oeb slides zone of effective learning - (final)

zac.woolfitt@Inholland.nl

++31 610 441 489

Teaching, Learning & Technology

Inholland University of Applied Sciences

The zone of effective learningFinding the sweet spot of maximum technology impact

Online Educa BerlinFriday 8th Dec 201712:00 – 13:00Room LinckePhoto © Adam Woolfitt

Part 1 – Introduction (20 minutes)

• 'Zone of effective learning’

• Sweet Spot’ of maximum technology impact

• From servant to master

Part 2 - Interactive discussion at tables (20 minutes)

Part 3 – General discussion whole group (20 minutes)

Why this subject, why now?

‘Technology is enabling us to restore some of our humanity.’

Luciana Locks, Editoria Cultural Norte-Americana, Brazil, Online Educa Berlin, December 7th, 2017

‘Who is in charge of your life – technology or you?’

Hobsbawm, J. (2017). Fully connected; surviving and thriving in an age of overload (p. 31)

‘Four companies shape and enormously influence our lives. Is that good or bad?

[They] have each embedded themselves in our lives, hugely influencing us by playing to our basic human instincts.’

Hidden DNA, Scott Galoway

WWW.BBC.Com (Technology section), December 8th, 2017

Resources 1Alter, A. (2017). Irresistible; the rise of addictive technology and the business of keeping us hooked.

New York: Penguin Books.

Carr, N. (2011). The shallows. London: Norton & Company, Ltd.

Clayson, D. E., & Haley, D. A. (2012). An introduction to multitasking and texting : Prevalence and impact on grades and GPA in marketing classes. Journal of Marketing Education, 35((I)), 26–40. http://doi.org/10.1177/0273475312467339

Crabbe, T. (2014). Busy; How to thrive in a world of too much. London, UK: Piatkus.

Dow Schüll, N. (2012). Addiction by design; Machine gambling in Las Vegas. Princeton, NJ: Princeton University Press.

Eyal, N. (2014). Hooked; how to build habit-forming products. London: Penguin Books.

Gazzaley, A., & Rosen, L. D. (2016). The distracted mind: Ancient brains in a high-tech world. Cambridge, MA: MIT Press.

Harris, T. (2016). How technology is hijacking your mind — from a magician and Google design ethicist. Retrieved October 5, 2017, from https://journal.thriveglobal.com/how-technology-hijacks-peoples-minds-from-a-magician-and-google-s-design-ethicist-56d62ef5edf3

Kirschner, P. A., & Bruyckere, P. De. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. http://doi.org/10.1016/j.tate.2017.06.001

Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S., Lin, N., … Ybarra, O. (2013). Facebook use predicts declines in subjective well-being in young adults. Plos One, 8(8), 1–6. http://doi.org/10.1371/journal.pone.0069841

McCoy, B. R. (2016). Digital distractions in the classroom phase II: Student classroom use of digital devices for non-class related purposes. JoME, 7(1), 1–69.

Noort, W. vant. (2017). Is daar Iemand? Hoe de smartphone ons leven beheerst. Amsterdam: Thomas Rap.

Resources 2Ravizza, S. M., Uitvlugt, M. G., & Fenn, K. M. (2017). Logged in and zoned out : How laptop internet

use relates to classroom learning. Psychological Science, 28(2), 171–180. http://doi.org/10.1177/0956797616677314

Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958. http://doi.org/10.1016/j.chb.2012.12.001

Sales, N. J. (2016). American girls; social media and the secret lives of teenagers. New York: Vintage Books.

Schuur, W. A. Van Der, Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2015). The consequences of media multitasking for youth : A review. Computers in Human Behavior, 53, 204–215. http://doi.org/10.1016/j.chb.2015.06.035

Shirky, C. (2010). Cognitive surplus; creativity and generosity in a connected age. London: Penguin Books.

Skinner, B. F. (1968). The technology of teaching. Meredith. Retrieved from http://www.bfskinner.org/wp-content/uploads/2016/04/ToT.pdf

Turkle, S. (2012). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.

Turkle, S. (2016). Reclaiming conversation; The power of talk in a digital age. New York: Penguin Books.

Twenge, J. M. (2017). iGen; why today’s super-connected kids are growing up less rebellious, more tolerant, less happy - and completely unprepared for adulthood* and what that means for the rest of us. New York: Simon & Schuster.

Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: the mere presence of one ’s own smartphone reduces available cognitive capacity. JACR, 2(2). Retrieved from http://dx.doi.org/10.1086/691462

‘Zone’ of effective learning with technology

‘Sweet Spot’ of maximum

technology impact

From Servant to

Master

To learn effectively with technology become consciously competent and

master technology on our terms

technology impact

Mastervs.

Servant

technology impact

Mastervs.

Servant

Servant to technologyInefficient

Ineffective Addiction

Non-aligned

Multi-tasking

Low-metacognition

Low awareness

Distraction

Boredom

Unclear goals

Region of ineffective learning with technology

Low skill level

Non-aligned

Multi-tasking

Low-metacognition

Low awareness

Distraction

Boredom

Unclear goals

Low skill level

Non-aligned

Multi-tasking

Low-metacognition

Low awareness

Distraction

Boredom

Unclear goals

Low skill level

Non-aligned

Multi-tasking

Low-metacognition

Low awareness

Distraction

Boredom

Unclear goals

Low skill level

Non-aligned

Multi-tasking

Low-metacognition

Low awareness

Distraction

Boredom

Unclear goals

Low skill level

Non-aligned

Multi-tasking

Low-metacognition

Low awareness

Distraction

Boredom

Unclear goals

Low skill level

Non-aligned

Multi-tasking

Low-metacognition

Low awareness

Distraction

Boredom

Unclear goals

Low skill level

Learning and technology are aligned

Resource use is minimized

Learning outcomes are maximized

Develop Mastery

Metacogntiton

Continual reflection On your terms

Aligned, efficient

Single tasking, clear goals

High metacognition, skill level

Effective, focused

technology impact

Mastervs.

