My first reaction after reading this National Post article is that the reporter is playing the sensationalism card. My second reaction was frustration. These types of polemics are frustrating because the average reader will not be fully aware of what discovery or inquiry based learning really are. If the reader simply relies upon the content of the article it would appear that Alberta students will be left on their own to not only figure out how to learn but what to learn.
This couldn’t be further from the truth. Constructivist models like discovery and inquiry-based learning, if well implemented, will provide a structure for openness which addresses the critics main concern that students need a structure. The best way to understand a structure for openness is to consider Apple products. On the surface they are elegantly simple and easy to use but to achieve the elegance and simplicity the structure and programming underneath are extremely completed. Similarly inquiry-based learning environments require a very well thought out structure that underlies the openness and freedom.
Furthermore inquiry-based learning by its design has built in scaffolding and additional supports that enable the learner to discover, explore and inquire in a supported fashion. So this alarmist notion that students are “left on their own” to learn is just typical reaction from a concerned but uniformed source. The key to the success of inquiry-based learning is the implementation and paradoxically how it is structured.
When I was at ACU we developed on a Gates Foundation funded research initiative called the Mobile Enhanced Inquiry Based Learning (MEIBL) project in which we used mobile technology as the tool to provide the scaffolding that is necessary for inquiry based learning in introductory undergraduate chemistry and biology classes. Videos of lab lectures, procedures, access to databases of information and much more were available to students on their mobile devices which provided a scaffold and helped them gain experience with scientific discovery process. Because of the scaffolding enabled by the mobile devices the instructor had more time to work with students in a mentorship role which enabled the students to go much deeper into their studies and explore subjects in ways they could not do in a traditional drill and grill classroom. The students “did science” rather than just “learn about science” and when combined with the additional time the instructor had to mentor the leaner their success and grades revealed that this approached worked as well and often better then traditional classes.
Bottom line — if inquiry based learning is done right it is great. However, if it isn’t then the critics are may be right. Time will tell how well it is implemented in Alberta.
In the past 30 years that I have spent in Academia (Post Secondary) as a student, professor, administrator, Vice President Academic, and most recently as a Learning Innovation Consultant I have spoken to thousands of people at hundreds of events —Take me to the full list. I have also listened to hundreds (perhaps even thousands) of speakers and learned that the most effective speakers are those who are passionate about their subject and who bring you into their world.
Finding the Right Fit
In my capacity as an academic leader I have also been responsible for planning and hosting hundreds of events, from small professional development sessions to large multi-day conferences, so I understand the challenge of finding just the right speaker. The quality of events was directly dependent on the quality of our speakers. If we had the right speakers then the events were successful. More often than not the most successful sessions were the ones in which the speaker moved away from the traditional sage on the stage position and engaged the audience in a dialogue.
Active and Engaging
Even though I have conducted several keynote addresses and have been a sage on the stage for many sessions I prefer to interact directly with my audience and find out where they are at and address their issues and concerns. As a social constructivist, I prefer a highly interactive workshop or town hall format where the creative and collaborative power of a group can be harnessed to bring about learning for all participants. Whether we use an open discussion in a small group, a Twitter backchannel in a large venue, or a chat session in a webinar I believe it is crucial for me to listen to the audience and engage them.
Power of Digital Media
I am an advocate of all forms of digital media and look for opportunities to embed video, images, and sound into all my interactions whether they take the form of an online class, workshop, professional development session, presentation, or keynote.
The following are a few examples of some of my previous work:
My Most Requested Topics
I speak on topics related to teaching and learning, change and innovation, mobile and online learning, and educational technology. I will customize my presentation to meet your organization’s specific needs and my goal is to provide the outcome you need.
My most requested topics include the following. Keep in mind that I can present these as a keynote, webinar, or a half, full or multi-day workshop.
Creating significant learning environments
Curriculum development and instructional design
Giving learners choice, ownership, and voice through authentic learning opportunities
Using disruptive innovation as a catalyst to bring about change
Online and mobile learning
Organizational Change
Pedagogy as a foundation for implementing online and mobile learning
Using technology to enhance learning
It’s about the learning
Previous Speaking Engagement:
The following is a list of my engagements over the past several years.
2021
Harapnuik, D. K. (2021, April). From hard pivot to seamless integration. Presentation and workshop for the Division of Education and School of Extended Learning; Governors State University, Chicago IL Virtual.
Harapnuik, D. K. (2021, Feb). Assessment as learning and aligning outcomes activities & assessment. Workshop for Coquitlam College; Coquitlam BC. Virtual.
Brown, K., Rodriguez, S., McGrew, S., McLeod, K., Walker, J., Thibodeaux, T., & Harapnuik, D. (2020, September). Crisis Innovations: Virtual Learning and COVID [Panelist]. International Council of Professors in Educational Leadership (ICPEL). Virtual
Thibodeaux, T. N. & Harapnuik, D. K., (2020, April). Graduate students’ perceptions of factors that contributed to ePortfolio persistence beyond the program of study. Paper presented at the Society for Information Technology and Teacher Education (SITE) Conference. Virtual.
Thibodeaux, T. N. & Harapnuik, D. K., & Summerford, M. (2020, February). Giving learners choice, ownership, and voice through authentic learning opportunities & ePortfolios. Texas Computer Education Association (TCEA), Austin, TX.
2019
Harapnuik, D. K., & Thibodeaux, T. N. (2019, Nov). Graduate students’ use of feedback to deepen learning. Presentation for OLC Accelerate; Online Learning Consortium (OLC), Orlando FL.
