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A New Padagogy Wheel: 你会说中文吗?

Download the PDF Poster below. All apps on it are linked to the Chinese iTunes App Store

推荐每位教师将其引进课堂。

Matt Harris博士是美国国际教育技术协会(关于ISTE)董事会候任主席。Matt将于2016年接任董事会主席,成为第一位不在美国居住和工作的主席。正如Matt所说

““我在EdTech担任领导期间,发现当代教育家热衷于使用技术来扩展和深化学习。他们中的大多数人意识到“现实世界”在不断变化,而现代教育学需要帮助学生在进入那个世界之前做好充分准备。然而,他们在使用特定工具实现这些新概念时经常遇到困难。Allan Carrington 的Padagogy轮模型正是为教师提供了一个简易的使用指南。该指南将apps和基于现代教育学和理论的学习产出相联系,方便教师在备课时从Padagogy轮查找最适合自己学生的工具,或者在课堂上使用该轮扩展或深化对某个21世纪技能或领域的学习。Padagogy轮将理论、实践和应用相结合,是一个宝贵的资源。因此,推荐每位教师将其引进课堂。 “

Matt HarrisMatt Harris,教育学博士
#EdTech领导|教师|导师|策展人
http://mattharrisedd.com | matt@mattharrisedd.com
关注我的Twitter: twitter.com/mattharrisedd (@mattharrisedd)

The Global Reach of the Padagogy Wheel continues

I was sharing the Padagogy Wheel project to a good friend and colleague in Adelaide and she made a suggestion the has led to two exciting months work and a learning model tool for the great nation of China.  Jasmine Yow is a translator and together we looked at translating the Padagogy Wheel into Chinese. As I thought about this I began to think about the possibilities.  I have since learnt that in China there are at least 14.6 million teachers in the K-12 space alone and 1.8 million teachers of English.  Add this to the number of teachers in Higher Education and Vocational Education and the numbers of Chinese speaking teachers who might be interested in this version of the Wheel is staggering.

We decided to explore Chinese Social Media which is quite different to what we know in other countries . We were both pleasantly surprised that there  are quite a few mentions of earlier versions of the Padagogy Wheel already online. In her research, Jasmine identified a blog which had written about the importance of the Wheel, as well as another university teacher who’s specialty is mobile learning. She facilitated my connection with both these academics.  I introduced them both to the latest Version 4.0 of the Wheel and asked could they help translate it into Chinese – thus began a great collaborative partnership which has produced the most customized useful poster yet and they have become friends.

Clatin_hdshot_100x75Clatin Chang
The Pedagogical Academy
HuNan Agricultural University
ChangSha HuNan Province
China
E-mail: ranrancc@gmail.com

Jiao_Hdshot_100x73Dr. Jiao Jianli
Professor of Educational Technology
Director of Future Education Research Centre
Deputy Dean of School of IT in Education
South China Normal University Guangzhou, Province China
E-mail: jiaojianli@126.com

Dr_Jiao_and_Team_ThumbnailDr Jiao and his great team of specialists from South China Normal University truly captured the vision and supported the production of the Chinese version far beyond what I hoped for.  They workshopped the translation and used the activity to be Professional Development (PD) about pedagogy and technology.  We have set up a group in WeChat. This is a Skype and Twitter like program used across China – we chat daily.  We have brainstormed and clarified concepts for a number of weeks now.  Dr Jiao was kind enough to write a teaching piece  for language learning which is on the Poster. Then the team suggested we collaborate on a Chinese based blog in two languages. 如果你懂中文请访问 http://www.chinesepw.com

Clatin volunteered to help by auditing all the apps on the English Padagogy Wheel and making recommendations of apps more useful to teachers and students in China.  He did a fantastic job and introduced me to the Great Fire Wall (GFW) and I discovered that many of the Apps did not work in China. He provided the links for each app to the Chinese Apple iTunes Preview pages as well.  Clatin also suggested the idea about extending the support on the Poster to include teaching a language.

Features of the Chinese Version: The most developed Padagogy Wheel so far

  • Carefully translated into Simplified Chinese.
  • 124 Chinese friendly educational apps linked to the Chinese Apple iTunes Store.
  • Teaching in Chinese on how to use the Padagogy Wheel to learn a language.
  • Language learning specialty apps are highlighted on the wheel to help teachers design better technology enhanced outcomes.
  • More resources to explain the SAMR model are linked to help teachers understand this important concept.
  • Links to resources on Immersive Learning to help teachers develop pedagogies for developing graduate attributes and motivation.

There are two Versions of the Chinese Padagogy Wheel V4 Poster

  1. Chinese Padagogy Wheel Poster ThumbnailThe CHINESE Wheel Poster Print (4.3 mb): This is a bigger file size to print the Poster as an A3 or A2 hardcopy suggest laminated.
    http://tinyurl.com/padwheelCHIHD
  2. The CHINESE Wheel Poster Screen (2 mb): Usually just for computer screen use.
    http://tinyurl.com/padwheelCHI

The Wheel Road Map

We now have the Padagogy Wheel Learning and Teaching Model in four languages English, Spanish, German and now Chinese. At the time of this post, we have the following languages in production, Catalan | Dutch | Filipino | French | Greek | Irish | Italian | Japanese | Norwegian | Portuguese | Russian | Turkish | Korean and Arabic – 14 languages. However let’s not stop there. If you are interested in translating the Padagogy Wheel into your heart language, then please read this Translation Method and get in contact.

Comments (2)

A New Padagogy Wheel: Sprechen Sie Deutsch?