Servant

‘Sweet Spot’ of maximum technology

impact

Understanding the potential of a

specific technology

impact

specific technology

The ability to harness a

technology to specific learning

impact

specific technology

The ability to harness a

technology to specific learning

Reflecting on your level of

using the technology to

accomplish task

impact

technology impact

From Servant to

Master

‘I don’t understand things any more, but I know I don’t understand. That is the first thing about learning’

Jeff Staes, Online Educa Berlin, 7th December, Red Monkey Disruption

Incompetence CompetenceC

Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

Maslow’s four stages of learning

(Adams Becker, Asquini, & Zentner, 2017; Carretero, Vuorikari, & Punie, 2017)

But…

Have welearned our

technology skills based on

technology’s terms? Have we become the

SERVANT of Technology?

UsefulnessOften ‘Free’

FunctionalityEasy + Attractive

ConvenienceEveryone is using it

What we get from technology

On technology’s terms

(Advertising) revenuePersonal data

AlgorithmsMarket share

Addictive behaviour ‘Hooked’ customers

Time on devices

UsefulnessOften ‘Free’

FunctionalityEasy + Attractive

ConvenienceEveryone is using it

What we get from technology

What technologygets from us

On technology’s terms

‘But the culture of this new technology is addictive, and technology companies deliver us beautifully packaged, marketed products that have taken hold…

We may be only just waking up to the disadvantages, but the commercial advantages are all too clear…’

Hobsbawm, J. (2017). Fully connected; surviving and thriving in an age of overload (p. 9)

Technology on our terms..?

• When

• How

• Why

• For what

• For how long

• For what goal

• And… when we stop!

SERVANT

MASTER

SERVANT

MASTER

Pressure from user• Addictive, fun, I’m bored

• FOMO, Accessibility

• Availability, No need to change

• Everyone’s doing it

• That’s how it is

Pressure from technology

(Alter, 2017; Dow Schüll, 2012; Eyal, 2014; Harris, 2016; Senge, Kleiner, Roberts, Ross, & Smith, 2009)

MASTER

Pressure from user/society• Too much screen time

• Mobile phone addiction

• Health issues

• Privacy

(Carr, 2011; Goodin, 2017; Kross et al., 2013; Noort, 2017; Sales, 2016; Shirky, 2010; Turkle, 2012, 2016; Twenge, 2017; Ward, Duke, Gneezy, & Bos, 2017)

MASTER

Pressure from user• Addictive, fun, I’m bored

• FOMO, Accessibility

• Availability, No need to change

• Everyone’s doing it

• That’s how it is

Pressure from user/society• Too much screen time

• Mobile phone addiction

• Health issues, Privacy

• Privacy

Pressure from technology

I used to do nothing. Now I’ve come to believe that doing nothing is no longer o.k..

Staying silent about bad technology habits is making things worse for all of us.

In the end, technology should serve us. We should not serve it.

@nireyal, 1st December 2017 (author of ‘Hooked’).

MASTER

When?How? Why?

What for?For how long?

Degree of control?

MASTER

Decide whenDecide howDecide why

Decide what forDecide how long

Take control

Reflect on whenReflect on howReflect on why

Reflect on what forReflect on how long

Assess control

MASTER

technology impact

From Servant to

Master

technology impact

Mastervs.

Servant

Move from servant to master

Through ‘Zone’ and ‘Sweet Spot’

Become Consciously Competent

And master technology

On our terms…

‘Is the new technology going to run us, or are we going to manage technology?’

Abigail Trafford, Online Educa Berlin Keynote, December 7th, 2017

Table discussion

• At your table, discuss the question allocated to your table

• Summarise three key points to share back to the whole group

• Finished? If you’d like to, please go to another question of your choice.

• At the Google Doc link below you can type your ideas into a common document.

goo.gl/uPxmmQ

Table Madagascar

Q1: What steps can you take as a learner to become consciously competent as MASTER of technology?

Table Peru

Q2: What is the role of educators in supporting development of healthy technology use?

Table Netherlands

Q3: What conditions need to be met to enter the Sweet Spot of maximum technology impact?

Table India

Q4: Under what circumstances do you use a technology most effectively and what steps can you do to reach this stage?

Table Egypt

Q5: What does it look like to master technology on your terms?

https://padlet.com/zac_woolfitt/OEB17

Lectoraat Teaching, Learning & Technology

Research in to video teaching, peer feedback and pioneers

www.Inholland.nl/tlt

Blog Spot

http://zacwoolfitt.blogspot

++31 610 441 489

Teaching, Learning & Technology

Inholland University of Applied Sciences

The zone of effective learningFinding the sweet spot of maximum technology impact

Online Educa BerlinFriday 8th Dec 201712:00 – 13:00Room Lincke

http://zacwoolfitt.blogspot

(adapted from) https://www.businessballs.com/self-awareness/conscious-competence-learning-model-63/

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