Harapnuik, D. K., & Thibodeaux, T. N. (2019, March). Exploring students’ use of feedback to take ownership and deepen learning. Presentation for Texas Distance Learning Association Conference. Dallas, TX.
2018
Thibodeaux, T. N., & Harapnuik, D. K. (2018, August). Provost’s Kick Off: How can I encourage deep and meaningful learning through the use of ePortfolios? Lamar University, Beaumont, TX.
Harapnuik, D. K., & Thibodeaux, T. N. (2018, July). IGNITE: Change in Focus. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Vancouver, Canada.
Thibodeaux, T. N., & Harapnuik D. K. (2018, June). Honor’s faculty retreat: ePortfolios. Lamar
University, Beaumont, TX.
Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2018, April). Rethinking how to make ePortfolios a high impact practice. Presentation for Lamar University Research Conference, Beaumont, TX.
Harapnuik, D. K., Thibodeaux, T. N., Cummings, C. D., & Pruett, A. (2018, March). The power of giving learners choice, ownership, voice through authentic learning opportunities. Presentation for Texas Distance Learning Association Conference. Dallas, TX.
Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2018, January). Rethinking how to make ePortfolios as a high impact practice. America Colleges and Universities: ePortfolio Forum, Washington D. C.
2017
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2017, April). Student perceptions of the COVA approach on ePortfolios and authentic projects in the DLL program. Presentation for the Digital Ticket Conference at Lamar University. Beaumont, TX.
PDF of slides: Ed Research Conference 2017.pdf
Harapnuik, D., & Thibodeaux, T. (2017, March). The COVA learning Approach: Lamar University M.Ed. in Digital Learning & Leading. Texas Distance Learning Association Conference. Galveston, TX.
PDF of Slides: TxDLA 2017 COVA & CSLE.pdf
Harapnuik, D., & Thibodeaux, T. (2017, February). Choice, Ownership, and Voice through Authentic Learning: Lamar University M.Ed. in Digital Learning & Leading. Presentation for Capilano University, North Vancouver BC
PDF of Slides: COVA-CSLE in DLL – Feb 16 2017
Harapnuik, D., & Thibodeaux, T. (2017, February). Modelling ePortfolios: How to use and model an ePortfolio in your course/program. Presentation for Capilano University, North Vancouver BC
PDF of Slides: Modeling ePortfolios Fe6 2017
Curriculum Development (PIDP 3210). Five-day Workshop designed to enable new and experienced educators to design and build effective curriculum conducted for the Vancouver Community College (VCC) at the College of New Caledonia (CNC) Prince George, BC. 3210 Resources page
2016
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, August). Eportfolio Persistence: Digital Learning and Leading Program. Presentation for the AAEEBL Annual Conference. Boston, MA.
PDF of slides: AAEEBL Boston August 2016-ver2
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, May). Go & Show Digital Learning. Presentation for the Digital Ticket Conference at Lamar University. Beaumont, TX.
PDF of slides: LU Digital Ticket-May 19, 2016-Rev 4 Digital Ticket
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, April). Go & Show Digital Learning: Lamar University’s Digital Learning and Leading Program. Presentation for the CoSN Annual Conference. Washington, DC.
PDF of slides: COSN DC – April 6-2016-Rev 2
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, March). Blended Learning Approach: Lamar University’s Digital Learning and Leading Program. Presentation for the Texas Distance Learning Association Conference. San Antonio, TX.
PDF of slides: TxDLA San Antonio – March 31-Rev 2
Harapnuik, D., Cummings, C. & Thibodeaux, T. (2016, February). Eportfolio Persistence: Exploring Why Learners Continue or Discontinue Using Eportfolio. Presentation for the AAEEBL Western Regional Conference at Texas Christian University. Fort Worth, TX.
PDF of slides: ePortfolio Persistence AAEEBL TCU – Feb 25
2015
Using Digital Media to Engage Students. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Power of Video. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Future of Learning in the SoHS-What’s Your Why. Workshop for the Dean’s Leadership Team in School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
How to Build Acceptance and Overcome Resistance to Feedback. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – SoHS-Feedback session.pdf Feedback Workshop Videos & Resources
Exploring the Fundamentals of Blended Learning and the Flipped Classroom. Information session for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Blended Learning-Info-Session-SoHS.pdf
Understanding and Combatting Resistance to Online Learning. Information session for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Online learning issues.pdf
Using Video & Digital Media to Engage Students. Information session for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Power of video.pdf Power of Video Resources page
Four Keys to Unlocking the Cultural Component of Organizational Change: The Head Won’t Go Where the Heart Hasn’t Been. Presentation for ASQ Vancouver Quality and Business Excellence Conference. Burnaby, BC.
PDF of slides – 4-Keys-Culture-Org-Change-ASQ Conference.pdf
Integrating Tech in Schools: The Good, the Bad, the Ugly. Presentation for the EdTech Vancouver Meetup. ZEN Maker Lab, North Vancouver, BC.
PDF of slides – ZEN Meetup- Significant Learning Environments.pdf
Exploring the Philosophy of Learning. Workshop for the Emergency Nursing program in the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Learning Philosophy for Emergency Nursing Visible Learning
Connecting the Dot for Blended Learning. Workshop for the Speciality Nursing program in the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Mindset for Change-Specialty Nursing
What is the Future of Learning in the SoHS. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Youtube in the Learning Environment. Seminar/Workshop for the Learning and Teaching Centre at the British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slide – List/links of YouTube videos used in the seminar
What is the Future of Learning in the SoHS. Workshop for the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Creating Significant Learning Environments in a Quality Assurance Context. Presentation for ASQ Vancouver. Burnaby, BC.