“Das „Padagogy Wheel” setzt die Idee der Motivation und Fähigkeiten optisch ins Zentrum. Dies ist eines der prägnanteren Merkmale als Modell:  das Ineinandergreifen der Technologie, des Denkens und der Motivation der Studierenden. Viele der Misserfolge in #edtech sind Misserfolge der #edtech Integration. Ansätze wie das „Padagogy Wheel” versuchen die Beziehung zwischen den Elementen des „großen Ganzen“ zu verdeutlichen. Es ist von zentraler Bedeutung, die einzelnen Teile – Tablets, Apps, Lernziele, kognitive Handlungen, etc. –in ihrem Zusammenspiel zu betrachten. Ohne diese Vision ist jeder Einsatz von #edtech nutzlos.”

Auszug aus dem te@chthought blog post:
German translated by Google Translate  Das Gesamtbild der Bildungstechnologie: das Padagogy-Rad  Original Article in English: tinyurl.com/bigpictureedtech

Padagogy_Whl_only_GERSMLThe Global Reach of the Padagogy Wheel continues

volkmar-langer-foto.256x256Twitter is an amazing Professional Development tool for Teachers. It also helps them expand their PLN (Personal Learning Network).  I met Volkmar on Twitter and after numerous exciting Direct Messages and emails he agreed to translate the Padagogy Wheel German Version. His full contact details are: Prof. Dr. Volkmar Langer, Präsident, Hochschule Weserbergland, 
University of Applied Sciences, Am Stockhof 2, D-31785 Hameln Deutschland. Volkmar  will be blogging about the German Version on the HSW-learn blog

There are two Versions of the German Padagogy Wheel V4 Poster

  1. Poster ThumbnailThe GERMAN Wheel Poster Print (4.6 mb): This is a bigger file size to print the Poster as an A3 or A2 hardcopy suggest laminated.
    http://tinyurl.com/padwheelGERHD
  2. The GERMAN Wheel Poster Screen (1.7 mb): Usually just for computer screen use.
    http://tinyurl.com/padwheelGER

The Wheel Road Map

We now have the Padagogy Wheel Learning and Teaching Model in three languages English, Spanish and now German.  At the time of this post, we have the following languages in production, Catalan | Chinese (Simplified) | Dutch | Filipino | French | Greek | Italian | Japanese | Norwegian | Portuguese | Russian – 11 languages. However  let’s not stop there. If you are interested in translating the Padagogy Wheel into your heart language, then please read this Translation Method and get in contact.

Comments (1)

A New Padagogy Wheel: ¿Hablas español?

“La Rueda de la Pedagogía (Padagogy Wheel) pone la motivación y capacidades al centro; que le da una de sus características más importantes como modelo que sirve de engranaje para la tecnología, el pensamiento y la motivación del estudiante.  Muchos de los errores de #edtech son errores de integración, por eso, modelos como la Rueda de la Pedagogía intentan clarificar la relación entre los elementos de todo el panorama.  Ver las piezas – tabletas, apps, objetivos de aprendizaje, actividades cognitivas, etc., y ver como trabajan juntas es el fin de este modelo, sin esa visión, cualquier cosa de #edtech se queda coja y muerta”.

Entrada en el blog te@chthought
Spanish translated by Google Translate:
Una imagen amplia de la Tecnología Educativa: La Rueda de la Pedagogía (Padagogy Wheel)
Original Article in English:
tinyurl.com/bigpictureedtech

Padagogy Wheel Only in Spanish

This is an important day in the Padagogy Wheel Journey.

David NoriegaAfter a wonderful ongoing collaboration with Aroldo David Noriega of El Instituto de Educación a Distancia “La escuela en su casa” ISEA in Guatemala we have a Spanish Version of the Padagogy Wheel V4.0. David is blogging about the Spanish Wheel on DISEÑO DE LA INSTRUCCIÓN

There are two Versions of the Spanish Padagogy Wheel  V4 Poster

  1. Padagogy_Whl_only _SP_SMLThe SPANISH Wheel Poster Print (7.3mb):
    This is a bigger file size to print the Poster as an A3 or A2 hardcopy suggest laminated.  http://tinyurl.com/padwheelSPHD
  2. The SPANISH Wheel Poster Screen (2 MB):
    Usually just for computer screen use  http://tinyurl.com/padwheelposterSP

The Wheel Road Map

At the time of this post, we have the following languages in production, Portuguese | French | German | Norwegian | Greek | Catalan | Italian | Russian | Japanese  … but let’s not stop there. If you are interested in translating the Padagogy Wheel into your heart language, then please read this Translation Method and get in contact.

Comments (1)

The Padagogy Wheel V4.0 … the Next Generation

The Padagogy Wheel visual places the idea of motivation and capabilities at the center, which gets at one of its more compelling characteristics as a model – the meshing of technology, thinking, and student motivation. Many of the failures in #edtech are failures in #edtech integration, and frameworks like the Padagogy wheel attempt to clarify the relationship between “big picture” elements. Seeing the pieces–tablets, apps, learning goals, cognitive actions, etc.–and how they work together is everything. Without that vision, any bit of #edtech is limp and lifeless.

Extracted from te@chthought blog post: The Big Picture Of Education Technology: The Padagogy Wheel published 12 Dec 2014

When the above quote was published I was excited.  It is such a succinct explanation of what the Padagogy Wheel is trying to achieve.  It has been 2 years since V3 was published and over a 100,000 copies of the PDF poster have been downloaded from this blog, I am truly honoured by the interest in the model.   Two years is a long time in the development of technology enhanced education and tablet app development has come a long way. It is time for the next generation of the Padagogy Wheel.  Today V4.0 goes public…. yeeess!

Wheel only Padagogy Wheel V4.0How it Happened

I have been trying to find a better way to find apps and manage the resources on how to use them. V4 became possible when I discovered a web resource developed by fellow Apple Distinguished Educators (ADEs)  APPitic.com is a extremely useful resource for educators wanting to improve their teaching using mobile devices.  I want to publicly thank them for their hard work and making V4 so much easier to update.

What’s New on the PDF Poster?

Is it much different? It sure is.

