This week, as we read Baggio (ch 7-9), Clark (ch 3-6), I struggled with context. The richness and versatility of the content this week had me constantly rotating between three contexts: teaching students, teaching colleagues, and teaching through my capstone project. It is fantastic that these readings apply very well to each of these contexts. For now, I will focus on how the readings helped me to develop ideas around creating a product to share the work of my research and knowledge around my driving question and Capstone project: “How can we develop a network of support for our youngest learners in the early literacy achievement gap?”
I felt that Clark gave the most detailed information on how to teach, while Baggio told us how things should look to our learners. So let's start with Clark.
We learned from Clark about teaching procedures, concepts, facts, and processes.
Baggio is great for thinking about how to “package” all the learning we want to present to our users. Once we have read Clark, we can process how it might look as we present it in a clean, consumable way for our users.
My application towards creating a resource to share my knowledge and research (Capstone):
These readings helped me to consider different aspects of my project, and how I might design my presentation. For example, am I presenting a potential procedure for my learners to follow in order to achieve an impact on students in the early literacy achievement gap? If so, then I must be aware that Dervin says my learner will have a unique perspective as they seek to fill a "gap". I must take into consideration users' different levels of prior knowledge and experience as I plan my presentation. I must be sure to include proper visuals to support my user in understanding the process that I am proposing.
I will have many facts to share with my users (research and knowledge). How will I present this information? Clark mentions the use of reference resources when teaching facts. Perhaps rather than bogging down the user with too many facts or details, some of the content can be presented as reference resources that are accessible when the user wishes to explore them. These might be clickable text or image links to further information as desired. Since I tend to want to give as much information as possible, this would be a good way for me to remember that not all information is needed at once. Also, Clark mentions the use of mnemonic aids. It might be fun to work a mnemonic aid into my presentation to add interest and make it memorable.
Clark also often mentions designing practice for users. While my project might not exactly offer practice for real life applications, I might consider including questions for the user to think about. For example, "Who are potential partners in your students' lives?" Another idea to help users apply the knowledge offered by my project might be to include a link to an online quiz or an invitation to follow a hashtag.
Baggio inspired me to think about aligning my visuals to what I want to convey in my presentation: feelings, content or action. Perhaps I want my hook to convey feelings, my research and knowledge is my content, and action is the procedure or how-to. If I categorize these aspects of my project as such, my visuals can be better aligned to those goals. Then there's my new favorite Baggio mantra: "levity, brevity, and repetition!"
I think the overall big picture to keep zooming out to is Dervin's perspective. As I design my project I need to continuously be aware that learners will all have different levels of education and experiences, values, motives and goals, as they approach the gap they seek to fill.