PDF of slides – ASQ Presentation
Connecting the Dots. Workshop/Presentation for the Digital Arts Program in the School of Business at British Columbia Institute of Technology (BCIT). Vancouver Campus, BC.
Adopting the Mindset for Change. Workshop for the Speciality Nursing program in the School of Health Sciences at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Mindset for Change-Specialty Nursing
Power of Video. Workshop for the Part Time Studies Professional Development day at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – BCIT – Youtube Workshop blogpost
Power of Intrinsic Motivation. Workshop for the Computer Science Program in the School of Computing and Academic Studies at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Motivation Session-SoCAS.pdf
Disruptive Innovation: A Catalyst for Learning. Keynote for the Business Educators’ Articulation Conference hosted by the School of Business at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Disruptive Innovation BEAC Keynote.pdf
Creating Significant Learning Environments. Two-day faculty development workshop conducted for the School of Business at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – CSLE 2 Day SoB Workshop
Start with Why. Curriculum Mornings Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – SoHS Why.pdf
Connecting the Dots VS Collecting the Dots. Curriculum Mornings Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Connecting Dots.pdf
Mindset for Change. Curriculum Mornings Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – Mindset for Change.pdf
Creating Significant Learning Environments. Curriculum Mornings Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – CSLE.pdf
Power of Intrinsic Motivation. Workshop for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – BCIT-SoHS Motivation Session.pdf
Putting the Mobile Into Learning. Workshop for the Faculty Development Wednesday Workshop Series at the Learning and Teaching Centre at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Creating Significant Learning Environments: Catalyst to Bring about Change in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
The power of media and technology in creating significant learning environments. Presentation for the Marketing Management Program at the School of Business at British Columbia Institute of Technology (BCIT). Burnaby, BC.
Creating Significant Learning Environments. Four-day faculty development workshop conducted for the Nursing Program in the School of Nursing at British Columbia Institute of Technology (BCIT). Burnaby, BC.
PDF of slides – CSLE 4 Day Workshop.pdf
Creating significant learning environments. Presentation for the Dean’s Leadership Team at School of Business at British Columbia Institute of Technology (BCIT). Burnaby, BC.
2013
Creating Significant Learning Environments. Two-day faculty development workshop conducted for British Columbia Institute of Technology (BCIT). Burnaby, BC.
Using Mobility as a Catalyst to Bring about Change in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
What’s Our Why: Creating significant learning environments. Presentation to the Dean’s Council of the British Columbia Institute of Technology (BCIT). Burnaby, BC.
Instructional Skills Workshop (ISW). Workshop for a small group setting designed to enhance the teaching effectiveness of both new and experienced educators conducted for the British Columbia Institute of Technology (BCIT). Burnaby, BC
Change Leadership: Using Mobility as a Catalyst to Bring about Change in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Where are we at with Mobile Learning in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Using Disruptive Innovation as a Catalyst for Change in Higher Education. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Consequences of Living Your Faith in Your Profession. Presentation to Capilano Christian Assembly Men’s Group: Capilano Christian Assembly. Edmonton, AB.
2012
Concordia University is Home Education Friendly. Presentation to Students and Parents: The Home Education Exchange. Calgary, AB.
Living and Learning. Presentation for Awards Night: Mornville Christian School. Mornville, AB.
Concordia University is Home Education Friendly. Presentation to Students and Parents: The Home Education Exchange. Edmonton, AB.
Characteristics of Analytics Leadership or How to Prevent Culture from Trumping Vision. Education Analytics Panel: Best of Analytics Conference. Edmonton, AB.
Why Concordia. Presentation to Students and Parents: Alberta Home Education Association. Red Deer, AB.
Two Men Who Make a Difference. Presentation to Faculty and Staff at Concordia Annual Faculty and Staff Appreciation Dinner: Concordia University College of Alberta. Edmonton, AB.
Designed Leadership. Presentation to Faculty and Staff: Concordia University College of Alberta. Edmonton, AB.
The Concordia Difference. Presentation to Students and Parents at Concordia Open House: Concordia University College of Alberta. Edmonton, AB.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Leadership. Workshop for First Year Learning Communities: Concordia University College of Alberta. Edmonton, AB.
Where are we in mLearning: What’s Holding You Back. Workshop for Bringing Mobile Learning to your Institutions Conference: Academic Impressions. Houston, TX.
mLearning: an Instructional Design View. Workshop for Bringing Mobile Learning to your Institutions Conference: Academic Impressions. Houston, TX.
mLearning: at your Institution. Workshop for Bringing Mobile Learning to your Institutions Conference: Academic Impressions. Houston, TX.
mLearning: Planning Guidelines. Workshop for Bringing Mobile Learning to your Institutions Conference: Academic Impressions. Houston, TX.
Leadership: It’s Not Just for Leaders. Workshop for First Year Learning Communities: Concordia University College of Alberta. Edmonton, AB.
Using Mobility to Enhance Productivity. Workshop for Executives and Directors: Alberta Criminal Justice Association. Edmonton, AB.
The Power of Living Your Faith. Presentation to Capilano Christian Assembly Men’s Group: Capilano Christian Assembly. Edmonton, AB.