  • Links to twice as many apps: It has direct links to 122 of the latest and most popular educational iPad apps.
  • App selection criteria: to help teachers make better app decisions These also are linked to the APPitic website and each Bloom’s Cognitive Domain Category has comprehensive selection criteria.  Prompts asking the teacher to think how the app would help the user achieve the domain activities.
  • Each domain activity linked to apps:  (that’s wheel 5 from the core) is linked to a group of apps considered most useful to enhance good outcomes.
  • The SAMR model wheel better communicates the idea.  This might seem a small addition but I have added two way arrows around the wheel.  I hope this helps teachers understand that the idea is to virtually align the SAMR model with the Bloom’s category they are working with.  The idea is once one or more apps are chosen then think Redefinition if possible. Just keep in focus that the SAMR wheel is meant to spin.  It also has a link to a great video from Dr P. as we call him in the ADE community (Dr Ruben Puentedura) who invented the SMAR model, that’s also worth watching.
  • The QR codes have been updated: and provide a great way to connect the “treeware” (aka printed) poster to online resources.  Every mobile device should have a QR reader App …. they are free as well.  The email QR code is particularly cool in it sets up an email to me in your email program and even gives it a subject line and says “Hi Allan”.
  • Information available in 19 languages: This is the most exciting new feature to me and it is again thanks to the hard work of the APPitic team.  So if one of these languages is your heart language, and not English, you can research the app and the pedagogical resources in your first language. Now that opens up help to a lot more teachers.  Of course the challenge is to get a padagogy wheel in the same 19 languages … anyone like to help.
  • NEW PEDAGOGY JUST ADDED: Immersive Learning at the core of the wheel is the New Instructional Design. Simulations are the most effective pedagogy to develop graduate attributes and capabilities in learners, as well as address motivation. Linked to the new Padagogy Wheel are Immersive Learning Resources which will  help you design an build engaging experienced-based immersive scenarios.

There are Two Choices for Downloading the Poster

  1. A screen version lower resolution and smaller file size (1.5 mb) of The Padagogy Wheel V4 Poster Low Res 
  2. A higher resolution version for using to print as an A3 (or even A2) size hard copy poster (5.2 mb). The Padagogy Wheel V4 Poster for Printing 

PadWheel Poster ThumbnailThe thumbnail image to the left is linked to V4 as a webpage and you can see the poster and its links online.  The poster has been completely redesigned and is now available for download as a an Acrobat PDF and the electronic version has over 150 links to online resources.  It has also been designed to be printed into hard copy as an A3 or even A2 sized poster. Great on the wall of staff locations … at least that’s what many school districts have told me. :-)

To help teachers understand the significance of V4 here is a 11 min audio narrated presentation on the “evolution” of the Padagogy Wheel and how to use it.  I hope you find it useful.

Please let me know how you are using the wheel by using the comments below or contacting me on twitter (@allanadl)

We are now planning V5 to include lesson plans and examples of how apps are used to get the redefinition of task and help transformational learning.    We are planning for this to be an App, but we need your help with examples of best practice. Please contact me

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Immersive Learning: Resilience Training?

Resilience graphicThis episode has been way too long waiting for publishing and I am apologizing publicly to Ken Spero and to those who are following my podcasting and blogging. 2014 was a year of great change for me.  I have been transitioning from a full time position as a Learning Designer with the University of Adelaide to running my own learning and teaching consultancy.  There has been much time away from the computer for personal reasons as well.  Now in 2015 I am intending to publish once a month I hope.  This episode is way too important to go unpublished and I hope Ken will record more episodes in 2015 as we explore Immersive Learning and simulations to help transformational learning.

In this fourth episode  with Ken we explore more about Immersive Learning and something I had never heard of called a Resilience Report. When he challenged me before it started with “What is it that keeps people from making good decisions and in fact what is a good decision … it was quite a challenge.  If we use simulations as a pedagogy to train can we simulate experience.

Ken SperoKen asks us to focus on troublesome decision not the easy ones. They are things we need to focus on with simulation development.

He gives example of a colleague or friend may have behaved inappropriately (bullying) and explains if you focus only on the student of course you have to report it, but there are other points of view needing weight. What do we do? How do we wrestle with this?  With simulations we can show the choices and consequences. There is a lot to think about in this episode.

The difference between Assessment and Development

Ken talks about this difference, explaining that perception often connects the term “Score card” with Assessment. He talks about how simulations so effectively help development. They give people the opportunity to fail. Ken says as learning designers building simulations we should design really tough decisions so the learner will struggle with these decisions – if we choose the poorer pathways then we will only get “wacked by the virtual 4×4 rather than real life consequences.

Simulation provides an opportunity for participants to have to think critically and exercise judgment in realistic scenarios, to create muscle memory around thinking and not being mindless. It then provides an opportunity for the student to experience consequences so that they can expand their experience portfolios with meaningful experiences that they can draw upon in real life.

keepgoingKen really nails the definition of resilience as to roll with the punches. He shares much wisdom about educational leadership in the day by day running of a school.

The following content is extracted from Ken’s excellent article in the Winter of 2014 Focus Magazine. I have included an extract of this for download at the end of the post.

With simulations we want to provide students with the practice of making those difficult decisions where they know that even if they make the optimal choice, parts of the outcome will be bad. Simulation provides a context for this kind of meaningful learning-by-doing and the resilience report provides:

  1. The insight and understanding of the issues at play.
  2. The trade offs/cause & effect that manifest in the scenario and/or broader context.
  3. Insight into the stakeholders, beyond the obvious ones, that are affected by the context.
  4. Demonstrations of the impact of time and what can make the students successful in the future.

