September 2022 – Nicole Kenny e-Portfolio: New Foundations of educational technology

Having a background in product management, I frequently remind myself that the answer to most of our questions lies not in our opinions but in the consumer’s voice. Ramorola (2013) states there is little evidence regarding the integration of technology nor information on how to plan and implement technology effectively to support learning in the corporate world. I believe technology if effectively designed, holds promise for deep and meaningful learning.

Including Mastery in Usability

The concept of usability, born out of human-computer interaction (HCI), helps us to understand the quality of interaction between a user and a system (Issa & Isaias, 2015). For my context as an educator in the corporate and healthcare world, CSA-ISO definitions are most often applied. In this case, usability must enable users to achieve goals effectively, efficiently, and satisfactorily (OBP, 2018). Being tasked with supporting the development of mastery for a given task where learners are often digital immigrants, retention, interaction, and the ability to easily access help are additional areas that round out my definition of usability. To that end, Neilson’s (2003) definition, as outlined in Figure 1, supports the idea of my broad definition of usability.

Figure 1: Nielsen’s (2003 Usability Attributes

Needs of the neurodiverse

According to Lim et al. (2019), understanding workplace learning based on neuroscience provides new perspectives and insights and may result in more effective learning designs and delivery. Frustration leads to anxiety, reduced learning ability, and attrition (Sindhu & Basha, 2017). Successful knowledge transfer through workplace learning is not easily achieved; at best, only 15% of the learning during training gets transferred (Banerjee et al., 2016). The ability to learn at their own pace can be looked at favourably by employees who are busy with their job activities; however, there needs to be a clear set of realistic expectations regarding deadlines to reduce stress and frustration.

What is not considered by existing usability definitions and something that is an essential aspect of my definition of educational usability is the concept of neurodiversity which I would define to include learning disabilities, ASD, ADHD, and anxiety disorders, all of which can impact the success of the user and the ability to conclude something is usable.

When usability goes wrong

There is nothing worse than being told your baby is ugly. Ruth’s task of configuring the computer to the printer is a perfect example. The difficulty she was experiencing even after utilizing all the materials at hand was resolved when the observer admitted Ruth’s task was impossible as they had not designed ‘DNS’ with the appropriate ‘socket’ (Woolgar, 1990, p. 87). This highlights a breakdown of when the project scope was developed from a product management perspective. The project charter (a formal document that describes your project in its entirety) should have had a question about auxiliary devices that may be used; thus, all ‘sockets’ needed would have been identified.

The second example is one that was a theme throughout the article; understanding of the intended user. Developing and understanding the user(s) persona(s) is one of the early requirements of successful product development. As Woolgar (1990) states, “one needs to adequately represent the views of any one entity in virtue of how it relates to and differs from others in the matrix” (p. 66). Developing a clear user persona that everyone on the project team can refer to or talk to will help to ensure all observers use the same lens and do not impart their beliefs or biases upon the user. As noted by Woolgar (1990), there was recurrent commentary regarding the subject’s performances and frequent attempts to empathize with the subject (p. 85), which should not occur during a usability study and would be less likely to occur by ensuring all observers have a clear understanding of the user characteristics.

Different, yet the same

In the most simplistic terms, both Issa and Isaias (2015, p. 29) and Woolgar (1990) summarized product development and assessment principles that have been in practice for decades, albeit under different names based on the market or product type. Like Pragmatic Marketing, Issa and Isaias (2015, p. 29) strongly emphasize understanding the user and designing from their needs, knowing their opinions are irrelevant. Conversely, Woolgar (1990) postulates that users lack knowledge of their own needs or commercially successful system features, thereby needing the system architects to develop products configured upon future needs.

References

Banerjee, P., Gupta, R., & Bates, R. (2016). Influence of organizational learning culture on knowledge worker’s motivation to transfer training: Testing moderating effects of learning transfer climate. Current Psychology (New Brunswick, N.J.), 36(3), 606-617. https://10.1007/s12144-016-9449-8

ISO Online Browsing Platform (OBP). (2018). ISO 9241-11:2018: Ergonomics of human-system interaction — Part 11: Usability: Definitions and concepts. Retrieved September 16, 2022, from https://www.iso.org/obp/ui/#iso:std:iso:9241:-11:ed-2:v1:en

Issa T., Isaias P. (2015). Usability and human computer interaction (HCI). In Sustainable design: HCI, usability and environmental concerns (pp. 19-36). Springer. https://doi-org.ezproxy.library.ubc.ca/10.1007/978-1-4471-6753-2_2

Lim, D.H., Chai, D.S., Park, S. and Doo, M.Y. (2019), Neuroscientism, the neuroscience of learning: An integrative review and implications for learning and development in the workplace, European Journal of Training and Development, 43(7/8), pp. 619-642. https://doi.org/10.1108/EJTD-03-2019-0033.

Neilsen, J. (2003) Usability 101: Introduction to usability. Alertbox.

Ramorola, M. Z. (2013). Challenge of effective technology integration into teaching and learning. Africa Education Review, 10(4), 654-670.

