1. Virtual Reading Communities : Peer-to-Peer Annotated Readings Online Paul Kawachi kawachi@open-ed.net AAOU-2010 Hanoi 27 October 2010 AAOU-2010

2. Virtual Reading Communities : Peer-to-Peer Annotated Readings Online for Cost-Savings and Improved Quality of Learning Paul Kawachi kawachi@open-ed.net AAOU-2010 Hanoi 27 October 2010 AAOU-2010

3. International Collaboration to improve distance learning, and at lower cost - rationale and background - methods : our new technique - pilot study findings and survey findings on efficacy - short-term outcomes and reduced costs - implications for improved quality of learning overview

4. - rationale and background teaching should focus on eliciting constructed meanings from students and questioning these through collaborative inquiry = Stage 3 of the Transactional Distance Model rationale

5. - rationale and background teaching should focus on eliciting constructed meanings from students and questioning these through collaborative inquiry = Stage 3 of the Transactional Distance Model rationale

6. Transactional Distance Model : this four-stage model has been previously published briefly rationale

7. Transactional Distance Model : Stage Task 1 : cooperative - activation of prior knowledge and recall of relevant schema, sharing prior knowledge, giving extension and expansion 2 : collaborative - determine and discover reasoning underlying prior knowledge 3 : collaborative - consider the merits and demerits of other alternative perspectives and choose a way forward to explore 4 : cooperative - test out new way experientially in familiar contexts and then in new contexts rationale

8. adult students particularly do not suspend their own ideas disjunctively to consider other possible better ways 3 : collaborative - consider the merits and demerits of other alternative perspectives and choose a way forward to explore rationale

10. Perry 1970 reported that college students could not achieve Stage 3 Piaget 1977 reported that even in adulthood, students might not reach the hypotheses-testing Stage 3 Renner 1976 reported that only 81 % of law students achieved Stage 3 McKinnon 1976 reported that only 50 % of all students at 7 colleges could complete Stage 3 and Stage 4 Gunawardena students did not move beyond the discovery 1997 and sharing of ideas, at ICDE95-online Gunawardena “ the intended collaboration [ Stage 3 ] 2001, p.39 simply did not happen ” rationale

11. Research efforts worldwide are working on achieving the critical thinking skills of Stage 3 Upon reflection, we note that traditional lectures overly spend time and energy in delivering content and this content is above the level of the students Moreover, the printed text is also above their level rationale

12. Q. What happens in the traditional lecture ? rationale

13. Q. What happens in the traditional lecture ? rationale

14. Q. What happens in the traditional lecture ? A. Not a lot rationale

15. Q. What happens in the traditional lecture ? A. Not a lot except information output … rationale

16. Q. What happens in the traditional lecture ? A. Not a lot except information output...... and maybe rationale

17. Q. What happens in the traditional lecture ? A. Not a lot except information output...... and maybe note-taking rationale

18. Traditional lectures use up expensive teacher-time Teacher-student learning transactions could be more efficient if focused on the Stage 3 collaborative acquisition of critical thinking skills Let’s look at what constitutes a unit of learning or ‘ learning transaction ’ rationale

19. Learning Transaction = 4 interactions rationale

20. Learning Transaction = 1 student’s prior knowledge and need are identified 2 the text or teacher gives an amount of information 3 the student considers alternatives and outputs an own construction 4 the teacher or society confirms or denies the meaning rationale

21. Learning Transaction = 1 student’s prior knowledge and need are identified 2 the text or teacher gives an amount of information 3 the student considers alternatives and outputs an own construction 4 the teacher or society confirms or denies the meaning rationale the student here needs time to decode and encode meaning

22. Learning Transaction = 1 student’s prior knowledge and need are identified 2 the text or teacher gives an amount of information 3 the student considers alternatives and outputs an own construction 4 the teacher or society confirms or denies the meaning rationale the student here needs time to decode and encode meaning optimally this should be personalised

23. Learning Transaction = 1 student’s prior knowledge and need are identified 2 the text or teacher gives an amount of information 3 the student considers alternatives and outputs an own construction 4 the teacher or society confirms or denies the meaning rationale the student here needs time to decode and encode meaning optimally this should be personalised Steps 1, 2 and 3 can be achieved before the lesson using guiding notes from other students

24. Learning Transaction = 1 student’s prior knowledge and need are identified 2 the text or teacher gives an amount of information 3 the student considers alternatives and outputs an own construction 4 the teacher or society confirms or denies the meaning rationale the student here needs time to decode and encode meaning optimally this should be personalised Steps 1, 2 and 3 can be achieved before the lesson using guiding notes from other students expert

25. methods

26. What kind of guiding notes can help ? methods

27. What kind of guiding notes can help ? We have found - 7 - kinds of elaboration... methods

28. What kind of guiding notes can help ? We have found - 7 - kinds of elaboration... These elaborations should be in context, methods