The resilience report helps us to concretise the learning in decision making so that the student can literally see the issues that are at play in the issue even when the decision does not lead to the best outcome. This is a key enabler for learning of greater impact than that of instruction because it encourages students to try things out, to explore and discover. Even if they fail, they will be able to gain valuable insight into why and in that way add to their experience portfolios that they can draw upon when they face similar situations in real life

Ken wraps up this podcast episode with another major “ah aha” for a teacher wanting to build simulations.  Simulations are powerful but one thing developers have trouble getting their heads around is they never need to get the simulation “right”.  Simulation is a tool to drive critical thinking which means we can address learning in so many different ways Please listen to the interview all the way to the end and hear all the challenges and “ah ahas” for teachers to help students transform with their learning .. to empower them to make a difference.

Podcast Episode:

Life needs Resilience

I discovered this video on YouTube.  I was excited when I found one that was a student’s project no less. Covers the subject well and also starts with one of my favourite pieces of music from the movie Rocky.  Then talks about the life of someone who has impacted my personal life significantly during some serious life threatening illnesses.  I want to share it with you

Take note of some of the great quotes in the video

Resilience is when a person never gives up, never loses hope, and accepts failure as part of the road to success.

Resilience does not eliminate stress or ease life’s difficulties. Instead, it gives people the strength to tackle problems head on, overcome adversity and move on with their lives in the wake of traumas.

This video highlights the characteristics of resilience and goes on to give a story of a really resilient guy.  Nick Vujicic is truly a survivor and not a victim.  Sure he is an Aussie, so I am biased, but his story has impacted hundreds of thousands of people around the world.  Learn from Nick’s life and the concepts highlighted in this video. It also gives keys on how to improve your resilience.

A final challenge to you as a teacher and learning designer:  If we can build simulations which develop people with resilience like Nick …. Let’s go for it.

Online Resources

  • Ed Leadership SIMS (ELS): This is Ken’s Educational Consultancy Website specializing in the development of simulations Please visit.
  • Measuring Experience: Scorecards and Simulations is an extracted article from the Winter 2014 edition of Focus Magazine published in the USA.
  • Scenario-Based E-Learning: Ken Spero, ASTD INFOline series Oct 2012
    Allan’s comment: This is a 16 pg. booklet published by ASTD targeted at and priced for the corporate marketplace. It sells for U$25.00. Ken mentioned a one off entry.  I was not able to check that for when I went to this search page, I visited a different one of the results and am now locked out.  Please take care on your first visit if you want to see the book
  • Learning’s Hierarchy of Tools: Addressing Transactional Need Through Experiential Simulation: In this article Ken talks about a model he calls “Learning’s Hierarchy of Tools  and models it on Maslow’s Hierarchy of Needs … well worth a read
  • Three Keys to Designing Good Scenarios: This is a short article but touches on three important tips for designing good scenarios
  • ASTD Philadelphia E-Learning SIG Presentation Capturing and Deploying Experience Through Simulations with Ken Spero:  This was a presentation Ken made at the ASTD in Philadelphia on Thu Sept 20th 2012. There are a good set of PowerPoint slides here for downloading.
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At The Padagogy Wheel Core: Immersive Learning Targets Engagement

Padagogy Wheel Target

Jeff Dunn Edudemic“The new version of the Padagogy Wheel tackles a major question that is lurking in the back of everyone’s mind. If it’s not … it should be. It’s about the problem of motivation in education. How do we motivate students, teachers, parents, and everyone else to get excited about learning? How do you stay motivated? What works and what doesn’t?”

Jeff Dunn: Editor Edudemic
Blog Post:Updated Padagogy Wheel
  Tackles The Problem Of Motivation in Education 

KenSpero_withCaption_ThumbnailIn this third podcast episode with Ken Spero, a Senior Strategist with The Regis Company, in Philadelphia, USA we talk about how the pedagogy of Immersive Learning is ideal to tackle the problem of motivation and hits the bullseye at the core of The Padagogy Wheel.

Ken introduces Engagement into the equation and how it drives motivation for learning. He talks about the relationship between motivation and learning design, arguing that the more motivated the learner is, the less context and learning design is needed, and vice versa. – hmmm, now reflecting on that takes more than one cup of coffee for sure. Moving along the subject of “fun” came up and I challenged Ken about simulations being gaming. We then proceeded to discuss the difference between gaming and simulations. It is all about reality and alternate reality of the experience.

I asked Ken if he thought Immersive learning would help teachers work with mutually agreed graduate attributes and capabilities, helping the students embed them in their lives. His response that you can’t teach these in a classroom alone but have to witness them in the real world is fascinating..

We talked about how simulations are ideal for testing and modeling attributes and capabilities measured in context. Then the challenge, that you don’t suddenly learn a capability like “perseverance”.  These attributes and capabilities need to be observed – they are evidenced in behaviours.   You can teach about them but that doesn’t incorporate them into behaviour.

It is so logical when you think about it …or at least when you hear Ken explain the process. If we put the learner into a situation, which requires choices and has consequences in a simple context and story, if it is realistic and the learners are engaged, we can give the learner choices or options which are equally as good as each other but which demonstrate different biases, behaviours and preferences.

Instruction is fundamentally linear, however with attributes and capabilities a lot cannot be separated from each other, they are linked – a part of the same big picture.  We can provide instruction to address any of the fifteen listed in the capability list on the pedagogy wheel poster – but only one at a time. We can actually create simulations to manifest numerous of these 15 capabilities simultaneously in a story. A simulation allows us to leverage off these dynamics within the context of a story

Ken describes in detail how a simulation is a better way to provide a realistic context for learners to demonstrate attributes values and capabilities and provide a close to realistic way for learners to practice for the real world of work. He speaks of the need to adjust and prioritize.

laptopsplitarrowSMLBullseye! Immersive Learning has major advantages over conventional instructional design when addressing the core of the Padagogy Wheel model “Graduate Attributes and Capabilities”.

