Most recent public comments by Ryan Cahill https://nowcomment.com/users/41130 https://nowcomment.com/documents/137740?scroll_to=1329456 https://nowcomment.com/documents/137740?scroll_to=1329456 Sat, 20 Apr 2019 17:03:45 -0400 https://nowcomment.com/documents/137742?scroll_to=1329468 https://nowcomment.com/documents/137742?scroll_to=1329468 Sat, 20 Apr 2019 17:05:00 -0400 https://nowcomment.com/documents/137743?scroll_to=1329479 https://nowcomment.com/documents/137743?scroll_to=1329479 Sat, 20 Apr 2019 17:05:02 -0400 https://nowcomment.com/documents/137742?scroll_to=1329467 https://nowcomment.com/documents/137742?scroll_to=1329467 Sat, 20 Apr 2019 17:04:59 -0400 https://nowcomment.com/documents/137740?scroll_to=1329455 https://nowcomment.com/documents/137740?scroll_to=1329455 Sat, 20 Apr 2019 17:02:56 -0400 https://nowcomment.com/documents/137743?scroll_to=1329478 https://nowcomment.com/documents/137743?scroll_to=1329478 Sat, 20 Apr 2019 17:05:02 -0400 https://nowcomment.com/documents/137740?scroll_to=1329454 https://nowcomment.com/documents/137740?scroll_to=1329454 Sat, 20 Apr 2019 17:02:15 -0400 https://nowcomment.com/documents/137742?scroll_to=1329466 https://nowcomment.com/documents/137742?scroll_to=1329466 Sat, 20 Apr 2019 17:04:59 -0400 https://nowcomment.com/documents/137743?scroll_to=1329477 https://nowcomment.com/documents/137743?scroll_to=1329477 Sat, 20 Apr 2019 17:05:01 -0400 https://nowcomment.com/documents/137743?scroll_to=1329476 https://nowcomment.com/documents/137743?scroll_to=1329476 Sat, 20 Apr 2019 17:05:01 -0400 https://nowcomment.com/documents/137740?scroll_to=1329452 https://nowcomment.com/documents/137740?scroll_to=1329452 Sat, 20 Apr 2019 17:01:10 -0400 https://nowcomment.com/documents/137742?scroll_to=1329465 https://nowcomment.com/documents/137742?scroll_to=1329465 Sat, 20 Apr 2019 17:04:59 -0400 https://nowcomment.com/documents/137740?scroll_to=1329451 https://nowcomment.com/documents/137740?scroll_to=1329451 Sat, 20 Apr 2019 17:00:41 -0400 https://nowcomment.com/documents/137743?scroll_to=1329475 https://nowcomment.com/documents/137743?scroll_to=1329475 Sat, 20 Apr 2019 17:05:01 -0400 https://nowcomment.com/documents/137742?scroll_to=1329464 https://nowcomment.com/documents/137742?scroll_to=1329464 Sat, 20 Apr 2019 17:04:59 -0400 https://nowcomment.com/documents/137743?scroll_to=1329474 https://nowcomment.com/documents/137743?scroll_to=1329474 Sat, 20 Apr 2019 17:05:01 -0400 https://nowcomment.com/documents/137742?scroll_to=1329463 https://nowcomment.com/documents/137742?scroll_to=1329463 Sat, 20 Apr 2019 17:04:59 -0400 https://nowcomment.com/documents/137740?scroll_to=1329450 https://nowcomment.com/documents/137740?scroll_to=1329450 Sat, 20 Apr 2019 16:59:49 -0400 https://nowcomment.com/documents/137743?scroll_to=1329473 https://nowcomment.com/documents/137743?scroll_to=1329473 Sat, 20 Apr 2019 17:05:01 -0400 https://nowcomment.com/documents/137742?scroll_to=1329462 https://nowcomment.com/documents/137742?scroll_to=1329462 Sat, 20 Apr 2019 17:04:59 -0400 https://nowcomment.com/documents/137740?scroll_to=1329449 https://nowcomment.com/documents/137740?scroll_to=1329449 Sat, 20 Apr 2019 16:58:54 -0400 https://nowcomment.com/documents/137740?scroll_to=1329447 https://nowcomment.com/documents/137740?scroll_to=1329447 Sat, 20 Apr 2019 16:58:15 -0400 https://nowcomment.com/documents/137742?scroll_to=1329461 https://nowcomment.com/documents/137742?scroll_to=1329461 Sat, 20 Apr 2019 17:04:58 -0400 https://nowcomment.com/documents/137743?scroll_to=1329472 https://nowcomment.com/documents/137743?scroll_to=1329472 Sat, 20 Apr 2019 17:05:00 -0400 https://nowcomment.com/documents/137742?scroll_to=1329460 https://nowcomment.com/documents/137742?scroll_to=1329460 Sat, 20 Apr 2019 17:04:58 -0400 https://nowcomment.com/documents/137740?scroll_to=1329446 https://nowcomment.com/documents/137740?scroll_to=1329446 Sat, 20 Apr 2019 16:57:41 -0400 https://nowcomment.com/documents/137743?scroll_to=1329471 https://nowcomment.com/documents/137743?scroll_to=1329471 Sat, 20 Apr 2019 17:05:00 -0400 https://nowcomment.com/documents/137740?scroll_to=1329444 https://nowcomment.com/documents/137740?scroll_to=1329444 Sat, 20 Apr 2019 16:56:33 -0400 https://nowcomment.com/documents/137743?scroll_to=1329470 https://nowcomment.com/documents/137743?scroll_to=1329470 Sat, 20 Apr 2019 17:05:00 -0400 https://nowcomment.com/documents/137742?scroll_to=1329459 https://nowcomment.com/documents/137742?scroll_to=1329459 Sat, 20 Apr 2019 17:04:58 -0400 https://nowcomment.com/documents/137742?scroll_to=1329458 https://nowcomment.com/documents/137742?scroll_to=1329458 Sat, 20 Apr 2019 17:04:58 -0400 https://nowcomment.com/documents/137743?scroll_to=1329469 https://nowcomment.com/documents/137743?scroll_to=1329469 Sat, 20 Apr 2019 17:05:00 -0400 https://nowcomment.com/documents/137740?scroll_to=1329441 https://nowcomment.com/documents/137740?scroll_to=1329441 Sat, 20 Apr 2019 16:55:47 -0400 https://nowcomment.com/documents/136485?scroll_to=1329410 https://nowcomment.com/documents/136485?scroll_to=1329410 If an act is truly good, can it stem from multiple intentions? Similarly, can there be multiple good acts stemming from one intention? Sat, 20 Apr 2019 16:18:22 -0400 https://nowcomment.com/documents/136485?scroll_to=1318031 https://nowcomment.com/documents/136485?scroll_to=1318031 Sun, 07 Apr 2019 15:48:06 -0400 https://nowcomment.com/documents/136485?scroll_to=1318030 https://nowcomment.com/documents/136485?scroll_to=1318030 Sun, 07 Apr 2019 15:47:58 -0400 https://nowcomment.com/documents/106534?scroll_to=1050617 https://nowcomment.com/documents/106534?scroll_to=1050617 I will start off by saying I completely agree with your point. However, I do find myself a little concerned with students being able to openly test out of courses. I have seen a fair amount of research that points to inner classroom dialog as a critical component of the learning process where deep learning occurs. This dialog is substantially harder to duplicate without a structured classroom environment and does highlight Ito’s point on the importance of being connected to a learning community. One of the more important characteristics of deep learning is the long-term retention of information. If students are cramming for exams to earn credit, are they learning at a deep level or just trying to reach a 77%. Again, I come back to that evil word “effective.” 😊 Mon, 30 Jul 2018 08:57:54 -0400 https://nowcomment.com/documents/106534?scroll_to=1050616 https://nowcomment.com/documents/106534?scroll_to=1050616 Ridged, well-intended faculty seeking to dictate policy? Welcome to a day in my life ☹. Unfortunately, effectiveness will always be the benchmark in any data driven decision making process. If the education system is ever going to undergo a radical transformation such as this, there needs to be strong evidence that it works. That being said, it is important to take close look at what we are trying to measure and define as outcomes. Your example of MOOCs is spot on. If we measure outcomes and completion rates of MOOCs compared to traditional courses, it is an ugly comparison. However, if we examine MOOCs effectiveness based on what students are hoping to get out of it – now we can see some substantial value in the course. Sun, 29 Jul 2018 16:30:26 -0400 https://nowcomment.com/documents/106534?scroll_to=1050613 https://nowcomment.com/documents/106534?scroll_to=1050613 Hi Rebekah, I agree, it is interesting to think that a well quipped student can just as easily access content through Google as they can by attending a lecture. However, I think