulascontentandknowledge–possiblymoreso.Thecorecomponentofsuccessfulteachingistheoptimalknowledgetransferfrommentortomentee–thisiswherescreencastingassessmentcanreallymakeadifference!“Learnbydoing”istheschoolmottoofCalPoly,SanLuisObispo,wherewearebothpresentlyemployed.Themottoisoftenjokinglyreferredtobythestudentsas“learnbyfailing,”butinessence,whattheapproachwasintendedtoimplyisafocusonpracticalityandapplication.Weneedtoavoidusingtheoryinourteachingmethodandpracticewhatourstudentspreach.Weneedtoreachthemwheretheyare.Someeducatorsresistthiscateringapproachassimplyfurtheringtheselfishnessofthe“me”generation,buttobetrulyeffective,weneedtoplugintotheirdigitalbrains.Weneedtooptimizelearningbybecomingawareofthedo’sanddon’tsofprovidingeffectivescreen-captureassessmentastransparentmultimediafeedback.

“Weneedtoestablishatrainingmethodologythroughpedagogythatistechnologycentrictopermitmentorshipinitsmostrawform.”


Feedbackisn’taboutperfectlyeditedsoundbites,andpurelyaestheticallypleasingvisuals;itisaboutapproachabilityandguidance.Generally,theintimidationforscholarsinthisapproachisrootedinthefearofnotbeingtechnologicallysavvy.Weneedtoclearlyestablishthattechnologyisnownolongeratool,butforthefirsttime,agatewaytotheprocess,anaccesspointtoreach,clarifyandamendthelearningprocess.Whatabeautifultimetobeateacherintraining.Whatabeautifultimetobeastudent.Whatabeautifultimetoconnectwiththebrainofthementor!Wealwaysthoughtwewouldliketotakeastrawtothebrainofthosewhoinspireus.Well,wecan’tsuckouttheirknowledge,butwecansurelypourour“bestintentions”intothespokenwordandbysodoing,providethevoiceoverforthevisualconnectionwearecreatingwiththepersonontheothersideofthemonitor.THENEXTTEN-YEARDIGITALACADEMICREVOLUTION(2016-2026)Forthefirsttimeineducationthescreencouldbecomethemirrorwherethementorislookingintothefaceoftheirmentees.Inthe2006editionofTimeMagazine’sPersonoftheYear(Grossman,2006),therewasthelabelof“ContentGenerators”withamirroronthecover.Twodecadeslater,TimemayfeatureeducatorsthathavejoinedtheDigitalAcademicRevolution--thosewiththevisionthattheyareresponsibleforpairingthegiftofdigitalmentorshippedagogywiththegraduatingclassof2026.Wearesoexcited,sothrilledtobeyourmentorshiptrainers--whichiswhyus,whynow.Whydon’tyoujoinus?Article#2PREVIEW:DIGITALACADEMICREVOLUTIONMENTORSHIPCOMPETENCYSERIES#2THECONVERSATION:ViewingInstructionalDesign&PedagogyasaHolisticUnitTransformativeTeamworkinaLearnbyDoingApproach–StudentTurnedMentor&MentorTurnedStudentWaitaminute,we’rebeingtooabstractherewithjustexposingyoutothemacro-analysis.Weshouldn’tsimplyunveiltheoutcome;instead,youshouldbeapartofthemicro-analysis–theentireprocessfrominceptiontoapplication.Sowiththatinmind,wewouldliketoguideyouthroughthejourneywetookwithareverse-engineeringapproachintheDARSeriesthatfollows.Soundslikeyouarereadyforthemicro-analysispart.Youshouldseewhatwewerethinking--understandinghowwegothere.Let’sbackuptheseclaimsandfindingsANDgiveyoutheopportunitytoreplicatethisinyourenvironment.


REFERENCESClive,Thompson(2011,July15)HowKhanAcademyischangingtherulesofeducation,Wired|Retrievedfromhttp://www.wired.com/2011/07/ff_khan/CommonCoreStateStandards(2012,March7)CaliforniaDepartmentofEducation|Retrievedfromhttp://www.cde.ca.gov/re/cc/Fose,L.,&Mehl,M.(2007).Pluggingintostudents’digitalDNA:FivemythsprohibitingproperPodcastingPedagogyinthenewclassroomdomain.MERLOTJournalofOnlineLearningandTeaching,3(3).Retrievedfromhttp://jolt.merlot.org/vol3no3/mehl.pdfGeorge,Anders(2015,August17)That‘Useless’LiberalArtsDegreeHasBecomeTech’sHottestTicket,ForbesGrossman,Lev(2006,Dec.25)PersonoftheYear:You,TimeIndividualizedEducationProgram|IEP(April10,2006)U.S.DepartmentofEducation,OfficeofSpecialEducationProgramsMeacham,Jon(2013,Sept.16)WhatCollegeswillteachin2025,Americamustresolvetheconflictbetweenknowledgeandknowhow,TIMESummitonHigherEducationPBS(2009,May27).PBSPREVIEWS:NATIONALPARKS|extendedpreview|PBSRetrievedfromhttps://youtu.be/mx8WbZIWCSMPink,D.H.(2006).Awholenewmind:Whyright-brainerswillrulethefuture(1sted.).NewYork:RiverheadBooks,U.S.


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