Concordia Town Hall. Presentation to Faculty and Staff: Concordia University College of Alberta. Edmonton, AB.
Welcome to Concordia. Presentation to Winter Session Students: Concordia University College of Alberta. Edmonton, AB.
Open Studies Orientation. Presentation to Open Studies Students: Concordia University College of Alberta. Edmonton, AB.
2011
Concordia Changes Lives. Presentation to Edmonton Public and Catholic High School Councilors: Councilors Brunch at Concordia University College of Alberta. Edmonton, AB.
Concordia University Homes School Admissions Initiative. Presentation to Wisdom School District Coordinators and Board: Wisdom School District. Edmonton, AB.
It’s About the Learning. Keynote address for Fall Awards Night: Mornville Christian School. Mornville, AB.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Welcome to Concordia. Presentation to Incoming Freshman Students: Concordia University College of Alberta. Edmonton, AB.
It’s About the Learning: Pre-session. Presentation to Concordia Faculty: Concordia University College of Alberta, Edmonton, AB.
Media Literacy. Presentation to the Concordia Board of Governors Initiatives and Internationalization Task Force: Concordia University College of Alberta, Edmonton, AB.
It’s About the Learning: Academic Planning Workshop. Workshop conducted for Concordia Faculty: Concordia University College of Alberta, Edmonton, AB.
Concordia Tomorrow: It’s About the Learning. Presentation to Concordia Board of Governors: Concordia University College of Alberta, Edmonton, AB. 2011
Mobile Enhanced Inquiry-Based Learning (MEIBL) Bootcamp. Next Generations Learning Challenges (NGLC) Workshop conducted at the Adams Center for Teaching and Learning: Abilene Christian University. Abilene, TX.
It’s About the Learning: The Foundation for the Development and Implementation of a Strategic Academic Plan. Presentation to Concordia University College of Alberta. Edmonton, AB.
Using Mobility to Enhance the Learning Environment. Workshop conducted at the International Sun Conference on Teaching and Learning: University of Texas at El Paso. El Paso, TX.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Revolution or Evolution? Social Technologies and Change in Higher Education. Online Workshop conducted at Friday Live Weekly Webcast: TLT Group’s Online Institute. Takoma Park, MA.
Design and Implementation Success Factors: Using the iPhone to Enhance the Education Experience. Key Speaker at the Education Technology Strategies for Universities, Colleges and K-12 Schools: Strategy Institute. Toronto, OT.
Student Perspective on Mobile Learning. Panel Chair for Symposium conducted at the ACU Connected Summit: Abilene Christian University. Abilene, TX.
Faculty Perspective on Mobile Learning. Panel Chair for Symposium conducted at the ACU Connected Summit: Abilene Christian University. Abilene, TX.
Using Mobility as a Catalyst to Change the Learning Environment. Symposium conducted at the 5th Conference on the Scholarship of Teaching and Learning: Texas A&M University. Kingsville, TX.
Are We Expecting Enough of Our Learners. Workshop conducted at the Abilene Christian University 2011 Winter Pre-session. Abilene, TX.
2010
Revolution or Evolution? Social Technologies and Change in Higher Education. Symposium conducted at the Gateways to New Directions: 35th Annual POD Conference. St. Louis, MI.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
ACU Connected Open House Conference, Abilene, TX.
Mobility and Next-Wave Interaction in HigherEd. Presentation for Christian Admissions Councilor Retreat. Abilene, TX.
Mobile Learning: It’s About the Learning. Webinar guest lecture conducted for University of Athabasca Introduction to Current Distance Education Technologies course: MDDE 610. Athabasca, AB.
Developing a Campus-Wide Mobile Learning Initiative at ACU. Webinar guest lecture conducted for University of Victoria Distributed and Mobile Learning course: EDCI 339. Victoria, BC.
ACU Connected Open House Conference, Abilene, TX.
Mobile Learning Initiative Update and New Opportunities. Webinar conducted for the Portage College Professional Development Series. Lac La Biche, AB.
The Future of Mobile Learning. Workshop conducted at the EDUCAUSE Learning Initiative Annual Meeting, Austin TX.
2009 and older
Rankin, W., Dickson, K., Harapnuik, D., & Saltsman, G. (2009, October). ACU Connected Open House Conference, Abilene, TX.
Harapnuik, D., & Wall, T. (2008, October). Enhancing Learning With Web 2.0. Symposium conducted at the League for Innovation CIT 2008 Conference on Information Technology, Salt Lake City, UT.
Harapnuik, D., & Gross, C. (2008, October). SPARC Your Passion for Learning Through Lethbridge College’s Learning Connections. Symposium conducted at the League for Innovation CIT 2008 Conference on Information Technology, Salt Lake City, UT.
Harapnuik, D., & Harker, R. (2008, October). B.Y.O. Laptop: Enable Student Laptops to Access College Software. Symposium conducted at the League for Innovation CIT 2008 Conference on Information Technology, Salt Lake City, UT.
Harapnuik, D., & Wall, T. (2008, October). Enhancing Learning With Web 2.0. Symposium conducted at the League for Innovation CIT 2008 Conference on Information Technology, Salt Lake City, UT.
Harapnuik, D., & Corbett, R. (2007, October). Self Directed Online Professional Development for Educators? Symposium conducted at the Distributed Learning in the 21st Century: Shaping the Future of Learning Symposium, Edmonton, AB.
Harapnuik, D. (2007, May). Impact of Web 2.0 and M-Learning. Symposium conducted at the Alberta Business Education Association Conference, Waterton Lakes National Park, AB.