there needs to be a distinction between accessing content and interacting with it. This is where I see Google searches coming up short compared to more traditional learning environments. In a classroom a student is able to receive quick feedback and customized interventions which direct the engagement process. Without this a learner would need to have a high level of self-discipline and self-knowledge to properly monitor their own learning process. Call me skeptical, but I do not think many students are there. Mon, 30 Jul 2018 08:51:31 -0400 https://nowcomment.com/documents/106534?scroll_to=1050586 https://nowcomment.com/documents/106534?scroll_to=1050586 Ito’s example of the college student who had a passion for comic art resonated with me because I have personally seen this example dozens of times. I previously held an admissions position at an art and design college and worked very closely with students seeking to pursue careers in digital art. There are a lot of stereotypes about art students and after working with them for six years, I can safely say they are all true 😊. The vast majority of these students who attended the college were traditional high school college bound students. For many of them, they had a burning passion for art, but struggled to find a community of likeminded people in high school. It was not uncommon for these students to report feeling isolated in the traditional high school learning environment. For many of the students in this situation, they became connected and built a community using a website, deviantart.com. This provided a platform for the students to share their work, receive feedback, and grow as an artist. Without this community of learners, I believe many of our students would have felt unsupported in their passion and given up on their dreams of being an artist. Sun, 29 Jul 2018 12:27:21 -0400 https://nowcomment.com/documents/106534?scroll_to=1050527 https://nowcomment.com/documents/106534?scroll_to=1050527 In watching this section I found myself wounding what college will look like in the future? Will we need academics? Am I working myself out of a job? Ito makes a strong argument for unbundling the learning process and putting a strong emphasis on self-directed learning and competency achievement. In this future college would no longer serve as institutions of higher learning. Instead they would serve solely as credential granting institution which would assess competencies and award credentials accordingly. If this is ever going to be a successful reality, I believe a strong emphasis in the K12 curriculum needs to be placed on learning how to learn. Without traditionally structured learning environments individuals are going to need to be more proactive and self-sufficient learners. I do not believe this is an innate skill and something that must be intentionally developed if this new model of learning is going be more effective than current practices. Sun, 29 Jul 2018 16:30:26 -0400 https://nowcomment.com/documents/106534?scroll_to=1050521 https://nowcomment.com/documents/106534?scroll_to=1050521 While the amount of accessible content on the web is limitless, I would argue that students need more than just a way to access the content if they are going to successful learning the desired competencies. Content knowledge is a critical component to this new digital learning process because it provides a foundation in which new knowledge can be built upon. Without this baseline knowledge students are simply memorizing facts without having a context to properly synthesis the new information. Additionally, without a baseline of content knowledge and understanding of relevant terms students cannot be expected to successfully navigate a search which will arrive at quality content. While the web has great content, it has even more lousy content and sources than can be counterproductive to the learning process. For this reason students need more than just a method of accessing the content and content knowledge, but also possess a high level of digital literacy. Digital literacy and a sound understanding of what comprises quality content is critical in ensuring students will access what they need in order to properly learn the content. Sat, 28 Jul 2018 19:03:32 -0400 https://nowcomment.com/documents/106534?scroll_to=1049967 https://nowcomment.com/documents/106534?scroll_to=1049967 Self-paced personalized learning tools such as Khan Academy often operate under non-traditional assumptions of students’ and teachers’ roles. For example, Khan Academy is a self-paced math instructional tool that instructs, applies basic interventions, and empowers students to learn the material independently. In this system there is a strong assumption that students are responsible for their own learning. This is in line with Ito’s daughter’s assumption that if an individual wants to learn something, they simply need to take the initiative and access the material. Just like Khan Academy, learning for this generation is not bound by the traditional contexts of time/space and does not necessarily have to be structure as a linear progression of achieved competencies. Additionally, teachers are not necessarily expected to “teach” the content, but instead facilitate the learning process and intervene when students need additional assistance. It is interesting to note that Khan Academy also incorporates a handful of gamified elements (such as scoring, ranking, badges, etc.). This highlights the assumption that just because something is highly personalized and students are expected to take responsibility for their own learning, it does not necessarily diminish the importance of extrinsic motivation in the learning environment. Wed, 25 Jul 2018 12:41:39 -0400 https://nowcomment.com/documents/106298?scroll_to=1049282 https://nowcomment.com/documents/106298?scroll_to=1049282 John, I completely agree. Most the time it simply comes down to funding and resources. When completing research we would all love to go above and beyond and dump all we can into quality analysis and assessment. Unfortunately, in the real world there is a need to balance competing goods. I have seen many times in my career the old phrase “paralysis by analysis.” At some point individuals need to know when to stop staring at the data and get back to work 😊 (at times a personal problem). Sun, 22 Jul 2018 14:57:11 -0400 https://nowcomment.com/documents/106298?scroll_to=1049279 https://nowcomment.com/documents/106298?scroll_to=1049279 I agree there is value in the typical end-of-session survey. While far from the ideal end-all-be-all evaluation tool, anecdotal data can be useful in gauging participants’ perception and generating quality feedback. It is important to note, if this is not done soon after a professional development session, this data can be really hard to duplicate down the road. I believe it is always better to err on the side of collecting data and not using it, as opposed to needing it and not having it. Yes, survey fatigue is a real thing, but you already have a captive audience (oftentimes in more than once sense of the word) at your professional development session. Corinne – I know professional development is a big part of your job, how do you typically collect this type of data? Mon, 23 Jul 2018 16:29:05 -0400 https://nowcomment.com/documents/106298?scroll_to=1049278 https://nowcomment.com/documents/106298?scroll_to=1049278 The four levels (Satisfaction, Learning, Behavior, & Impact) describe an implementation cycle in which new information is encountered, absorbed, acted upon, and ultimately effects an