He goes on the talk about immersion not only for adults but how it can work for the K-12 learning environments Ken explains how to immerse students into the story… the context.  He uses history and the approach of having the students living in the experience … “a day in the life of” approach to a simulation.

He talks about scorecards reflecting the norms of the times and context of the simulation which makes the weighting of choices possible – how a scorecard is similar to a rubric. A scorecard reflects the core elements or behaviours and how we can address autonomy mastery and purpose … the puzzle of motivation.

I had to ask Ken in the middle of the interview … “OK I’m convinced, but how do you start to build a simulation? Is there a process and even better a checklist or template a teacher could follow when wanting to build a simulation for the first time?”  He proceeded to expand his six steps on “Getting Started” from his book “Scenario-Based E-Learning”. (see link in the online resources below).  Following is a direct extract of that section of his book … I can’t say it any better.

Getting Started

Developing a simulation includes elements such as plot and characters that may be new to many designers. However, by concentrating on your learning objectives and the desired performance outcome, you can give focus to your simulation and provide a rich and engaging learning experience. When designing your scenario, follow this six-step framework:

  1. Identify the specific problem or issue that needs to be fixed.
  2. Envision the desired experience. What do you want people to experience when they go through the narrative? Is it a change in behavior? Is it the application of a new skill? Do you want to reinforce something they have been taught elsewhere? Or to allow them to fail forward in a safe environment? What is the outcome you are looking for?
  3. Determine the timeline in which this experience takes place. Is it during the course of an hour-long meeting? A day-in-the-life? A week-in-the-life? A year-in-the-life? This will provide some necessary context for the narrative and determine its scope.
  4. Define success. How is success going to be measured in the experience? What are the learning objectives? Who are the stakeholders and how are they affected by a successful or unsuccessful learning outcome? Is there financial impact or only interpersonal? By truly understanding the scorecard, we can identify root challenges and how to successfully overcome them.
  5. Add conflict. Learners need to face a simulated challenge and solve it as they would in a real-life situation.
  6. Finish the story. After you finish the core narrative, you will be able to go back later and add branches if you like. These elements do not need to be detailed or formalised at this point—you just want enough information to provide a framework.

Now, you should have a solid foundation on which you can build a simulation that is compelling and results in better retention and transfer.

Listen to this podcast episode and download the very helpful job aid in the online resources listed below.  Please don’t just file it away for future reference. As soon as possible grab a SME (subject matter expert) and work through it. Get something on paper and start building a simulation.  Your students will be very grateful. Keep this up and the community will really appreciate your graduates – these graduates will truly make a difference.

Podcast Episode:

 It’s All About Engagement

Simulations are a tool to help students engage with the learning and I began to wonder what engagement-based learning might look like across an entire program – even across all education – and I found this TEDtalk by Gever Tulley on YouTube.  He targets big questions like: Where does competence come from? and  What kinds of experiences predispose children (and adults) to heroic behaviours later in life?

One of the major “ah ahas” for me in this video was “Create a meaningful experience and the learning will follow and do this BEFORE you design any sort of curriculum.  Gever goes on to define a new pedagogical unit he calls the ark. Watch this video and implement this model with simulations and filter everything you design through the grids of the Padagogy Wheel.  Start this at a school and arm your students with a portfolio as Gever describes and they will not only get through the university of their choice, but as graduates they will impact their worlds and make a difference.

Online Resources

Immersive Learning & Simulations Story So Far: If you would like to visit all the blog entries so far that are about Simulations and how to build what I have called ILMS’ (Immersive Learning Micro Simulations) using the latest multimedia software, please follow this link.

  • Scenario and Simulation Authoring Job Aid:  A four-page questionnaire designed as guidance for designers when working with subject matter experts (SMEs) to author a scenario-based learning program. In order to capture and deploy the most realistic and effective scenario possible, SME knowledge has to be transferred to the designer. This job aid will provide a process to capture and transfer that knowledge, through two design approaches. Approach A is an analytical approach. Answering the questions below will provide enough data to author a scenario. Approach B is a storytelling approach. Simply relate what happens in a typical day in the life of the person whose job is recreated in the scenario. Please note that names, situations, and specifics should be changed to protect the identity of the persons involved, and disguise the real-life situations if they are described to provide insight to the scenario. Download the PDF
  • Scenario-Based E-Learning: Ken Spero, ASTD INFOline series Oct 2012
Allan’s comment: This is a 16 pg. booklet published by ASTD targeted at and priced for the corporate marketplace. It sells for U$25.00. Ken mentioned a one off entry.  I was not able to check that for when I went to this search page, I visited a different one of the results and am now locked out.  Please take care on your first visit if you want to see the book
  • Learning’s Hierarchy of Tools: Addressing Transactional Need Through Experiential Simulation: In this article Ken talks about a model he calls “Learning’s Hierarchy of Tools and models it on Maslow’s Hierarchy of Needs … well worth a read
  • Three Keys to Designing Good Scenarios: This is a short article but touches on three important tips for designing good scenarios
  • ASTD Philadelphia E-Learning SIG Presentation Capturing and Deploying Experience Through Simulations with Ken Spero:  This was a presentation Ken made at the ASTD in Philadelphia on Thu Sept 20th 2012. There are a good set of PowerPoint slides here for downloading.

Immersive Learning Today: Software Tools and Resources

The Padagogy Wheel Story So Far: I developed this concept in July 2012 for use in face-to-face seminars as an aid to understand how to best use the iPad for education.  The interest has been amazing and it has grown into a Learning Design Model for Technology Enhanced Learning and Teaching.  There is the latest version of the Wheel (V3) as well as help how to get the best use from the model, please follow this link.