Harapnuik, D., Papp, D., & Saito, F. (2001, February). Discover Hacking. Symposium conducted at the Business Security Series at Grant MacEwan College, Edmonton, AB.
Harapnuik, D., Papp, D., & Saito, F. (2001, April). Discover Hacking. Symposium conducted at the Business Security Series at the Calgary Convention Center, Calgary, AB.
Harapnuik, D., Montgomerie, T.C., & Torgerson, C. (1998, November). Costs of Developing and
Delivering a Instruction Course. Symposium conducted at WebNet 98–World Conference of the WWW, Internet, and Intranet, Orlando, FL.
Montgomerie, T.C., Harapnuik, D., Keenan, T., Chugh, U., Kirek, I. Pfoh, H. Smith, N. & Udey, N. (1998, January). Development of a Delivery System for Multimedia Instruction over the Internet: The Adaptive Multimedia Education Enabler (AMEE). Symposium conducted at the 20th Annual Pacific Telecommunications Conference “Coping with Convergence –the Future is Now,” Honolulu, HI.
Harapnuik, D., & Montgomerie, T.C. (1998, February). Web-Based Instruction: Lessons Learned,
Lessons Shared. Poster session presented at Research Revelations 98, Edmonton, AB.
Montgomerie, T.C., Harapnuik, D., & Torgerson C. (1998, March). True Costs of Web-Based Instruction. Symposium conducted at Media Prosperity ’98 — A joint conference of AMTEC (Association for Media and Technology use in Canada) and ENMI (Edmonton New Media Initiative), Edmonton, AB.
Montgomerie, T.C., & Harapnuik, D. (1998, March). Student Evaluations of Web-Based Instruction, Symposium conducted at Media Prosperity ’98 — A joint conference of AMTEC (Association for Media and Technology use in Education in Canada) and ENMI (Edmonton New Media Initiative), Edmonton, AB.
Harapnuik, D. (1997, March). Putting your Course Online. Symposium conducted at the Train the Trainer Series at Grant MacEwan Community College, Edmonton, AB.
Montgomerie, T.C., & Harapnuik, D. (1998, March). The Internet: Communicating, Accessing and
Providing Information, A poster session for Leaders in Learning ’98: Celebrating Innovation in Educational Technologies at the University of Alberta, Edmonton, AB.
Harapnuik, D., & Montgomerie, T.C. (1997, June). Delivering a Course on the Web. Symposium
conducted at The Digital Planet: University of Alberta Campus Computing Symposium, Edmonton, AB.
Montgomerie, T.C., Harapnuik, D., & Palmer, K. (1997, June). Managing, Supporting and Administering Web-Based Courses. Poster session presented at ED-MEDIA 97 & ED-TELECOM 97 – World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, Calgary, AB.
Montgomerie, T.C., & Harapnuik, D. (1997, June). The Internet –Communicating, Accessing & Providing Information: An On-Line Web-Based Course. Symposium conducted at ED-MEDIA 97 & ED-TELECOM 97 – World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, Calgary, AB.
Montgomerie, T.C., Harapnuik, D., & Simpson, I. (1997, June). The Adaptive Multimedia Education Enabler. T.C. Symposium conducted at The Digital Planet: University of Alberta Campus Computing Symposium, Edmonton, AB.
Montgomerie, T. C., Birdsell, R., Harapnuik, D., McCracken, J. Smith, N., & Udey, N. (1997, April). The Adaptive Multimedia Education Enabler. Symposium conducted at Alberta Advanced Education, Edmonton, AB.
Montgomerie, T. C., Birdsell, R., Harapnuik, D., McCracken, J. Smith, N., Udey, N. & Chugh, U. (1997, April). The Adaptive Multimedia Education Enabler. Symposium conducted at Leading Together: Fostering Success in and Diverse Learning Community sponsored by the Alberta Association for Continuing Education (AACE) presentation: AMEE Consortium, Calgary, AB.
Montgomerie, T.C., & Harapnuik, D. (1997, November). Student Evaluation of a Web-Based Course. Symposium conducted at WebNet – 97 — World Conference of the WWW, Internet, and Intranet, Toronto, ON.
Montgomerie, T.C., Harapnuik, D., & Palmer, K. (1997, December). An Online Database System for Managing, Supporting, and Administering Web-Based Courses. Symposium conducted at the International Conference on Computers in Education, Kuching, Malaysia.
Montgomerie, T.C., & Harapnuik, D. (1997, December). Putting Your Course Online: Lessons Learned, Lessons Shared. A Tutorial (presession) given to the International Conference on Computers in Education, Kuching, Malaysia.
Montgomerie, T.C., & Harapnuik, D. (1996, October). Observations on Web-Based Course Development & Delivery. Symposium conducted at WebNet ‘96 – Conference of the Association for the Advancement of Computing in Education, San Francisco, CA.
Harapnuik, D. (1996, May). Business on the Internet. Edmonton, AB: Compusmart Business Series.
Harapnuik, D. (1996, June). Conducting Business on the Internet. Edmonton, AB: OA Internet.
If all I do is “teach” you things and then you have to show me you “learned” them, strictly speaking, there is no need for either of us to really think. A need to think only emerges when the work itself is designed to make us both question, really question what we are doing.