intended variable. Measuring satisfaction is an easy process. This is commonly done after professional development sessions in the form of a survey to collect anecdotal data and surface level experiences. Learning measures an individual’s ability to retain the information provided by the professional development. This can be done in two different formats exploring short term and long term retention. Testing individuals soon after a professional development session and again at later points of time can provide insight as to the professional developments ability to make a lasting impact. Behavior is a little trickier to measure and requires a researcher to classify different types of observer or reported behaviors. By creating broad categories of behavior, researchers can categorize behaviors into meaningful classifications that can be measured and analyzed. To do this, researchers can make their own classifications or adopt a recognized framework such as TPACK or Bloom’s Taxonomy. The final stage is impact. Depending on the variable being explored this can typically be measuring using a quantitative approach. Being the process of moving from satisfaction to impact is naturally going to take time, be experienced differently across participants, and peak in effectiveness - data on all four levels should ideally be incrementally collected through out a study. Sun, 22 Jul 2018 14:44:16 -0400 https://nowcomment.com/documents/106298?scroll_to=1049275 https://nowcomment.com/documents/106298?scroll_to=1049275 Many organizations and researchers view qualitative research to be a touchy-feely venture and not a true science. Qualitative research can be extremely effective in understanding the underlying reasons of a professional development session’s effectiveness or participants’ perceived value of the training. However, it cannot concretely demonstrate the effectiveness in terms of outcomes or actual change. To accurately measure such outcomes quantitative data should be included. A mixed-methods approach leverages the affordances of both approaches and allows the findings to complement each other. When designed effectively, a mixed-methods study should be able to clearly identify trends using quantitative measures and point to potential explanations of the trends using qualitative data. Sun, 22 Jul 2018 14:23:06 -0400 https://nowcomment.com/documents/106298?scroll_to=1049274 https://nowcomment.com/documents/106298?scroll_to=1049274 WWC’s outlined standards on randomization and rejection of quasi-experimental studies creates a barrier in many educational settings. Unless studies are being conducted on a large scale, such as a school district or state level, it is unlikely that there will be enough participants to properly randomize the study while ensuring the generation of enough data points to safeguard data significance. In order to measure technology implementation based on professional development at this level, a colossal amount of resources would be required to both fund the acquisition of the technology as well as to provide the professional development. Sun, 22 Jul 2018 14:13:53 -0400 https://nowcomment.com/documents/106298?scroll_to=1049259 https://nowcomment.com/documents/106298?scroll_to=1049259 In my experience typical end-of-session surveys only capture anecdotal data. Data captured right after a training session excels in capturing participants’ perception and opinions while they are fresh on their mind. While this data can be helpful, it does little to demonstrate the long term effectiveness of the professional development. In order to accurately gauge the deeper impact of professional development, there needs to be a longitudinal nature to the study. Without allowing time between the intervention and data collection, researchers can only speculate as to the long term effects and outcomes of the training. This can be done as a true longitudinal study where data is collected as specific time points throughout a study or can be done as a correlational study which compares variables’ relationships at specific points in time. Correlation studies can be very effective, but in an environment full of confounding variables, the reliability of causal data can easily be tainted. The ideal measure would be a true longitudinal study, but this can be tremendously taxing on resources as it involves not only a great deal of time, but human resources as well. Regardless of the method chosen, collecting data using a mixed-methods approach can aid the researcher in better understanding the data collected. Quantitative data is excellent as clearly demonstrating relationships and effects. Unfortunately, it oftentimes leaves the researcher speculating as to “why?”. Qualitative data gives great insight on individuals’ perceptions and feelings which oftentimes cannot be measured using quantitative data. On the other hand, just because someone believes a professional development session was beneficial, does not always translate into results in the classroom. Using the two approaches in unison allows a researcher to demonstrate relationships and provides a narrative for potentially why the relationships are occurring. Mon, 23 Jul 2018 16:31:35 -0400 https://nowcomment.com/documents/105126?scroll_to=1038800 https://nowcomment.com/documents/105126?scroll_to=1038800 Hi Susan, Technology integration and adoption patterns are moving targets. I do not believe just because many schools have moved to one-to-one that it necessarily indicates the barriers have been neutralized. There will always be new technologies on the horizon and being many of the barriers stated have a strong human element, such as reluctance to change, I do not think it is likely they will ever be fully resolved. Sun, 17 Jun 2018 15:20:13 -0400 https://nowcomment.com/documents/105126?scroll_to=1038799 https://nowcomment.com/documents/105126?scroll_to=1038799 Hi Susan, I took the opposite stance on the question if innovation can be demanded. Teachers, like all individuals, bring a broad spectrum of skills and ability levels to their position. If an individual is not properly equipped, in terms of TPACK competencies, demanding innovation can be a setup for failure. Knowing not all instructors are ready to be innovative, is it just or reasonable to demand it? Sun, 17 Jun 2018 19:58:08 -0400 https://nowcomment.com/documents/105126?scroll_to=1038798 https://nowcomment.com/documents/105126?scroll_to=1038798 Hi Susan, It is interesting that you identified year three as critical milestone. In speaking with our Dean earlier this week he as well mentioned this being a critical point in instructor’s development and confront zone. I agree that professional development plays a key role in enhancing these desired tendencies. However, do you believe traits such as leadership and creativity can be taught? Some would say these are innate abilities that can be enhanced, but not taught. Sun, 17 Jun 2018 17:16:20 -0400 https://nowcomment.com/documents/105126?scroll_to=1038797 https://nowcomment.com/documents/105126?scroll_to=1038797 Hi Susan, I agree that the authors tone conveyed a very positive attitude regarding the momentum towards successful integration. That being said, the focus on conditions takes a very realistic look at both the positive and negative factors affecting technology adoption. This approach can have a strong practical application in identifying and addressing barriers in an educational setting. Sun, 17 Jun 2018 15:02:39 -0400 https://nowcomment.com/documents/105126?scroll_to=1038796 https://nowcomment.com/documents/105126?scroll_to=1038796 Hi