  • Download the Latest Version of the Padagogy Wheel Poster: This PDF has all the Apps hot linked to their iTunes preview pages and other online resources. It could provide the backbone of a complete course or seminar on Learning Design. If you would like help with this please just ask.  It also prints well as an A3 poster. With QR Codes linking to this post and the Version 3.0 explanation.  You are also encouraged to print it out for use in your college or school.
  • Introduction to the Padagogy Wheel: A 2 minute video introduction to how the wheel works.
Comments (22)

Using The Padagogy Wheel: It’s All About Grey-matter Grids (GGs)

PadWheel V4 thumbnailDOWNLOAD THE LATEST VERSION: V4 published Mar 2015.  This PDF Poster has links to 122 of the latest and most popular educational apps.  Now these resources are available in 19 different languages.  The poster also has app selection criteria according to Blooms taxonomy.  It could provide the backbone of a complete course or seminar on Learning Design. If you would like help with this please just ask.  It also prints well as an A3 poster. With QR Codes linking to more online resources.  You are also encouraged to print it out for use in your college or school.

GETTING THE BEST USE OF THE WHEEL: The Padagogy Wheel was born out of a desire to help teachers at the coalface of teaching. I wanted a model that could be applied to everything from curriculum planning, development, writing learning objectives and designing student centered activities. Then quickly help teachers access relevant educational technology e.g. individual iPad apps or sequences of apps, to enhance those activities. Finally to help teachers use that technology to redefine activities to include tasks previously inconceivable. I believe this will increase student engagement, improve learning outcomes and empower a student towards transforming into an excellent graduate.

This model is a work in progress … always under review and improvement. Remember its purpose is a reminder to teachers to rethink everything they are doing. A warning: ignoring steps is in my opinion, part of the reason some of our teaching and learning, especially in Higher Education, is so ineffective in bringing about transformation. It is helpful to think about the Wheel as a number of grids through which you filter what you are doing – a way of thinking.

Energy of Intelligence

  1. THE ATTRIBUTES GRID: This is the core of learning design. Teachers or Educator/Academics must constantly revisit Graduate Attributes, things like ethics, responsibility and citizenship, as well as Capabilities for employment. They need to do the hard yards of articulating what they expect an excellent graduate of a program is to “look like” i.e. what is it that a graduate is and does that makes them and their communities define them as successful. Some universities at least in Australia and England, and I would expect in the USA, are constantly working on their graduate attributes and are mapping their programs to them. The blog post by Geoff Scott is really eye opening for college educators. Please visit “If you exercise these capabilities.. You will be employed!” If teachers don’t have a clear picture of the qualities and capabilities of an excellent graduate of their program is, then that is a huge problem and they need to set aside quality time to define this. Now when they have this list of attributes and capabilities, they need to look at their courses and pedagogy and ask ‘how does everything I do support these attributes?’ Is there any way I can build content and activities that help students become “excellent”? Have a look at what the University of Greenwich is doing in the UK. Please visit  “Graduate Attributes – Spin or Education?” and the podcast episode “What Does a Xxxxxx Graduate Look Like?
  2. THE MOTIVATIONS GRID: Once they are thinking attributes and capabilities, teachers then need to constantly revisit motivation. Asking themselves “Why am I doing this again?” That is not a joke. I am referring to the choices of learning outcomes, development of activities and design of content e.g. writing text and even making videos. So the wheel introduces a 21st century model of motivation that science has developed. It is so well presented by Dan Pink in the TEDtalk “The Puzzle of Motivation” Thinking through the grid of Autonomy Mastery and Purpose and filtering everything you do from idea-creation to assessment will, I believe, significantly help your teaching be transformational. Consistently asking the question, “How does the learning environment and activity experience I am building give the learner autonomy, mastery and purpose?” Asking that question and adapting what you do could change everything.
  3. THE BLOOMS GRID: The Blooms Taxonomy is really a way of helping teachers design learning objectives that achieve higher order thinking. You start by thinking “cognitive domain categories”. You start with “remembering and understanding” that’s the easiest category to serve with objectives but produces the least effective objectives in achieving transformation. When supporting academics, I recommend they try to get at least one learning objective from each category and always push towards the domain category of Creating where higher order thinking takes place. This is the “By the time you finish this workshop/seminar/lesson you should be able to. . . ” type of thinking. With the emergence of the importance of social constructivism i.e. research showing the effectiveness of student centric and activity based learning, those learning objectives need to be mapped clearly to activities. So a better question is “By the time you finish this workshop/seminar/lesson you should be able to <choose and action verb> BY <then choose an activity or outcome>. Now you are ready for technology enhancement.
  4. THE TECHNOLOGY ENHANCEMENT GRID: With learning objectives and outcomes sorted, now think about technology aka apps. How can this serve your pedagogy? You can choose any app or technology you like, the wheel only suggests apps that can support the learning objectives and activities at the time of publishing. The Padagogy Wheel constantly needs updating with apps as they are released. Teachers also should think customization all the time – is there a better tool for the job of enhancing my defined pedagogy?
  5. THE SAMR GRID: Now is the time to think about how to apply this powerful
    Sievemodel. For more information on SAMR  visit this Queensland Govt. Schools Classrooms Connections website. You need answers to such questions as “How are you going to use the technologies you have chosen”?  Take each of your activities and think through how you will use the technology for each task. Ask yourself “Does this activity just substitute i.e. students could easily achieve tasks without this chosen technology, or can I augment or modify the tasks  to improve the activity and increase engagement”? Finally sieve your curriculum building activities and your teaching practice through the SAMR grid of redefinition. Is there any task you can build into the activity that without the technology would not be possible? You can tell when you are successful with this, as there is bound to be one student who will comment “Hey that is cool!”

Please take the Padagogy Wheel out for a spin every day you are teaching and use it.  Then share your experiences especially your best practice … your colleagues will benefit from your collaboration, appreciate it and together we can build transformational outcomes and help students become excellent practitioners and graduates.

