1. EDTC 625 Dr. Shamburg Charlene Mason August 20, 2014

2. Systems Thinking and Educational Technologies The principles of systems thinking as outlined by Senge (Senge, 1990,2006) can influence educational technology design in learning environments to produce a school that is truly a learning organization. This presentation compares elements of the five disciplines of learning to projects designed to foster a culture of learning in a school’s library media center.

3. Systems Thinking in Education Learning is a core capacity Awareness or sensitivity to things around you Proactive rather than reactive Look for cause in patterns of behavior that actuate change Mind shift from thinking of details to understanding dynamics

4. Systems Thinking Universal Design for Learning (UDL) Learning is a core capacity Awareness or sensitivity to things around you Proactive rather than reactive Mind shift from thinking of details to understanding dynamics Everyone can learn in UDL philosophy if barriers to learning are removed UDL Project Fact or Fiction? has as a defining principle the provision of equal opportunities for each learner, modifying the systemic curriculum not the learner eliminates a one size fits all learning experience. The project focuses on the dynamics of the learning process by providing multiple learning modalities in activities and assessments.

5. Systems Thinking Augmented Reality (AR) Learning is a core capacity Awareness or sensitivity to things around you Mind shift from thinking of details to understanding dynamics AR in the library provides students with collaborative projects that change their roles from independent library users to interdependent consumers and producers of content. Powerful activities like layering knowledge and organizing content help them understand the powerful idea of information literacy.

6. Systems Thinking Flipped Learning Proactive rather than reactive Look for cause in patterns of behavior that actuate change Mind shift from thinking of details to understanding dynamics The catalog tutorials that were created enable students to see how information is organized in the library by examining the flow of operations. The tutorials eliminate frustration of not finding information by examining the process to determine how it works not setting “blame”.

7. Personal Mastery in Education Characterized by: Freedom of choice Quest for continual learning What would I like to be a part of creating Continual clarification of what’s important to us Maintain creative tension

8. Personal Mastery UDL Characterized by: Freedom of choice What would I like to be a part of creating Continual clarification of what’s important to us Maintain creative tension Fact or Fiction? Project assists learners in developing skills that would make them “experts” in examining text. Multiple means of engagement are presented for the learner to choose from to build purpose and motivation.

9. Personal Mastery AR Characterized by: Freedom of choice Quest for continual learning What would I like to be a part of creating Maintains creative tension AR projects of constructing virtual tours of the library, publishing stories with AR, and creating peer-reviewed book reviews provide students with an opportunity to figure out what it is they want to create. Maintaining creative tension can be compared to Vygotsky’s zone of proximal development (ZPD) in that the projects balance students’ understood knowledge through instruction with their active knowledge, owned by the individual (Lave & Wenger, 1991, p.48)

10. Personal Mastery Flipped Learning Characterized by: Quest for continual learning Continual clarification of what’s important to us Catalogue tutorials created for flipped learning enable students to employ a “pause- rewind-reflect” strategy in their learning creating a feedback loop (Bergmann & Sams, 2012, p.23). Learning becomes personalized for all (p.28), as each student can select the tutorial according to his learning needs and view in the school or home setting for review.

11. Mental Models in Education Shape how we act Determine the sense we make of information Balance inquiry with advocacy Willingness to be wrong What we say vs. what we do

12. Mental Model UDL Active, they shape how we act Determine the sense we make of information What we say vs. what we do Before UDL, teacher instructs, sage on the stage; after UDL students construct knowledge through multiple options for comprehension, student-centered.

13. Mental Models AR Active, they shape how we act Determine the sense we make of information Willingness to be wrong Minimal time for implementation and creation of Aurasma projects helps to promote willingness to be wrong. Library is a “quiet” place vs. “creative” place

14. Mental Model Flipped Learning Active, they shape how we act Determine the sense we make of information Balance inquiry with advocacy Willingness to be wrong What we say vs. what we do As a pedagogical practice, teachers have to be willing to give up listening to themselves talk; sometimes easier said than done. Be sure technology isn’t used just for the sake of using technology

15. Building shared vision in Education Intrinsically, aim for perfection Extrinsically, desire to be the best in the field What do we want What is our mission or purpose How will the way we act, our core values, effect our day-to-day behaviors Aspiration endures

16. Building Shared Vision UDL What is our mission or purpose How will the way we act, our core values, effect our day-to- day behaviors UDL guidelines by CAST, 2011, provide prescriptive actions for instructors to insure equal opportunities for all learners.

17. Building Shared Vision AR Intrinsically, aim for perfection Extrinsically, desire to be the best in the field What do we want What is our mission or purpose Students using AR in the library build technology fluency (Bers, M.U.,2008, p. 24): -Knowledge about what technology is -How it works -What purposes it can serve -How it can be used efficiently and effectively to achieve specific personal and societal goals.

18. Building Shared Vision Flipped Learning What is our mission or purpose How will the way we act, our core values, effect our day-to- day behaviors Role of the teacher in the classroom is to help students, not deliver information (Bergmann & Sams, 2012, p. 17)

19. Team Learning in Education People who need one another to act Realize many minds to be more intelligent than one Listen to one another using dialogue Select different views through discussion Practice and performance in a continual feedback loop

20. Team Learning UDL Listen to one another using dialogue Select different views through discussion Practice and performance in a continual feedback loop Activities in Fact or Fiction? foster collaboration and encourage inquiry (talking about what makes a book F or NF) in a nonthreatening environment – “developing a shared language for dealing with complexity” (Senge, 1990,2006, p. 251) Game playing for review or assessment provides an engaging platform for the practice and performance loop.

21. Team Learning AR People who need one another to act Realize many minds to be more intelligent than one Listen to one another using dialogue Using AR allows students to create, share, interact, and explain as they construct a new dimension of learning. Authentic AR projects in the library require dialogue in the scaffolding or layering of information.

22. Team Learning Flipped Learning People who need one another to act Listen to one another using dialogue Practice and performance in a continual feedback loop Tutorials explaining library catalog searching available to all students in any web-based environment to retrain. Flipped learning should remain egocentric not technocentric (Bers, M.U., 2008, p. 40).

23. School as a Learning Organization “Learning environments should support children in their explorations, scaffold their learning, and provide interesting materials to manipulate and share with others” (Bers, M.U., 2008, p. 13). “Augmented reality allows students to harness the power of creating their very own solar system right there in front of them on their desk. The use of augmented reality has proven to increase engagement and keeps students on task for longer periods of time” (Minock, D. 2013). “We believe that flipping allows teachers to leverage technology to increase interaction with students” (Bergman & Sams, 2012, p. 25).

24. References Bergmann, J. and Sams, A., (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: ISTE. Bers, M. U. (2008). Blocks to robots: Learning with technology in the early childhood classroom. New York, NY: Teachers College Press. CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author. Lave, J. and Wenger, E., (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Minock, D. (2013). Augmented reality: The future of EdTech. Retrieved July 20, 2014, from http://gettingsmart.com/categories/edtech/