Susan, It seems like we shared some common thoughts going into the article. After reading do you feel the authors overlooked anything that you had on your list? Sun, 17 Jun 2018 17:07:02 -0400 https://nowcomment.com/documents/105129?scroll_to=1038795 https://nowcomment.com/documents/105129?scroll_to=1038795 Hi Susan, Interesting starting point. How would you go about convincing a tenured faculty member who pedagogical approach is firmly grounded in project-orienting learning? Sun, 17 Jun 2018 17:39:35 -0400 https://nowcomment.com/documents/105129?scroll_to=1038794 https://nowcomment.com/documents/105129?scroll_to=1038794 Hi Susan, I agree with many of Dr. Zhao’s points that run counter to standardized assessments. However, I do believe they have some practical application in the educational system. In my opinion, the problem is the over reliance and associated instructional strategies of standardized assessment, not the assessments themselves. Personalized learning is a great concept, but I do not believe it has to be mutually exclusive from standardized assessment – both approaches can coexist and be used for their specific affordances. Sun, 17 Jun 2018 17:37:07 -0400 https://nowcomment.com/documents/105129?scroll_to=1038793 https://nowcomment.com/documents/105129?scroll_to=1038793 Hi Susan, Good point. Technology is simply a tool for making educational practices more efficient. In this case it can be effectively used to either drive homogeneous learning or to facilitate personalized learning. Sun, 17 Jun 2018 17:27:34 -0400 https://nowcomment.com/documents/105129?scroll_to=1038792 https://nowcomment.com/documents/105129?scroll_to=1038792 Hi Susan, I agree that teachers must be aware of how they are contributing to the homogenous education system. However, change is also needed at the administrative and state/federal funding levels if a significant paradigm shift is going to occur. When the system funds and evaluates institutions based on standardized assessment, a lot of pressure is put on instructors to conform to achieving prescribed metrics. This cannot change unless reform is supported from both the top and bottom of the educational structure. Sun, 17 Jun 2018 17:27:12 -0400 https://nowcomment.com/documents/105129?scroll_to=1038791 https://nowcomment.com/documents/105129?scroll_to=1038791 Hi Susan, I as well really enjoyed this lecture. I was a little turned off when I saw the video was nearly an hour long. However, aside from making a very convincing argument for personalized learning, I found Dr. Zhao to be funny and engaging. Sun, 17 Jun 2018 20:10:11 -0400 https://nowcomment.com/documents/105126?scroll_to=1038684 https://nowcomment.com/documents/105126?scroll_to=1038684 he technologies have changed, but the barriers to adoption have remained relatively the same. Unfortunately, reluctance to change is not a new phenomenon and likely one that will be a reality for a long time to come. One way I have found to effectively create by in and adoption is to relate the new technology or innovation to something our faculty member are already comfortable with. An example of this was introducing an online annotation tools to our theology faculty. This faculty group includes some of our lower level tech users and as a whole is rather resistant to adopting new tools. However, when introducing the annotation tool, we referenced the practice of “glossing” which was a common theological practice in medieval times. Glossing was a practice where theologians would write commentary and annotations in the margins of Church documents. By framing the online annotation tool as a modern day practice of glossing, the faculty was immediately more receptive to the idea. Sat, 16 Jun 2018 19:21:15 -0400 https://nowcomment.com/documents/105126?scroll_to=1038680 https://nowcomment.com/documents/105126?scroll_to=1038680 The authors define innovation by two criteria: distance and dependence. Distance represents how far away the current usage ranges from status quo or accepted norms. Dependence represents the innovations reliance on other individuals or resources. Innovation requires instructors to operate with higher levels of autonomy and self-sufficiency. If innovative actions are both distance and independent, it is unlikely that the user is going to receive a high level of support from individuals or assistance with specific need-dictated resources. This also places a burden on learners because this is likely their first exposure to the innovative technology or innovative use of a technology. This forces the student to quickly adapt and learn the tool. If the student cannot quickly proficiency with the innovation in a reasonable timeframe, it could have negative effects on individual learning outcomes. I believe we should seek and drive innovation by supporting teachers, but cannot demand it. Every individual has a unique blend of skills and tendencies. As a manager or coach, it is important to know your teachers and attempt to develop them in mindful-accordance to their gifts. If an individual is not at an adequate level (knowledge, skills, or disposition), forcing innovation is likely to be counterproductive to their professional development and lead to poor delivery in the learning environment. Sat, 16 Jun 2018 19:00:56 -0400 https://nowcomment.com/documents/105126?scroll_to=1038679 https://nowcomment.com/documents/105126?scroll_to=1038679 New teachers can enter into a learning environment with these skills in a handful of ways. They can either have picked them up during their teacher education, have previously learned transferable skills, or could be naturally inclined to have innovative tendencies. However, just like any other skills, these can be developed and fostered through training and professional development. Addressing areas covered under the TPACK model is a great first step in building competency with a technology; this is the first step in being an innovator. An instructor must have basic competencies before they can advance to using a tool in new or innovative ways. Professional development and coaching can also groom instructors into having a more positive and open disposition towards a new tools. However, altering an individual’s disposition or enhancing intangible skill sets can be very dependent on the participant’s willingness to change. Without a strong level of personal commitment and desire to grow, little if any change will be possible. Sun, 17 Jun 2018 19:31:45 -0400 https://nowcomment.com/documents/105126?scroll_to=1038678 https://nowcomment.com/documents/105126?scroll_to=1038678 By shifting the conversation to focusing on the “conditions” for innovations change, the conversation goes from being centered on usage to being centered on adoption. While there is a significant amount of overlap between these two conversations, they are addressing completely different issues. The new conversation is going to be dictated by factors which either serve to enhance adoption rates or factors which serve as barriers to adoption. However, while this conversation addresses the first step which is technology adoption, it does not directly address the quality of the integration or the effectiveness of the technology’s usage in the learning environment. Sun, 17 Jun 2018 18:28:37 -0400 https://nowcomment.com/documents/105126?scroll_to=1038677 https://nowcomment.com/documents/105126?scroll_to=1038677 In reviewing the article I would predict some of the barriers to be: Past experience with similar technology, Technologies fit with current pedagogical practices/comfort levels, levels of available PD, peers’ opinion of the technology, society’s opinion of the technology. Sun, 17 Jun 2018 18:02:13 -0400 https://nowcomment.com/documents/105129?scroll_to=1038676 https://nowcomment.com/documents/105129?scroll_to=1038676 I would start with the goal that every child should have an opportunity for personalized learning. I would begin by exposing instructors to the benefits and affordances of the learning approach. I believe it is fair to assume that most all instructors want what is best for their students. Resistance to innovations and new methods often comes out of fear and lack of understanding. After the concept of personalized learning was well understood, different approaches would be explored. Technology would be presented as the most effective method of facilitating personalized learning and training would be provided to bridge knowledge gaps. Once a substantial level of buy in was created regarding the learning approach and delivery format, the frameworks of product-oriented learning and globalized context could be introduced. Sat, 16 Jun 2018 17:30:33 -0400 https://nowcomment.com/documents/105129?scroll_to=1038675 https://nowcomment.com/documents/105129?scroll_to=1038675 Globalization represents a new economy which is driven by automation and outsourcing. Traditionally our economy has required a limited number of people to create numerous jobs. These numerous jobs make up the middle class. In this globalized economy, the new middle class must be comprised of skilled individuals whose talents and roles cannot be automated or outsourced. This need is starkly contradictory to Dr. Zhao’s description of Homologized education. Homologized education and Common Core dictate that all individuals learn basic attainable skills which are so elementary that all individuals are able to obtain them. This sets a baseline standard without attempting to facilitate the creation of extraordinary individual skills in any particular area. I really like Dr. Zhao’s concept of “homologized compliance.” I thought this accurately described the US education system’s shortcomings and reliance on educating students to perform on standardized tests. If you subscribe to Dr. Zhao’s belief that education should try to anticipate technology shifts and the evolving reevaluation of talents, it is an unsettling realization that our society in placing a growing value in the skillsets of creativity and collaboration. Unfortunately, we are doing little to prepare teachers to be creative. With so much pressure (especially at the K12 Level) to drive outcomes according to standardized tests, little room is provided for cultivating outside skills. In our current educational situation skills such as creative and collaboration are often times not rewarded and take a back seat to regurgitating memorized facts and scoring well on standardized assessments. Sat, 16 Jun 2018 17:17:20 -0400 https://nowcomment.com/documents/105129?scroll_to=1038674 https://nowcomment.com/documents/105129?scroll_to=1038674 Dr. Zhao claims that education has always been responsible for producing the middle class and that economies change because technologies change. In turn changes in technology continuously redefine the value of talents. Educational approaches should always try to anticipate technological shifts and prepare the middle class with highly valued skillsets. Unfortunately, education typically lags behind innovations and is constantly having to play catch up. Going back to one of Dr. Zhao’s original points that technology is directed towards teaching and instruction - just as teachers must be equipped to employ effective pedagogy to effectively use the tool, so must instructors teach new literacies to students to prepare them with valued talents for the future. The mastery of new literacies can aid students in enhancing their creativity and encourage the use of technology in new and innovative ways. Sun, 17 Jun 2018 17:32:32 -0400 https://nowcomment.com/documents/105129?scroll_to=1038672 https://nowcomment.com/documents/105129?scroll_to=1038672 I believe Dr. Zhao will describe technology’s role in education as simply a tool in which the effectiveness is almost completely dictated by how the educator uses it. I believe Dr. Zhao will have critiques of the US educational system and provide a global perspective on how practices could be improved. Sat, 16 Jun 2018 16:31:03 -0400 https://nowcomment.com/documents/105129?scroll_to=1038671 https://nowcomment.com/documents/105129?scroll_to=1038671 Dr. Zhao’s point ties directly into his criticism of Common Core. He believes that the Common Core approach views education as a factory that seeks to produce identical outcomes across all students at the same time. When technology is used in this scenario it is focused solely on teaching and instruction, while ignoring key aspects of the learning process. This does not account for quality pedagogy or individual learning styles. This is almost a completely opposite approach to individualized learning and the extremely standardized can significantly stifle creativity. To combat these tendencies, instructors and those responsible for technology purchasing decision should place a greater value in the way in which they are implementing and using the technology to leverage specific affordances as opposed to a focus on acquiring the latest and greatest. Sat, 16 Jun 2018 16:25:26 -0400 https://nowcomment.com/documents/104916?scroll_to=1037293 https://nowcomment.com/documents/104916?scroll_to=1037293 Zolt’s comments regarding school districts unwillingness to change strongly resonated with I have experienced in higher education. When trying to diffuse new ideas or innovations across an institution, adoption is needed at multiple levels and this can be hard to drive. Unfortunately, I have seen great ideas begin at the top levels of administration and fail because there were forced downward upon employees in a heavy handed manor. I have also see great grass-roots initiatives be proposed and shot down, because administrators are out of touch with needs in the trenches. Being the kinds of changes the panelists are speaking of affects personal across all staffing layers, a strategic and prudent approach is needed to drive adoption. Sun, 10 Jun 2018 18:33:28 -0400 https://nowcomment.com/documents/104916?scroll_to=1037286 https://nowcomment.com/documents/104916?scroll_to=1037286 I agree with many of the points made by the panelists and am excited about the concept of personalized education. However, while I believe this has a place in the future of education, I do not think it is necessarily a one-size fits all approach. Without looking at any hard evidence, I would wager that there are a lot of young learners who would benefits from a more structured curriculum. Alleviating student embarrassment was mentioned a few times as a benefit to this approach. However, this embarrassment may serve as an extrinsic motivator that keeps many students engaged and drives academic outcomes. Additionally, in implementing this approach at a young age I could see significant gaps of disparity between student progress emerging over time. From an academic administration standpoint, I could see this being hard to manage after a few years’ time. Sun, 10 Jun 2018 14:15:12 -0400 https://nowcomment.com/documents/104916?scroll_to=1037284 https://nowcomment.com/documents/104916?scroll_to=1037284 Hi Michelle, I agree with your statement. In the education field, I have found that administrators and faculty oftentimes have a bad habit of clinging to old methods or solutions because “that is what we have