Allan

 

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The Padagogy Wheel: Learning Design starts with graduate attributes, capabilities and motivation

Wheel only Padagogy Wheel V4.0

  • PadWheel V4 thumbnailDOWNLOAD THE LATEST VERSION: V4 published Mar 2015.  This PDF Poster has links to 122 of the latest and most popular educational apps.  Now these resources are available in 19 different languages.  The poster also has app selection criteria according to Blooms taxonomy.  It could provide the backbone of a complete course or seminar on Learning Design. If you would like help with this please just ask.  It also prints well as an A3 poster. With QR Codes linking to more online resources.  You are also encouraged to print it out for use in your college or school.

I am still a little numb at the amazing interest in, and discussion about, the Padagogy Wheel from teachers and educators around the world. It is only a week since I published my last blog post “The Padagogy Wheel V2.0: It’s all about transformation and integration“. and the poster is at 8000 downloads and 500-800 people visit the blog a day and about 300 tweets a day as well.. I owe a sincere thank you to Jeff Dunn and the team at Edudemic for the encouraging first article “Integrate iPads Into Bloom’s Digital Taxonomy With This ‘Padagogy Wheel’”  then the second blog post “New Padagogy Wheel Helps You Integrate Technology Using SAMR Model”  The second article really did whip up an interest storm. I think you will appreciate the posts.

So why yet another version only one week later? Well out of the buzz about V2.0 came a suggestion that I couldn’t lay down, it ran around my head for days. A good friend said, “You know motivation is also at the core of the Wheel … how would that work?” Add to this line of thinking the fact that it seems all the excitement is about how Blooms interacts with the SAMR model and no one seems to be talking about the core of the wheel – Graduate Attributes and Capabilities. I wanted to upgrade the communication about the core concepts of the wheel so nobody missed their importance.

Prof Geoff Scott from UWSGraduate Attributes and Capabilities: Without this your learning design will drift. A major ah aha for me was when Prof Geoff Scott, the Executive Director of Sustainability at University of Western Sydney (UWS), was introduced as a keynote speaker at a Learning and Teaching Conference at the University of Adelaide in 2012. It was in during that presentation Geoff introduced research they had done within the business sector. They had asked CEO’s and executives …. the people that do the hiring, what they desired to see in graduates from Higher Education programs. When he introduced us to the top 15 requested capabilities, there was almost an audible gasp. Most of these are heart attitudes and values based. There was even more exclamation when we realised that most of them were not actively targeted by our courses. The top 15 are

  1. Having energy, passion and enthusiasm
  2. Being willing to give credit to others
  3. Empathising & working productively with diversity
  4. Being transparent and honest in dealings with others
  5. Thinking laterally and creatively
  6. Being true to one’s values and ethics
  7. Listening to different points of view before coming to a decision
  8. Understanding personal strengths & limitations
  9. Time management skills
  10. Persevering
  11. Learning from errors
  12. Learning from experience
  13. Remaining calm when under pressure
  14. Being able to make effective presentations to different groups
  15. Identifying from a mass of information the core issue/opportunity

These capabilities should be identified as part of our graduate attributes and woven into the fabric of our courses in the activity design. We need to have transformation at the core of what we do as teachers if it is all about the students. Don’t jump into learning outcomes, activity design and choosing technology without first reflecting on graduate attributes and capabilities then how to improve motivation and engagement. Skip these and your course design will be weaker for it.

Please visit the blog post and listen to the podcast episode at: “If you exercise these capabilities.. you will be employed!

The Puzzle of Motivation: Teachers use the term engagement all the time. Engagement is about motivation. If students are not motivated learning will not happen. As I researched about motivation I discovered this TEDtalk …. of course 2.5 million others knew about it first, which naturally raised my interest. As I watched it, lights went on big time. “Ah Aha! These concepts are a grid to help people improve learning activity design and they have to go into the wheel” – V3.0 was born.

Dan Pink shows what science knows about motivation and what business does about it are largely mismatched. He presents a very strong case for a rethink about motivation in business and offers a new approach and model for the 21st century. It is built around intrinsic motivations. He introduces the elements which he says are the building blocks of a completely new operating system for businesses.

  • AUTONOMY: The urge to direct our own lives
  • MASTERY: The desire to get better and better at something that matters
  • PURPOSE: The yearning to do what we do in the service of something larger than ourselves

Dan expands on the concept of Autonomy.and introduces examples of three levels of application of this type of motivation. “Fedex Days” where staff have to deliver outcomes overnight then “The 20 Percent time” … done famously at Google. Finally the “Results Only Work Environment or ROWE” where he compares the motivation and implementation for two models of encyclopedia i.e. Encarta and Wikipedia.

Please watch this video and think about how you build curriculum, how to facilitate your courses and how to motivate tomorrows students to become all they can be as leaders that make a difference. Could this model of motivation change the way we build curriculum and teach courses – I believe used as part of the Padagogy Wheel it will go a long way in the hands of passionate teachers. Please post your comments and suggestions for new apps.

Comments (26)

If you exercise these capabilities … you will be employed!

Prof Geoff Scott from UWSI was suffering from a bad virus and struggling to stay focused at day two of the University Learning & Teaching Festival in Nov 2012, I was not expecting what happened next. Professor Geoff Scott was introduced as a keynote presenter. He is very interesting to listen to and his presentation was engaging. However it was the last slide and how he described it that became my major “Ah Aha!” of the conference. In the days following I kept returning to this slide’s content and it’s implications. I couldn’t resist contacting Geoff who was happy to talk to me over SKYPE and our dialogue became this episode.

Geoff is Executive Director of Sustainability at UWS and I asked him what is meant by Sustainability in Higher Education …. his answer could lead to more than one more episode. He describes Educational Sustainability as having four pillars that of Social, Cultural, Economic and Environmental which interact with the four functions of a university, research, teaching, engagement and operations.

