interactivity is insufficient

Interactivity is Insufficient: Why We Need Intersubjectivity

In Course Room Discourse

Barbara M. Hall

Instructional Consulting

Group, Inc.

2 17 October 2010 Instructional Consulting Group, Inc.

Outcomes

Outcomes


• To inspire you to be as passionate as I am about the quality of course room discourse

Outcomes


• To distinguish between the concepts of interaction and intersubjectivity

Outcomes


• To envisage intersubjectivity as the next tier in the increasing quality of course-based, online learning

Outcomes





• Is there something else you would like to be sure we cover in our discussion today?

Me in Three


Me in Three

Logos are registered trademarks of the universities and are used without permission.


10 Instructional Consulting Group, Inc.

A Context

17 October 2010


A Context

17 October 2010

Quality Continuum for Course Room Discourse

Irrelevant Substantive


A Context

17 October 2010

13 Instructional Consulting Group Inc.

A Context

17 October 2010

Irrelevant Substantive


A Context

17 October 2010

Interaction


A Context

17 October 2010

Interaction

Photo by Francesco Marino

Intersubjectivity


Your Thoughts?

17 October 2010

Graphic by Petr Kratochvil

Contribute to the conversation

by posting your

comments, questions, or musings

into the chat board.


A Context

17 October 2010

Interaction


Intersubjectivity

18 Instructional Consulting Group, Inc. 17 October 2010

Interaction

Graphic by jscreationzs


“the process through which the negotiation of meaning

and co-creation of knowledge occurs” (Gunawardena, Lowe, & Anderson , 1997, p.407)

Interaction



Interaction



Your Thoughts?

17 October 2010


When might interaction be sufficient, or when might the course outcomes

be less conducive to collaborative knowledge construction?


Bloom’s Taxonomy

Bloom, B. S., and Krathwohl, D. R. (1956). Taxonomy of educational objectives The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, NY: Longmans.

Evaluate

Synthesis

Analysis

Application

Comprehension

Knowledge


Extreme Makeover: Bloom’s Edition

Bloom, B. S., and Krathwohl, D. R. (1956). Taxonomy of educational objectives The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, NY: Longmans.

Evaluate

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York, NY: Longman.


Lower-Order Skills


- -

-

Applying

Understanding

Remembering


Higher-Order Skills


Creating

Evaluating

Analyzing

-

-

-


Course Room Discussions Are... Distinct

presentations (Henri, 1995)

Serial monologues

(Pawan et al., 2003)

Superficial postings

(Ke, 2010)

Consecutive online notes

(Hewitt, 2005)


Course Room Discussions Are... Distinct

presentations (Henri, 1995)

Serial monologues

(Pawan et al., 2003)

Superficial postings

(Ke, 2010)

Consecutive online notes

(Hewitt, 2005)

65% of students “insufficient value”

(Chang, 2003)


Intersubjectivity

Graphic by Francesco Marino


Intersubjectivity

“the product of knowledge construction resulting from the negotiation of

multiple perspectives within course room discourse”



A Contrast

17 October 2010

Interaction = Process

Ph

oto

by Fra

ncesco

Ma

rino

Intersubjectivity = Product

Gra

ph

ic b

y js

crea

tio

nzs


A Metaphor

17 October 2010

Photo from free-pictures-photos.com

Graphic by Bitten Nails Design & Illustration


A Metaphor

17 October 2010

Photo from free-pictures-photos.com

Photo by nuttakit

Graphic by Bitten Nails Design & Illustration


An Example

17 October 2010

Lucas: I think some people make the service delivery process too complicated. I don’t know if it’s the administrators or the practitioners themselves, but action is often slow and opportunities are missed. Takiyah: The decision-making process for a human services practitioner is very difficult. There are so many different players and contexts. It’s hard to know what to do and in what order to do it. I am not sure there is enough guidance on who to help first. Lucas: The human services practitioner must put the child’s needs above everyone else’s needs. The adults in the situation can take care of themselves, or are at least more responsible for their actions than a child can be.


An Example

17 October 2010

Takiyah: While the child’s needs are certainly very important, I am not sure that their needs are always the most important or the first priority. Consider Bronfenbrenner’s ecological systems theory. If we look at the situation from this theory, then everybody’s needs affect everybody else. If the parents’ needs aren’t met, then that affects their ability to provide the child’s needs. Lucas: That’s a good point, Takiyah. I can see how there are needs of the individuals and of the family as a whole. If we look at the case study through this theory, then delivery process should look not at just one individual at first, but the whole family. We should look at the whole community, really, since there are many systems which affect this particular family.


Your Thoughts?

17 October 2010


Contribute to the conversation

by posting your

comments, questions, or musings

into the chat board.



and co-creation of knowledge occurs” (Gunawardena, Lowe, & Anderson , 1997, p.407)

A Review



A Review

“the product of knowledge construction

resulting from the negotiation of multiple perspectives within

course room discourse”

Ph

oto

by Fra

ncesco

Ma

rino



and co-creation of knowledge occurs”

(Gunawardena, Lowe, & Anderson , 1997, p.407)


Lower-Order Skills


- -

-

Applying

Understanding

Remembering


Higher-Order Skills


Creating

Evaluating

Analyzing

-

-

-

Outcomes





• Your contributions within this scope

Take Aways


Take Aways?

17 October 2010


• Which part, if any, of our discussion has offered a new or unique perspective for you?


Take Aways?

17 October 2010



• With what, if anything, might you disagree or be confused?


Take Aways?

17 October 2010



• With what, if anything, might you disagree or be confused?

• What action might you take based on the information we have discussed?


Let’s Connect!

Website: www.barbhall.org

Twitter: BarbMHall

LinkedIn: Barbara Hall

[email protected]

[email protected]

interactivity is insufficient

Education