always done.” In the business world this is not as common as new ideas that drive revenue, outcomes, or efficiency, speak to the fundamental purpose of a business – to make money. This mindset positions business to be more agile than traditional schools and poised to respond quicker and more effectively to the needs of customers (students). Sun, 10 Jun 2018 14:06:27 -0400 https://nowcomment.com/documents/104916?scroll_to=1037283 https://nowcomment.com/documents/104916?scroll_to=1037283 Hi Michelle, While I personally gravitate more towards math and the sciences, I can appreciate Zolt’s emphasis on writing. Mastery of other subject matter is meaningless unless an individual has the ability to express the content or apply it. In either situation writing ability, as well as verbal expression, are critical to the process. Without basic writing competency, a student is going to be extremely limited in demonstrating their competency is mastering current material or progressing to more advanced material. Sun, 10 Jun 2018 14:00:30 -0400 https://nowcomment.com/documents/104916?scroll_to=1037282 https://nowcomment.com/documents/104916?scroll_to=1037282 Hi Michelle, I am very excited to hear such a strong emphasis on driving collaboration in the learning process. I think this has been a point of weakness in our educational system for a long time. With such a strong reliance on standardized tests and with funding oftentimes tied directly to these outcomes, institutions are forced to teach to a test. I believe this process significantly stifles creativity and collaboration. Personalized learning provides an avenue for students to enhance these skills. Skills that will certainly better serve them in the workforce as opposed to being a quality test taker. Sun, 10 Jun 2018 13:53:57 -0400 https://nowcomment.com/documents/104916?scroll_to=1037281 https://nowcomment.com/documents/104916?scroll_to=1037281 Hi Rebekah, While from a political standpoint (not relevant here), I typically prefer power delegated to the state level on issues such as this, this specific situation sounds like an absolute nightmare. While it can serve to diversity ideas and yield creative approaches, I do not see how nationwide we are going to see any significant progress if each state is pulling in their own direction. At the K12 level do you tend to see state standards converging or diverging from nationalized standards? Sun, 10 Jun 2018 18:26:27 -0400 https://nowcomment.com/documents/104916?scroll_to=1037280 https://nowcomment.com/documents/104916?scroll_to=1037280 Hi Rebekah, I agree personalized learning is a great strategy to provide students with enhanced relevance and allow for self-pace. My mentioned a very key point in your reference to assessment. In order for assessments to be effective in this scenario, they cannot be brief multiple choice questions. Instructors must be able to effectively evaluate a student’s progress in order to customize an effective learning intervention. Just because the content is self-paced, does not mean the student is learning alone. Sun, 10 Jun 2018 18:17:00 -0400 https://nowcomment.com/documents/104916?scroll_to=1037155 https://nowcomment.com/documents/104916?scroll_to=1037155 Ms. Weiss uses these key terms to express the intention of creating an environment where all learners have equitable access to personalized learning options. She claims that the journey to making this happen will not only require new ways of thinking and broad adoption, but rely heavily on innovations and collaboration. Sat, 09 Jun 2018 11:59:07 -0400 https://nowcomment.com/documents/104916?scroll_to=1037153 https://nowcomment.com/documents/104916?scroll_to=1037153 As the Director of the Center for Gaming Science, it is not surprising that Zoran gravitated towards gamified elements in education. I am personally fascinated by gamified elements’ ability to create engagement and motivation in a learning environment. Scaling local innovations projects can be problematic if the risks to generalization are not properly explored. Often times these unique scenarios’ successes are either directly or indirectly depended on a unique variable that may be difficult to duplicate. Rarely is there a silver bullet that can work in every educational environment. A model and its original environment should be scrutinized before adoption decisions are made. Additionally, local programs that have grassroots beginnings are often the result of high levels of user buy-in. This is a process that often best occurs naturally and can be difficult to drive in a new environment. Sat, 09 Jun 2018 11:42:45 -0400 https://nowcomment.com/documents/104916?scroll_to=1036789 https://nowcomment.com/documents/104916?scroll_to=1036789 The US Department of Education admits that what they are doing is not working. Student outcomes have been suffering and this is not an issue specific to a unique demographics or populations – it is nationwide. Unfortunately, most policies that address these types of issues are state policies are not federal level policies. This creates a problematic scenario for creating quick and wide spread adoption. At the national level the US Department of Education can use their platform of influence to highlight and showcase success stories nationwide. This positions them to serves as a soapbox to disseminate ideas quickly, effectively, and start a national dialog. The US Department of Education can also leverage resources to address the issue. The speaker stressed that the US Department of Education should be using funding sources to change the institution’s mindset from compliance to innovation. Sun, 10 Jun 2018 18:26:27 -0400 https://nowcomment.com/documents/104916?scroll_to=1036788 https://nowcomment.com/documents/104916?scroll_to=1036788 Mr. Hughes describes personalized learning as a process that allows students to progress at their own pace while providing teachers the opportunity to engage individual students where they are at. This definition highlights personalized in both pace and the student-teacher interaction. This can be very motivating to students who quickly grasp the material and provide a high level of personal accomplishment. It also allows instructors to better delegate their resources and serve the students who are most in need of assistance. I feel this differs from personal learning due to the collaborative nature of the learning process. Personal learning indicates a scenario where an individual sets out individually to master content. Similarly, personalized learning allows for a high level of autonomy, but is ultimately facilitate by an instructor. I believe it is these customized interactions which are crucial to the personalized learning process. Sun, 10 Jun 2018 21:20:51 -0400 https://nowcomment.com/documents/104916?scroll_to=1035960 https://nowcomment.com/documents/104916?scroll_to=1035960 Private companies have been able to gain a competitive advantage by diversifying their staffing to incorporate a broad range of skill sets. The first speaker describes his organization which is able to staff seasoned teachers, administrators, entrepreneurs, etc. This wide array of talents serves as a catalyst for creativity. Furthermore, once innovative ideas emerge, private businesses hold the capital and expertise to manage an effective scaling process. I believe the key to personalizing learning is administering frequent assessments with customized interventions. This provides students with the flexibility to learn at their own pace, but ensures the instructor is staying attune to the students’ progress and can administer the