MAPIC Naomi Rosedale

Blogs and commenting are accelerating at HHS, teachers are making the effort and its nice to see - some of our part-time staff getting into it and being those quiet achievers. Even so there is still debate and room to extend what our understanding of and uses of a DLO within this. MAPIC is a systematic approach developed by Naomi Rosedale around how we can do this, based upon research, including the Wolf Fisher observations across 30 schools within 5 Manaiakalani outreach clusters. This has led Naomi to question why and how we design learning, and in  conjunction with the High Leverage Practices, whether we should not be working through a different lens - 

Naomi Rosedale spoke today about student created DLO's. Old words on new practices has us thinking about the new practices in old ways and not neceessarily making that pedagogical shift we would want to see as the why of those new practices. Howe we use DLO's needs to be carefully seen within this light. 
Naomi asked us to consider how we would define a DLO to a newbie to the school. Do we have a shared understanding of what this is? What is our Learning Theory about DLO's. a product at the end of learning which goes further in terms of impact on learning.

We were asked to define it in 20 words or less in pairs and Naomi came up with some common themes around this; sharing, showing learning progress. We did have a discussion that was not reflected in the Jam board around the difference between a DLO and a DLA.

DLO = a finished cycle of learning represeented in a way that is published and shared online

DLA = a progression point of a learning journey shared online. 

DLA = blog post itself under this definition? So, most of what we do in Art is DLA based, which is how I like it to be honest, as it doesn't interfere in the art making process (which can in fact be very digital, so it is not a case of ignoring one for the other). The DLO is a finish point and is the starting point for others to begin their own learning if they wish to. I do wonder if arguing the toss over the difference between the two is even useful, when a journey based blog post can do that as well. Some of this is pedantic. 

Something we didn't capture was affordance and digital modality; different modes. Different ways of communicating meaning. Writing often dominates this. What can our students do that is "...designed to afford educational reuse..."? Writing is one semiotic system of information sharing, but it is not the most common, easily accessed form in the 21st century particularly when one considers how the internet and social media completely dominate a developed world lifestyle. 

Historically DLO's are not there to capture learning only to instruct others. There are libraries of DLO's created for teachers. Manaiakalani practices move  it from that to the learner being the designer of the DLO which changes the process of learning as well as the outcome.

Naomi would like us to consider what we would do to use something other than Slides as they represent 85% of the DLO's created across the five clusters. There are transactional affordances, efficiencies to using slides. You can do MORE with slides than just a plain slide, and these were accounted for in her stats, which still left plain uninteractive slides winning 85%.

When we Verbalise/teach what the point of a DLO is rather than just requesting them to do it we may have more buy in to how we do DLO's more creatively and our 'what' ends up being of a higher quality. Blogs are a forum to spark up conversation in their original form. the DLO should assist in that. The idea that the slideshow is the blog post possibly needs to be addressed too - the child who writes here is my link to my slides, from which they have just copied a teacher template and inserted their own 'fill the gaps' scenario is not in fact helpful, it may be a hinderance to authentic texts being developed. Wolf fisher is aware that there is a cut and paste proforma approach to blogging going on too. Does this just reduce our learners to receivers of information?


Wolf fisher wants us to nudge the DLO aspect over DLA a nudge in their use and application in our classrooms.

STUDENT DESIGN FOR LEARNING
social semiotics - sign systems. Making meaning on line using different modalitites.

FEATURES THAT HAVE MORE POTENTIAL TO INSTRUCT OTHERS.

Building our students awareness of mode choices could assist in this. None of us teach in just one way in a monotoned voice. We use tone, gesture, space, pause, visual, etc. We never do things in just one way. its choices we make based upon what we think is needed and at times what we know we can do successfully.

M = mapping ideas to modes. If someone was going to gain learning from this, what mode is best? value judgements that the students need to make are really important to their learning growth too. if you are restricted to one channel of communication then is your learning limited? say a text book that becomes a class bible... they have no opportunity to authentically create their own text. they are recalling and reading back to you.

How could some DLO work improve literacy? it is not the only way but it is an opportunity.

Learning then becomes a process of designing learning for others - what the child does in the classroom becomes a reusable resource for other learners. so we teach our children to teach. we do it online and using all the affordances that we can that map out well for it. We must be mindful about the constraints on DLO's for what students produce.

Another question posed is how we could nudge using screencastify in our classrooms? 
There is nothing wrong with a template to start with so long as we allow things to move beyond it. A checklist is recommended over a template.

High expectations scaffold - a NUDGE.
Don't shy away from the big words and concepts with the students. Give procedural content. A checklist of what you want here should actually be enough.

Naomi has asked us to define what student design for learning means. student multimodal even, https://docs.google.com/drawings/d/1WPrtS_o1Xk2LHTJPrFt1vYHIKUAtsMhlLuXexf3insM/edit

Voice has a much more political cultural connection to it, using voice recording is a really seriously good way of amplifying our students understanding a self-design for learning. Voice can be more powerful than written words and could be something simply added into over a slide show to amplify our learners understanding and ability to teach from their own work. 

Overall, we only covered M and A with a little bit of a reference to P today, as time ran out. However, this is a session that needs to continue so that we get that clarified understanding of the why behind MAPIC. It also gives me a grounding for how to move forward with it, for staff.