I wanted Geoff to elaborate on his last slide of his keynote titled
Turnaround Leadership for Sustainability in HE – top 15 capabilities in rank order (n = 188)” They were:

  1. Having energy, passion and enthusiasm for EfS
  2. Being willing to give credit to others
  3. Empathising & working productively with diversity
  4. Being transparent and honest in dealings with others
  5. Thinking laterally and creatively
  6. Being true to one’s values and ethics
  7. Listening to different points of view before coming to a decision
  8. Understanding personal strengths & limitations
  9. Time management skills
  10. Persevering
  11. Learning from errors
  12. Learning from experience
  13. Remaining calm when under pressure
  14. Being able to make effective presentations to different groups
  15. Identifying from a mass of information the core issue/opportunity

These were dentified from an International project being run around the world from effective practitioners. Geoff has been doing this research for 20 years. They started with skill olympians in 1992 then looked at many different disciplines then university leaders. He describes how all disciplines have a similar top 15 capabilities. Geoff’s Slide presentation from the Festival is available here for download.

We talk about what is of the heart and what is of the head. Geoff talks about Emotional intelligence or personal and interpersonal capabilities and how they always rate up in the top 15 sometimes they are 10 of the 15. There are cognitive ones in there but not the ones usually mentioned on university websites as graduate attributes. He talks about outcomes and standards.  Geoff then identifies the most important pedagogical approaches for teachers to adopt to address the development of these capabilities in graduates.

1. Real world problem based learning centred around challenges identified by graduates who have gone before and have identified what is most important. This is based on research of 1.2 million students no less

2. Going on practicum, if at all possible, and have someone as supervisor who knows what the top 15 capabilities are for that discipline and the practicum uses these capabilities as criteria for success.

As he talked I was almost stuck for words …. that’s unusual :-) Here research is showing the most wanted graduate capabilities needed by communities and even countries as vital for sustainability … so what are we doing about it? The question that keeps running around my head is how can a university and even closer to home, how can I as a learning designer map these capabilities back into the courses and design activities and assessments to develop these in the graduates? How can we enrich and strengthen problem based learning and widen the scope and possibilities of the practicum real or virtual?

I believe one of the most strategic pedagogical approaches or tools that will gain in importance in the next 5 to 10 years is that of Scenario based Learning or Simulations. The software for these learning objects has come of age and now it is much easier to develop engaging real life based virtual scenarios using branching to allow the students to learn by mistakes – i.e. when things go wrong. This episode with Geoff has confirmed my intent to go to the USA to up-skill in simulation development using powerful simulation software called Simwriter.

Please listen to the podcast episode and join in the conversation. Ask yourself if you are a teacher: “How can I help my students develop these capabilities?” Would simulations help, what else would work?

Podcast Episode:

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Course design … it’s flipping different!

In the previous episode of our podcast, Linda’s final challenge of “How does technology enhance learning?” set off a chain reaction in thinking.  It went something like this:  OK what are we trying to enhance?  We are talking about learning  within the framework of an experience or course. What sort of course? We are calling it a “21st century technology enhanced learning course”.  Now this course could be completely online with remote cohort or completely face-to-face or a mixture of both.  Then the question I (Allan) get asked most over the last 10 years came to mind, “How do I build an online course, how do I use technology in my teaching?”  This led to the development of a new presentation I have called “A Flipping Better Way to Learn”.  The presentation we hope will help answer these questions.

In today’s episode we start with curriculum design and as we unpack the process which we think you will agree …. is flipping different.  Different in that we start at the end and reengineer backwards from the articulated description of the graduate through the process of transformation.  The traditional place to start with a course is the body of knowledge. Sometimes via a textbook and sometimes via the gathered knowledge and experience of the teacher.  In this episode we suggest that is the wrong place to start to design a course.

Allan Carrington and Linda WestphalenWe unpack a five step process beginning with Graduate attributes …. what do we want our graduate to look like, be like, behave like, and think like. Next comes the learning outcomes of the course  what do we want to achieve from this learning experience to help the graduate to look like our exemplar.  Next we must ask ourselves, how do we know they (the graduates of this course) fit this description … so third out of the gate is assessment.  We talk about why it needs to authentic and what does that mean.

Number four on the list is the “doing stuff” … the learning activities.  This is to prepare the student so they are ready for the assessments and so they can get the most out of them. That’s the formative part.  Now this brings us to point number five …. the content.

Some may think this is strange that content is last – but it is all about context.  When the first four pillars are in place content then is fitted in where and when it is needed and the teacher has control of his/her “anupholsteraphobia” To understand that you will have to look at the presentation at 6.04 mins  :-)

“A Flipping Better Way to Learn” is the launch pad for a lot more.  From many of the individual slides you can dig down to workshops or complete seminars.  We will be doing more podcast episodes to help build better Technology Enhanced Learning (TEL) courses.  Please use the comments on this blog to join in the conversation.

Allan and Linda

Podcast Episode:

Online Resources of interest:

  • Seminar Handout for “A Flipping Better Way to Learn” a 19 page pdf with note taking space and three slides to view
  • An Online Slideshow of “A Flipping Better Way to Learn” This slide takes longer download but user can advance slides at will. Please note there is no audio narration included, the slideshow is designed to be used during a seminar.
  • Graduate Attributes – Spin or Education? A podcast episode recorded with Simon Walker from the University of Greenwich in the UK. Simon talks about the University of Greenwich Graduate Attributes long term initiative which started in 2009 to develop academic skills and framework and to push this into a pedagogical framework.  A great deal of research and a couple of years later the university believes their graduates are about good scholarship and independent thinking they are about confident and distinctive students always learning and always developing with creativity at it’s core.
  • What Does a Xxxxxx Graduate Look Like?    This episode preceded my trip to the USA looking at transformative education The students should be included in developing graduate attributes.

Slideshow: A Flipping Better Way to Learn

 

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