necessary interventions to properly facilitate the learning process. Sun, 10 Jun 2018 21:08:13 -0400 https://nowcomment.com/documents/104690?scroll_to=1035540 https://nowcomment.com/documents/104690?scroll_to=1035540 Hi Michelle, You make a nice observation. The study describes the technology as laptops, but does not go into detail on the software being used. In my opinion the software and method in which the individuals interface with the technology is more important that the physical technology itself. Perhaps this was covered more in depth in the full article. Sun, 03 Jun 2018 10:24:32 -0400 https://nowcomment.com/documents/104690?scroll_to=1035539 https://nowcomment.com/documents/104690?scroll_to=1035539 Hi Susan, You make a good point. However, I would argue that blended and distance education models not only demonstrate the value of an individual’s control over their learning, but require it. This is especially true in distance education. If online students are not motivated and take an active role in their learning, they are setting themselves up for failure. In these learning environments it is very easy for students to become derailed. Sun, 03 Jun 2018 10:21:02 -0400 https://nowcomment.com/documents/104690?scroll_to=1035538 https://nowcomment.com/documents/104690?scroll_to=1035538 Hi Michelle, I agree, in order to move all schools in this direction it would require a significant investment of resources. Unfortunately, not all districts are in a position to make this investment. However, as technology costs decline this will begin to become more feasible. Another important avenue to drive immersion for all is to incorporate this type of thinking and pedagogical training in teaching programs across the country. If instructors are better equipped to use the technology it can help justify the expenditure to decision makers. Mon, 04 Jun 2018 01:36:58 -0400 https://nowcomment.com/documents/104690?scroll_to=1035537 https://nowcomment.com/documents/104690?scroll_to=1035537 Hi Susan, I was also impressed with the scale of this study. Aside from the technological resources provided to the schools, there was a tremendous amount of support provided to the instructors. It is interested to note that in this situation the effectiveness of the technological immersion relied on adoption patters of two distinct groups – students and teachers. If the middle school teachers are anything like the faculty at my institution, there was probably a decent percentage of individuals who were extremely resistant or slow to adopt. In these situations, I could see it directly impeding the students’ adoption patterns and the effectiveness of the immersion process. Sun, 03 Jun 2018 10:05:01 -0400 https://nowcomment.com/documents/104690?scroll_to=1035536 https://nowcomment.com/documents/104690?scroll_to=1035536 Hi Susan, I agree that the technology is just a vehicle for facilitating good pedagogy. However, in this study the authors demonstrated that the technology was an effective tool in fostering good teaching practices. Sun, 03 Jun 2018 09:56:04 -0400 https://nowcomment.com/documents/104690?scroll_to=1035535 https://nowcomment.com/documents/104690?scroll_to=1035535 Hi Susan, While rehearsal time may not be the most effective method it is a well-accepted practice, especially in K12 education. In terms of assigning homework, it can be used as an effective practice. I agree with your statement on the studies longevity. If testing students’ long term retention, the study could have benefited from follow up testing. Sun, 03 Jun 2018 09:45:40 -0400 https://nowcomment.com/documents/104690?scroll_to=1035533 https://nowcomment.com/documents/104690?scroll_to=1035533 In, Shapley et al (2011), the authors explored the effect of technology immersion on middle school students’ learning outcomes. The scale of the study was rather impressive. Aside from the large sample size of 42 schools, the experimental groups received an impressive amount of resources. 21 middle schools received laptops for students and teachers, instructional/learning support, professional development, and pedagogical support. The study demonstrated that technological immersion was correlated with improved technological proficiency. In reading this article, I kept thinking back to Clark, 1994. I know this was not the intention of the study and would have complicated the study; however, I would have been interested in seeing two test groups – one with and one without pedagogical training / professional development. This could have potentially highlighted the impact of immersion alone and what role effective pedagogy plays in the process. Clark, R. (1994). Media Will Never Influence Learning. ETR&D, 42(2), 21-29. Mon, 04 Jun 2018 01:41:30 -0400 https://nowcomment.com/documents/104690?scroll_to=1035530 https://nowcomment.com/documents/104690?scroll_to=1035530 In, Frear et al (1999), the authors explored the effectiveness of interactive multimedia instruction on driving achievement and problem solving skills. The study demonstrated that interactive multimedia had a positive correlation with both achievement and problem solving skills. This has strong implications for students learning in an independent setting or in a distance education environment. The use of media to emulate a “real world situation” was potentially able to make the material more tangible and relevant to the students. Mon, 04 Jun 2018 01:12:24 -0400 https://nowcomment.com/documents/104690?scroll_to=1035389 https://nowcomment.com/documents/104690?scroll_to=1035389 In, Canelos et al (1989), the study explored technologies effectiveness at delivering imagery cue and facilitating an attention directing strategy. This delivery model provided both self-paced and externally-paced instruction. The study demonstrated the combination of the two strategies were effective in enhancing student achievement. Additionally, the study showed a correlation between embedded strategies and self/external-pace and the measured effect on learning outcomes. These finding illustrate the potential effectiveness for learning strategies of imagery cues and attention directing to be implemented either together or independently. The study describes the benefits mainly in terms of teaching and delivering content, but maintains a fairly-balanced focus on student learning and outcomes. Sat, 02 Jun 2018 13:07:42 -0400 https://nowcomment.com/documents/104690?scroll_to=1035388 https://nowcomment.com/documents/104690?scroll_to=1035388 In, Shapley et al (2011), the authors designed the study using an experimental design. The study had a very large sample size with over six-thousand participants. These participates made up the populations of 42 middle schools which were assigned to either control or test groups. These schools were divided evenly to make a control group of 21 schools and an experimental group of 21 schools. I was a little surprised that the authors cited a range of populations instead of expressly stating the raw numbers. This is probably an insignificant critique of the Methods section, but the authors describe a 3% potential variance in the control group population. According to the statement, “approximately 3,000–3,330 students divided nearly equally between the 21 treatment and 21 control schools,” the population of the control group could be off by 100 students. Sat, 02 Jun 2018 12:40:28 -0400 https://nowcomment.com/documents/104690?scroll_to=1035387 https://nowcomment.com/documents/104690?scroll_to=1035387 In, Frear et al (1999), the authors designed the study using a quasi-experimental design. This method was