Sindhu, P., & Basha, S. A. (2017). Impact of depression, anxiety and stress on academic achievement among engineering students. International Journal of Indian Psychology, 5(1) https://doi.org/10.25215/0501.058

The Pragmatic Framework (n.d.). Pragmatic Institute. Retrieved September 8, 2022, from https://www.pragmaticinstitute.com/framework/

Woolgar, S. (1990). Configuring the user: The case of usability trials. The Sociological Review (Keele), 38(1_suppl), 58-99. https://doi.org/10.1111/j.1467-954X.1990.tb03349.x

Bringing experience from a corporate perspective in the MET courses I have taken has provided a sense of great satisfaction and personal growth. It’s shocking that with our first assignment on Truth and Reconciliation, imposter syndrome has set in, not from a class peer perspective but as a Canadian. Since graduation in 1994, the companies I work for or with have not once voiced a land acknowledgment. As a member of the Air Canada frequent flyers club with extensive travel across Canada and the US, I am appalled that I am far behind the eight ball. However, as the First Nations Education Steering Committee (FNESC, 2015) states in their First Peoples Principles of Learning, “learning involves patience and time,” and the MET program is opening my eyes to more than just education on learning theories and educational technology.

After the Healing: Safeguarding Northern Nishnawbe First Nations High School Education was published in 2016 by the Northern Policy Institute following a Thunder Bay coroner’s inquest report into the deaths of seven Indigenous students to address the needs of students making the transition from their homes to high school in Thunder Bay or Sioux Lookout. I chose this report for my learning perspective because of its depth of topics about indigenous issues. My initial interest in understanding how the corner’s inquest could support change included the following three questions:

1. How did the report address or refer to indigenous peoples, and was it appropriate?
2. Did the recommendations include collaboration with the Northern Nishnawbe First Nations or have Indigenous members on the report committee?
3. Do the recommendations reference or support the First Peoples Principles of Learning outlined by FNESC?

Conscious or unconscious bias in naming

Concerning the first question, Indian was used primarily concerning “Indian Residential Schools,” the Indian Act, or negative connotations of Indians from colonial society, as shown by the example below.

“It sought Indian removal and dispossession not just as “the original owners of the land but as Indians” (Bennett, 2016).”

Indigenous and Aboriginal terms were primarily used concerning education, knowledge, youth, or culture. Aside from one instance each referring to Indigenous or Aboriginal Residential Schools, the discussion was positive, looking to be inclusive and forward-thinking in the review and recommendations. Of interest, in the building resilience section of the report, Indigenous was only used once about keeping Indigenous languages alive (Bennett, 2016).

First Nations was the preferred method of reference to Indigenous peoples within the report, likely a result of the overall definition that it has taken in recent years, “a more restrictive usage based upon identification with legally recognized reserve communities, and reference to those who are members of them or those who have “status” (e.g., governmental identification) (Terminology, n.d.). From this perspective, the report is not inclusive of those who do not have “status” or are not living on one of the many reserves that comprise the Northern Nishnawbe First Nations.

Who is driving the bus

Considering the intent of the report and contentiousness around the history of residential schools and differences in culture, history and how knowledge has traditionally been shared, I had expected that the committee would have considerable Indigenous representation. The study was written by Paul Bennett, a policy analyst, professor, and senior education policy fellow with the Northern Policy Institute (Bennett, 2016). Rick Garrick, a news reporter, and freelance writer, supported with research assistance, presumably as he has 15 years of experience covering First Nations issues within the region (Bennett, 2016).

Utilizing LinkedIn as my primary research tool, of the 15 members of the Board of Directors and the President and CEO, only two people were Indigenous. Concerning the rest of the committee involved in writing the report, two of the 15 people from the Advisory Committee and one person out of 15 from the Research Advisory Board were indigenous. In comparison, two and three people respectively held professional positions within Indigenous relations and affairs or social services. In summary, of the 45 members of the committee, 11% were Indigenous, while five members brought Indigenous expertise. For my review, the members bringing expertise to the committee do not include those who are indigenous.

Elders sharing knowledge

The third question was interesting; Bennett (2016) did reference that indigenizing education comes more naturally in First Nations schools tapping into the wisdom of elders. This is important as Principal Jonathan Kakegamic still believes that Dennis Franklin Cromarty High School (DFC) can instill confidence in students and rebuild the severed connection between culture and identity (Bennett, 2016). The Pelican Falls School (PFS) has fewer than 150 students (Grades 9 to 12), meaning classes are smaller, and teachers and students know each other well (Bennett, 2016). Traditional knowledge is infused into official school ceremonies and, to an increasing extent, into the curriculum, embedded in school culture, and conveys life lessons to students (Bennett, 2016). Both schools are under the Northern Nishnawbe Education Council (NNEC) ‘s control, using community-school-based management vested in Indigenous education, indicating First Peoples Principles of Learning are considered and included.

In front of the eight ball

While the report has been written with respect and appropriately peer-reviewed, the lack of Indigenous members (11%) on the committee leaves me to question if this is another example of colonials patting themselves on the back for showing their care but ultimately know best for those that they have little to no understanding of the way of Indigenous life, culture, and sharing of knowledge. However, in reviewing the recommendations made and commentary brought forward throughout the report, I believe the overall intent of ensuring Indigenous teens return home alive and prepared to lead more satisfying, healthier, and fulfilling lives with a real sense of pride in their own identity and traditions could be met providing funding is provided to implement the recommendations.

References:

Bennett, P. W., Canadian Electronic Library (Firm), & desLibris – Documents. (2016). After the healing: Safeguarding northern nishnawbe first nations high school education. Northern Policy Institute.

First Nations Education Steering Committee (FNESC) (n.d.). First peoples principles of learning. Retrieved September 9, 2022, from http://www.fnesc.ca/first-peoples-principles-of-learning/.

Terminology. (n.d.). Retrieved September 12, 2022, from https://indigenousfoundations.arts.ubc.ca/terminology/

Month: September 2022

“Your Opinion, While Interesting, Is Irrelevant.” (Pragmatic Institute, n.d.)

Behind the Truth and Reconciliation Eight Ball