Critical Incidents, Collaboration, and Cyber-Reflection or What we don’t know is probably hurting us.

1. Critical Incidents, Collaboration, and Cyber-ReflectionorWhat we don’t knowis probably hurting us. Daniel J. Glisczinski, Ed.D. University of Minnesota Duluth, U.S.A. dglisczi@d.umn.edu

2. We aim to create informed, scientific, humanistic, pluralistic, nuanced, contextual, thinkers decision makers citizens human beings “We teach to change the world”(Brookfield, 2000). D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

3. As professionals, we have a great deal of… • Content knowledge: experts in fields • Curriculum control: teaching what and how we see fit • Exposure to best practices in teaching: access to learning theory • Scholarly colleagiality: wise, experienced colleagues And still, we suffer from a comparative dearth of… • Access to student insights: • To what extent are we changing our students’ worlds? • How • In what ways? D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

4. How might we gain access to student insights regarding key learning events in our courses? • Confernce with all students: • Impractical time-wise • Survey a random sample and analyze findings: • Limited by survey language • Administer standard course evaluations: • Do these questions speak to our transformative aims? • Utilize Wiki-based Critical Incident Questionnaires • Provide time and place for authentic student voices D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

5. FromA Vision of Students Todayby M. Welch and students Kansas State University D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

6. Wiki (“a Hawaiian language word meaning fast”--Wikipedia, 2007 ) Reminding: • A set of interconnected web pages that can be edited by multiple users (Wagner, 2004) • Software that enables open editing through a collaborative medium (Louridas, 2006; Watson & Harper, 2007) • Described by wiki creator (Cunningham, 2001) as an inherently democratic process, wikis enable any registered user to add, delete, or modify wiki content Maligning: • Wikipedia--the ubiquitous collaborative knowledge site featuring varying levels of accuracy Redefining for education: • Modular, Object-Oriented, Dynamic Learning Environment’s (Moodle’s) Wiki resource requires secure user authentication, limited to students actively enrolled in an course of study • Variety of other free wiki tools available (Wiki Spaces. PB Wiki, etc.) D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

7. Why Wiki? Transparent, collaborative, knowledge construction: (constructivist assumptions) • Creating common site for all authenticated users to lurk, read • (noting connotations and assumptions of such behavior) • Hosting site for knowledge construction • (noting connotations and assumptions of each) D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

8. Selecting a course-related Wiki • Backward design: begin with end in mind • Secure collaboration: authentication desirable • Predictable technology function: does institution use C.M.S or other wiki tools (Moodle, for example) • Accessible: ubiquitous, proprietary, archivable • Pedagogically rich: integrative of other learning media D. Glisczinski |University of Minnesota Duluth, U.S.A.| dglisczi@d.umn.edu

9. Establishing a Wiki (via Moodle C.M.S) Source: http://www.d.umn.edu/~dglisczi/4501web/schedule4501Fall07.htm

10. Inviting Critical Reflection via Wiki tools Based on Brookfield’s (1995) Critical Incident Questionnaire (C.I.Q.) D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

11. Creating Critical Incident Questionnaire (CIQ) Wiki ContentBrookfield (1995) D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

12. C.I.Q. Wiki edits (by course particpants) • 40 out of 47 enrolled students • Authenticated and visited wiki site • 90 authenticated visits over 10 days • 75 C.I.Q. edits • No record of students modifying other participants’ text was found • Thematic analysis of 75 student C.I.Q. edits suggested the following major themes D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

13. Student Insights: (Via Education Psychology C.I.Q. Wiki) D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

14. Reflection on Student Insights: Thematic analysis(Via EdSe 4501 C.I.Q. Wiki) Students reported feeling most engaged when: • being challenged • to reflect on professional decisions • with advanced notice • in a community of peer support • and gentle scrutiny Students reported feeling most distanced when: • being pushed to reflect on professional decisions • while their sense of confidence and efficacy were low Students found most affirming and helpful: • receiving feedback on how they’re doing as learners Students found most puzzling or confusing: • feeling that insufficient empathy is shown • for their struggles as new professionals Students found most surprising: • feeling strangely engaged by the uninvited burden of critical thinking D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

15. Methods of Inquiry Population • UMD secondary school teaching licensure candidates Participants • 40 education psychology students Qualitative Method: • Critical Incident Questionnaire (Brookfield, 1995) • Wiki data collection (via Moodle C.M.S) • Phenomenological Analysis • Seeking essence of experience (Moustakas, 1994) Rationale • Insight into critical incidents may guide transformative pedagogies D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

16. We aim to create informed, scientific, humanistic, pluralistic, nuanced, contextual, thinkers decision makers citizens human beings “We teach to change the world”(Brookfield, 2000). D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

17. Discussion and feedback, please.

18. Discussion and feedback, please.

19. Discussion • Appreciation for C.I.Q., Wiki tools, student candor • Data spoke to my research questions • Data suggest new questions to follow • Dissatisfaction with my research questions: • Discovered more blank spaces in critical places (Elmore, 2007) • “Ask better questions of our data, • Use data to ask better questions.” (Duneier, 2007) D. Glisczinski |University of Minnesota Duluth, U.S.A. | dglisczi@d.umn.edu

20. Transformative Learning Theory Mezirow (1970) and Herbers (1998) Critical Incident Questionnaire (C.I.Q.)Brookfield (1995) I.Disorienting Dilemmas: More blank spaces in critical places (Elmore, 2007) What are students reporting about these in our curriculum and study together? Drafting of a second incident questionnaire. (I.I.Q.) IV.Action: II.Critical Reflection: III.Rational Dialogue:

21. Discussion • Morph C.I.Q. into I.I.Q. (pronounced “ick”--as in disagreeable or dissonant sound) • More intentionally inquire into four quadrants characteristic of perspective transformation • Cognitive dissonance of disorienting experiences • Critical reflection on assumptions that contribute to dissonance • Rational dialogue on alternative perspectives • Directed action consonant with new understandings

22. DRAFT Intense Incident Questionnaire (I.I.Q.--pronounced “ick”) • What event(s) associated with this course have troubled your thinking or caused you cognitive distress? • What assumptions, beliefs, or perspectives about learning have you or others held that have contributed to this distress? • What other assumptions, beliefs, or perspectives about learning may suggest value in proceeding otherwise? • In what ways does what you think know affect and inform your choices and behavior? (Glisczinski, 2007)

23. Discussion • Curiosities: • How to proceed with analysis of transformative possibility in own courses without pressing on egomaniacally? • Does studying one’s own courses in this manner contaminate results? • What better options might I consider?

24. K.S.U. Students (2007)with M. Welch Maslow (1971) “When I graduate, I will probably have a job that does not even exist today. I am one of the lucky ones. Over one billion people make less than one dollar a day. I did not invent these problems, but they are my problems.”(http://youtube.com/watch?v=dGCJ46vyR9o). Our work is to develop individuals who “are able to face tomorrow . . . with confidence enough in [themselves, that they] will be able to improvise in that situation which has never happened” (p. 57).

25. Research Questions • Which scaffolded learning dilemmas were most effective in helping teacher candidates understand how to effectively use learning theory in support of meaningful student learning? • Which scaffolded learning dilemmas were least effective in helping teacher candidates understand how to effectively use learning theory in support of meaningful student learning?