Thus, even good schooling may make a “good” student or teacher even less thoughtful. How could it be otherwise, if we simply just do our work, and the work is time-consuming? Our students may graduate without having learned to be thoughtful and many teachers may never grow. One can get straight A’s in almost every school if one merely does all the work. This is not a new idea: I am just updating Plato’s Allegory of the Cave.
I have been a critic of the information delivery model of education or what I like to refer to as “recipe and regurgitation” model of instruction my entire academic career. I have not only been a critic of this model I have been working to provide alternatives both in my professional and personal life. Back in 1997 I developed constructivist learning approach called Inquisitivism which emphasizes stimulating a learner’s latent or lost curiosity by creating a learning environment that offers learners “real world” and hands-on learning experiences. This approach has been the foundation for all my instruction and the graduate and undergraduate courses I have taught face2face and online. It has also been a fundamental component of the Creating Significant Learning Environments institutes and various workshops that I have conducted as the Director of Faculty Enrichment at Abilene Christian University.
Making it About the Learning
Because of my dislike of our current model of instruction and my belief in creating significant learning environments my wife and I have also home educated our two boys. We have chosen to create a learning environment in our home and community that uses all aspects of daily life as opportunities for learning. My boys have learned by living, doing, exploring, and creating and have grown into very intelligent and well-rounded teens. It is fair to say that because of my roles as a Home Educator, Learning Theorist, a Professor, Manager of Educational Technology, Director of Faculty Enrichment and most recently as a Vice President Academic I not only have some inside knowledge of our system I also have many years of experience trying to “fix the system” by promoting and applying alternatives…SO I have earned the right to be critical. I also have the right to be critical because the failing in our current educational system adversely impacts my eldest son Levi.
Levi’s Story
Over the past several years we have lived in smaller cities that had very vibrant homeschool communities so my sons were involved in drama companies, bands, sports teams, volunteer organizations and in general had an exceptionally vibrant social experience. Upon our return to Edmonton, Alberta which is ten times larger than where have lived before, we found that opportunities for connecting to a homeschool community that provided a strong social outlet were lacking. In addition, the influence and sway of Alberta Education and the Alberta curriculum were very strong. So when Levi decided he would like to give a traditional public high school a try because we wanted to experience the social dynamic of a school setting I obliged.
Levi’s started public high school half way through his grade 10 year and his first term experience by his standards was satisfactory. He played rugby, co-wrote and performed a drama production, made several friends and had a very positive social experience. Academically, he found that there was lots of busy work but overall public school was much easier than home education he didn’t have to go as deep and make the learning his own. I managed to keep my frustration in check as I helped him with his Science and Social 10 programs which were designed on the information dump principle and used the recipe and regurgitation model of instruction. Levi lucked out in Math 10 to get a recent University graduate who was still somewhat idealistic and caring enough to think that learning was important so his Math 10 experience was very positive. His math experience was also improved significantly through his tutorial sessions with Dr. Zoltan Berkes and amazing Physics Professor from Concordia University who took Levi under his wing and helped him to appreciate how Mathematics combined with Physics can explain the world. Levi’s final overall average for the year was high enough for him to qualify for the Rutherford Scholarship.
When Going Till You Know is Too Much
When we reviewed Levi’s first semester experience in public school this past summer the social factor of school that he enjoyed so much (there are many more girls at school then there is a home) was enough for me to begrudgingly overlook the long hours, make work assignments and the recipe and regurgitation approach that he was experiencing. Ironically and unfortunately, Levi found the recipe and regurgitation approach easier because he didn’t have to work as hard despite the greater time commitment. I repeatedly reminded myself and my wife that the fundamentals of learning that we instilled in Levi would ensure that he could do well in a public school or any other environment. Furthermore, when he was highly motivated or serious about learning something he was interested in he still applied the “go till you know” or “mastery” learning approach that he grew up with…this made me feel a bit better about the learning aspect of his high school experience.
This fall, Levi’s experience with public high school is not as positive as was his first semester…but he is dealing with it much better than I am; hence this post. Since he did well last term he decided to take on the University prep route and register in all 20 level courses. Social, Biology, and Math 20 were the core academic courses for this first term and Chemistry, Physics, and English are the planned core courses for next term. When you factor in his electives and other extracurricular activities he is a typical busy teen. Despite the recipe and regulation nature of Biology and Science in general in the Alberta curriculum, the class is going well. Social is much better because the instructor requires that all readings be done outside of class to prepare for deep discussions in class, so this is a very positive.
Math is not so positive. The instructor’s priority is to cover the content to prepare the students for Math 30. He warned the students that they would be moving through the content quickly so it was their responsibility to keep up. In addition to the focus of “covering the content” the Math curriculum in Alberta has changed and instructors and students are facing “new math”. Unfortunately, when your priority is to cover the content then nothing will be missed in the new curriculum because it takes most instructors one or two terms through the content to determine what is really necessary. Levi’s tutor Dr. Berkes, a highly regarded Physicist, wasn’t too clear on where this new Math curriculum was going so the tutorial sessions were not as helpful as they could be because he wasn’t able to help Levi make a meaningful connection between the math and the real world.