selected because the authors conducted a case study on a predefined population of participants. In this case the populations were not randomly assigned and instead were delineated by pre-defined classes. The study used 152 subjects divided into two groups, control and experimental. The control group was the overwhelming majority consisting of 113 students (74%). This group received the traditional lecture-style of instruction. The experimental group, comprising of 39 students (26%), were provided instruction using interactive media in place of the traditional lecture-style delivery. Sat, 02 Jun 2018 12:25:43 -0400 https://nowcomment.com/documents/104690?scroll_to=1035385 https://nowcomment.com/documents/104690?scroll_to=1035385 In, Canelos et al (1989), the authors designed the study using an experimental design. The study had 180 participates which were randomly assigned to instructional treatment groups consisting of 20 students or a control group consisting of 20 students. This allowed for eight test groups and one control group. I was a little surprised that the study directly named the university where the sample group was selected. I was doubly surprised to see they did not write THE Ohio State University – you know how annoying those guys can be 😊. Sun, 03 Jun 2018 22:45:35 -0400 https://nowcomment.com/documents/104693?scroll_to=1035384 https://nowcomment.com/documents/104693?scroll_to=1035384 I agree, in my experience hypertext seems to be an underutilized technology. Many instructors will link to outside resources or post supplemental content from the web. While this is a great use of resources, it does have its disadvantages. We have all at one point or another found ourselves meandering down the rabbit hole which is the internet. With a significant percentage of students not being well versed in strategic internet skills, the robust amount of information available (especially poor quality resources) on the web can be counterproductive to the learning process (Van Deursen & Van Diepen, 2013). By having information and interactive elements linked in a self-contained learning environment, designers can better control student’s interaction with the content. This provides the affordances of allowing students the ability to engage in the content in a more personalized and immersing fashion, while allowing instructors to better control content delivery. Van Deursen, A., & Van Diepen, S. (2013). Information and strategic Internet skills of secondary students:. Computers & Education, 63, 218-226. Wed, 06 Jun 2018 19:30:33 -0400 https://nowcomment.com/documents/104693?scroll_to=1035383 https://nowcomment.com/documents/104693?scroll_to=1035383 I agree that the creators of Hypercard would be blown away by current technology, but I do not think they would be surprised. Hypertext in general seems to have just been a flash in the pan as an interface with innovations quickly moving away from self-contained systems. However, the innovations of linking elements and non-linear content design are foundational to how media is designed and organized today. The men being interviewed were ahead of their time and laid a significant foundation for the fields of educational and interactive technology. Sun, 03 Jun 2018 20:20:13 -0400 https://nowcomment.com/documents/104693?scroll_to=1035382 https://nowcomment.com/documents/104693?scroll_to=1035382 I believe Hypercard had three significant advantages over other tools at the time. The most significant advantage from an architecture standpoint was it allowed designers to organize information and interactive elements in ways that let users navigate the information in a non-linear pattern. Buttons allowed designers to link to not only different cards, but to different stacks as well. The second significant advantage was buttons allowed designers to associate different elements/buttons and add meta-data to make elements searchable. This allowed users to interact with the cards using natural patterns of language. The third and potentially most significant advantage is that Hypercard simplified the programing process. This allowed lower level users, without programing experience, to take advantage of the tool. This advantage holds the most significance in terms of Hypercard’s ability to be implemented as a learning tool. Now teachers who had the resources and creativity, but perhaps not the programming background, to create interactive learning environments which could be customized to their content. Sun, 03 Jun 2018 20:22:18 -0400 https://nowcomment.com/documents/104693?scroll_to=1035381 https://nowcomment.com/documents/104693?scroll_to=1035381 Hypercard is described as an erector set (blast from the past) for individuals without programing skills who would like to created interactive media. Hypercard is a collection of different cards or pages that are linked together and can be navigated through a series of buttons. Buttons allow users to not only navigate the collection of cards, but allows designers to embed different function that can be triggered by the buttons. The example of clicking a button and having it dial the phone must have been amazing in 1987. Cards contain both information and interactional element which was a new concept. Additionally, buttons within a card could be linked and searchable. Best of all the stack of cards could be easily transported on a series of 5.25-inch floppy disks! Sun, 03 Jun 2018 20:18:09 -0400 https://nowcomment.com/documents/104455?scroll_to=1033173 https://nowcomment.com/documents/104455?scroll_to=1033173 Hi Susan, I can understand and emphasis with Erickson’s example of Peter Tucker and Elsevier and what not to do with technology. However, I strongly agree with your position and outlook that they are attempting to achieve multiple goods across a variety of sectors through the integration of technology. Erickson seems to take a pretty hardline stance that business practices have no place in an educational environment. However, I agree with your statement that business practices, such as driving efficiency, do not need to be mutually exclusive. I have personally seen some very poorly administered educational program that could benefit from a more strategic and business-minded approach. Mon, 28 May 2018 17:30:42 -0400 https://nowcomment.com/documents/104455?scroll_to=1033158 https://nowcomment.com/documents/104455?scroll_to=1033158 Hi Susan and Adam, I am on the same page. Erickson seems very skeptical of over integrating technology into learning environments. I believe this opinion differs strongly from the students in our class, which I sense have a strong passion for technology and driving innovations. However, inclusion of resources like this are critical to our own learning process because they are not only worthy of consideration, but will likely be shared by some of our peers in the working world and need to be addressed. Mon, 28 May 2018 17:25:31 -0400 https://nowcomment.com/documents/104455?scroll_to=1033157 https://nowcomment.com/documents/104455?scroll_to=1033157 Hi Susan, I disagree that charter school only serve one segment of society. In the Metro Detroit area we can find charter school in every socio-economic community. For families who place a higher value on educations or are drawn to charter schools for their unique educational approach, these schools can be a great option. Additionally if successful, their experimental approaches to integrating technology and teaching students can serve as a model to outside institution and potentially enhance education on a broader scale. Sun, 27 May 2018 18:25:33 -0400