29. What kind of guiding notes can help ? We have found - 7 - kinds of elaboration... These elaborations should be in context, content-relevant, methods

30. What kind of guiding notes can help ? We have found - 7 - kinds of elaboration... These elaborations should be in context, content-relevant, and personalized … methods

31. Grounded Theory analyses named 7 sub-categories within 2 main categories of elaboration methods

32. Grounded Theory analyses named 7 sub-categories within 2 main categories of elaboration : cooperative 1 re-phrasing, translating 2 to avoid misunderstanding 3 to extend to familiar or new context collaborative 4 contrasting ideas 5 limiting the applicability 6 to warn of consequences 7 to raise inconsistencies methods

33. Grounded Theory analyses named 7 sub-categories within 2 main categories of elaboration : cooperative 1 re-phrasing, translating 2 to avoid misunderstanding 3 to extend to familiar or new context collaborative 4 contrasting ideas 5 limiting the applicability 6 to warn of consequences 7 to raise inconsistencies the institutional task is therefore … methods

34. Can we put personalised elaboration online ? methods

35. Can we put personalised elaboration online ? methods

36. Can we put personalised elaboration online ? Can we find out what help is needed... methods

37. Can we put personalised elaboration online ? Can we find out what help is needed... Can we check the accuracy of the peer advice... methods

38. Can we put personalised elaboration online ? Can we find out what help is needed... Can we check the accuracy of the peer advice... Can we put all this online alongside the text... methods

39. Can we put personalised elaboration online ? Can we find out what help is needed... Can we check the accuracy of the peer advice... Can we put all this online alongside the text... and can we get the students to read all this before the lesson... methods

40. Can we put personalised elaboration online ? Can we find out what help is needed... Can we check the accuracy of the peer advice... Can we put all this online alongside the text... and can we get the students to read all this before the lesson... methods ?

41. in early trials we used intranet and pop-up sticky-notes methods

42. in early trials we used intranet and pop-up sticky-notes methods

43. in early trials we used intranet and pop-up sticky-notes and arrows pointed to the problem in the text methods

44. in early trials we used intranet and pop-up sticky-notes and arrows pointed to the problem in the text methods

45. the next slide shows a screen shot of our website with text methods

46. the next slide shows a screen shot of our website with text various ways were tried to give help … methods

47. the next slide shows a screen shot of our website with text various ways were tried to give help … the peer-to-peer notes were in their native languages but not merely translations. methods

49. After collecting annotations from students these were integrated alongside the class readings online for future students... methods

56. results

57. Pilot Study Findings and Survey Findings results

58. Pilot Study Findings and Survey Findings Findings supported adoption of this technique - wider ranging details are in the full paper Vietnamese teachers reported that 75% of students needed the teacher alongside their reading texts, compared with Western teachers reporting 45%, and Japanese 13% Western teachers reported that 50% of students in difficulty consulted their peers, and a further 40% consulted seniors results

59. Pilot Study Findings and Survey Findings Findings supported adoption of this technique - wider ranging details are in the full paper Vietnamese teachers reported that 75% of students needed the teacher alongside their reading texts, compared with Western teachers reporting 45%, and Japanese 13% Western teachers reported that 50% of students in difficulty consulted their peers, and a further 40% consulted seniors Findings support the Conversation Theory of Learning and were highly context-dependent this is remarkable since pre-printed texts are generally context-independent results

60. discussion

61. How does annotation improve learning ? - in decoding - to help recall prior knowledge and schema - to cut through text noise - in encoding - to value the reader’s own nascent view - to increase size of chunking in working memory, and suggest processing strategies faster and better quality learning can be achieved discussion

62. How does annotation reduce costs ? - expensive teacher time delivering, explaining, highlighting content etc can be eliminated - annotations can be reviewed and up-loaded by part-time low-cost graduate student - no new technology is needed lower-cost learning can be achieved discussion

63. Our pre-Stage 1 technique of peer-to-peer annotated readings online succeeds by providing to all students their own personal learning context discussion

64. Our pre-Stage 1 technique of peer-to-peer annotated readings online succeeds by providing to all students their own personal learning context for better quality learning and at lower-cost discussion

65. Our pre-Stage 1 technique of peer-to-peer annotated readings online succeeds by providing to all students their own personal learning context for better quality learning and at lower-cost -- we have transformed the reading alone experience into a self-sustaining community of learning with virtual social presence discussion

66. Thank you kawachi@open-ed.net AAOU-2010 This presentation is completed email comments and any question to

67. Thank you kawachi@open-ed.net AAOU-2010 email comments and any question to you may download these slides from http://www.open-ed.net / library / reading.ppt