All these factors combined and resulted in Levi spending large amounts of time on his math homework yet he struggled to make meaning in the work. After doing poorly on his first quiz and being concerned about the second quiz Levi was beginning to be concerned that all the extra time he would need to spend on Math to understand it fully would take away from the time he needed to spend on Biology and Social. When I asked Levi what he wasn’t understanding or was missing he replied:
…it’s not that I don’t understand the Math, there is just so much stuff to cover and it takes me longer to get through the work… I don’t just want to understand 60 or 70% of it and move on, I need to understand it all and I just don’t have the time. If I spend all my time on Math my grades in Biology and Social won’t be as good…
As a result of a subsequent conversation with Levi and my wife, we felt that it would be best for Levi to drop the Math and do it at a later time–but we needed to be certain. We also considered Levi switching to the lower level Math for this term to help him prepare for redoing Math 20 in the future so my wife and Levi had a conversation with the Math 20-2 instructor and the school guidance counselor. We found that there is very little connection between the two levels of Math and since Levi is a month into the term he has a lot of content to cover in order to catch up. This would mean that he would be spending significant time on his own catching up on the three units of work he missed while staying current with the new content. The instructor said that the first three units were not cumulative and didn’t build on each other so it was possible to do all the catch-up work while working on the new content. If Levi did all the work then he would do fine in the course.
Preparation for Learning doesn’t Prepare one for School
So Levi’s problem is that he doesn’t want to just do the work and understand 60% or even 70% material he wants to understand it all but this just takes too long. Perhaps, this is where I am to blame and need to apologize to my son for not preparing him for school. In a home education environment, you can take the time to fully understand every concept before you move on and this is how Levi spent the previous 16 years. In contrast, by grade 10 most kids in the public system have 10 years of “covering the content” and “doing the work” and the “A” students, for the most part, are the ones have done the work. The “A” students are also, for the most part, the students who have figured out how the educational system works and know that if they do the work they will get the grades that they want regardless if they have learned anything or not. Many of these students not only expect an “A” but demand it because they have learned to equate doing the work with an “A”.
This leads me back to my opening thought about Grant Wiggins post on going deeper and the absence of thought in education. There are consequences to these sorts of idealistic musing. Educational reformers like Wiggins and myself can postulate and promote all these wonderful notions of going deeper and changing our classrooms and even our schools to be learning centered, but until we fully reform our system kids like Levi and many more will be caught in between where they will be suited for learning but not suited for school.
Levi will be fine. He will do Math 20 and 30 but he may need to do them in a different way… in a way that will give him the time he needs to fully understand and learn. Despite all my work at trying to change the system I still need to apologize to my son.
Sorry Levi, I have prepared you for learning but I didn’t prepare you for school.
Is an apology enough or should we be doing even more to fix these problems?
Kirby Ferguson, creator of Everything is a Remix argues that Nothing is original. Ferguson states:
From Bob Dylan to Steve Jobs, our most celebrated creators both borrow, steal and transform.
If you look at the act of remixing music, writing or other artforms you will see that people are simply taking aspects or artifacts in their environment and shaping and moulding those items to construct their own understanding of reality. To a constructivist this is learning. To be more specific this fits into the the realm of social constructivism because music and other cultural artforms are aspects of our social networks that help shape and mould society. The great thinker and educational refromer John Dewey argued:
“constructivists do not look for copies or mirrorings of an outer reality in the human mind”, but instead they rather see humans as “observers, participants, and agents who actively generate and transform the patterns through which they construct the realities that fit them.
Is remixing equivalent to learning or is it simply imitation or plagiarism?
Reviewing Jeff Selingo’s article Where will Innovation Begin in the Chronicle of Higher Education was the culminating event for the past two weeks of travel, meetings, presentations and conference attendance. Selingo points to the creation of the Harrisburg University of Science and Technology as an example of Educational innovation because the four year university focuses first on the learning needs of its students, has no departments, offers interdisciplinary instruction, has direct involvement from the corporate community, requires students to participate in internships and doesn’t require students to come to class to learn. While this collection of characteristics may sound incredibly innovative to those who are only familiar with Tier 1 research universities, for those in the academic community who have been involved in liberal arts instruction everything other than the lack of classrooms is generally the norm. When we consider focusing on learning, a well rounded foundation of instruction from an interdisciplinary perspective, and real world learning experiences as innovative is there any wonder that there is a looming crisis in Education in the US and in many other countries that follow the US model. Most social constructivists (myself included) would view the type of learning environment that Harrisburg University has created not as innovative but simply effective if one expects to enable students to think critically and analytically and prepare them learn how to learn in any environment. This focus on, what I would like to refer to as, the fundamentals of effective teaching and learning was also central to all of my activities over the past several weeks.
The four days that I recently spent at EDUCAUSE 2011 in Philadelphia confirmed that even the technology leaders in Higher Education are recognizing that technological innovations are often wasted on Higher Education if they are done outside of a foundation of teaching and learning. EDUCAUSE is the annual conference of Educational Technology and Academic leaders who come together to share their insight on how technology can be used to improve Higher Education. I co-presented in a session titled, Assessing for Deeper Learning, with my colleague from Abilene Christian University as well as colleagues from Wake Forest University, Indiana University at Purdue and from the SimSchool. We all shared our progress in our NGLC/Gates Foundation funded research. In this session we discussed how teaching simulation (SimSchool) can be used to prepare future teachers, how a biology textbook (BioBook) doesn’t have to be a tradition book but can be collection of online resources, media and interactive technologies that can be used to engage learners, how a Peer instruction model (CPLTL) can be moved online using Adobe Connect Pro and finally how mobility can be used to enhance inquiry-based learning (MEIBL). The central focus of all this research was how the learning environment could be enhanced using technology–the emphasis was the learning NOT the technology. In all these cases the technology essentially “went away” and simply enabled the students to learn more effectively. Many of the concurrent and keynote sessions that I attended had this same focus of technology enhancing and enabling learning or providing a level of engagement that was otherwise not attainable.
In addition to the focus on teaching and learning the predominant focus at EDUCAUSE 2011 was mobility. This theme was also the predominate focus at EDUCAUE in 2010 but the difference between the two years is that compared to 2010 there were NO questions that mobility is a given and there is NO denying that this is not just a passing trend but a reality that is unleashing the true connective power of the Internet. The explosive growth of IOS and Android devices means that most people are carrying or have immediate access to some sort of a device that will connect them to the Internet. While this was initially a consumer growth, the adoption of iPads and all other forms of mobile technology in the corporate world as well as education indicate that this is a global trend that is changing the way we learn, work and play. A PEW presentation on the trends in mobile learning revealed 2/3 of all people access the internet via a wireless connection. The research revealed by the PEW foundation also revealed that people in the lowest socio-economic categories primary access to the internet was through a mobile phone or other mobile device. (Watch the full PEW foundation presentation)
This use of mobile technology also means that we are moving away from the push economy where corporations, governments and academia decide what everyone will want or need and attempt to fill that need without fully exploring the actual needs of the constituent. Mobility creates a much higher degree of engagement and interactivity and is a key factor in the emerging pull economy which shifts the focus to understanding what is needed first and then coordinating or pulling together resources as they are needed to fill the need or want. The key change is that there is a more significant focus on the end user. From an educational perspective this means that the students needs are more closely examined and resources are then utilized as they are needed-which results in a much more learner centric perspective.
This emphasis on the learner and the pulling together of diverse resources was a sentiment that was presented repeatedly at the National Vice-Presidents’ Academic Council (NATVAC) conference I attended a week before EDUCAUSE. In a presentation to our group, Chad Gaffied the President of Social Sciences and Humanities Research Council stated:
An international consensus is now emerging around a people-centered model of innovation for successful change in businesses, government, and communities. In contrast to the linear lab-to-market approach of the 20th century, the new model puts people—ideas and behaviour—at the centre of an expanded and dynamic innovation picture that better portrays the complex interplay of creativity, technology and society. ―NATVAC, October 2011
Gaffied also pointed out that some of the most innovative corporations are looking for graduates who have the ability to work in an interdisciplinary setting and are able to pull together and condense information from a variety of perspectives. For example, of the 6000 people Google will be hiring in the next year more than 5000 will come from the Humanities and Social Science. Similarly, OpenText and Canadian technology company will be looking to hire 4000 university graduates in the next year and they expect to take more than 3000 from the Humanities and Social Sciences. The global marketplace is extremely diverse and requires leaders who are able to work within and through that diversity to solve problems in flexible and unique ways. It appears that while we still need high specialized graduates we need even more generalists who are able to embrace a future that we are unable to predict.
This same message, that we need many more broadly prepared graduates, was also shared by Paul Davidson the Association of Universities and Colleges of Canada at NATVAC. Davidson shared how both the Federal and Provincial governments are starting to question the value of the past 15 years of intensive research funding and how they believe a greater emphasis must be placed on teaching and learning. He also referred to the newly released book, Academic Reform: Policy Options for Improving the Quality and Cost-effectiveness of Undergraduate Education in Ontario that is highly critical of the current focus on research and strongly recommends a greater emphasis on undergraduate instruction and a much greater focus on teaching and learning.
Over the past few weeks this same message “higher education must have to adopt a greater emphasis on teaching and learning and our graduates must have a more diverse interdisciplinary foundation” keeps on coming across loud and clear from a variety of sources. What the critics and pundits are asking for is a return to a more traditional Liberal Arts education which is the mainstay of institutions like Concordia University College of Alberta. Concordia’s challenge is not changing our curriculum and focus to meet these newly identified needs–our challenge is that the consumer needs to be educated as to the value of the education that our institution provides. Our innovation has to come from a unique and vibrant marketing message that promotes the exceptional educational foundation that students will receive at Concordia without denigrating other institutions who have a much more significant focus on research.
We also face challenge of convincing our potential students that what is good for them is really what they need. Unfortunately, we all know the challenge of getting enough fruit and vegetable into our diet…just because it is good for you doesn’t mean you will want it. Richard Arum in his book, Academically Adrift, argues the higher education consumer really isn’t interested in teaching and learning. His research shows that just under 60% of students who finish a four year degree in US institutions scored no better on the Collegiate Learning Assessment (CLA) which test critical thinking and problem solving skills than when they first started university. The remedy for this problem is to have students read and write more which can be achieved by a greater emphasis on teaching and learning. Unfortunately, Arum doesn’t see this happening any time soon and points to research that shows that potential students are more interested in campus life, the sports teams, recreational activities and an institutions research reputation rather than on how well an institution can prepare them to think and to learn. Similarly, student’s parents are more concerned about return on investment (ROI) than on how well their children will learn how to learn. They want the most significant and prestigious degree for their children in the least amount of time. Arum is doubtful that Higher Education will improve in the US because institutions will continue to give their consumer what they want.
While the challenges for Higher Education in the Canada and the US are significant they are not insurmountable. Ironically the highly funded and highly acclaimed research institutions will have the hardest adjustment because they have more the farthest away from a foundation of teaching and learning. In contrast, Institutions like Concordia that have always had a focus on teaching and learning can take a leadership role in promoting a learning environment that prepares students to work in an interdisciplinary setting where they will be required to pull together and condense information from a variety of perspectives.
