Schemas and Adult Learning

Recently I had was telling some of my Facebook friends about my plans for school. Christine Pence, whom I met at a conference a few years ago, asked me this:

Clare Shappee Dygert Christine -- I'm hoping my thesis will be on using ASL as a schema to reduce cognitive load in asynchronous e-learning. Whatcha think?

August 23 at 7:47pm ·

Christine Pence Hmm..could you expand a little on this? Are you thinking about the approaches to learning ASL as in your blog article? http://dygertthinkingoutloud.blogspot.com/2010/08/asl-handshapes-and-schema-learning.html Or, are you thinking about generalizing the design of asynchronous learning content? Do you have a specific academic content environment in mind?

Once I got over the thrill that someone A) read my blog and B)actually thought about it and remembered I had written, I thought about Christine's question.

Schemas (or schemata), as they are discussed in the Memory and Mind chapter, by John P Clapper ("Category Learning as Schema Induction") that I mention in my ASL Hand Shapes and Schema Learning blog post are a little different than what I am considering for my research. They are related, though. Schemas, as John Clapper uses the term, refers to categories of information. Students learn the characteristics of the category and are able to sort new information, determining if the new information is in or out of the category. This corresponds to the "concept" type in my instructional design model. (You can read more than you probably want to know about my model here: http://dygertthinkingoutloud.blogspot.com/2010/01/instructional-design-model.html).

What I would like to investigate in my research is whether or not the structures and grammar of ASL  -- use of signing space, time line, for example -- can be utilized by the graphical presentation of content in asynchronous e-learning as a schema, and would using it as a schema reduce cognitive load and make learning difficult content easier for signing learners.

To get to that question, there are a lot of other questions that have to be answered. How should I measure cognitive load? There seems to be some controversy about that topic. What features of ASL would be most useful to be used as part of a schema? How would that schema translate to graphical presentation of content?

The Chair of the Psychology Department warned me that my research question is more like a dissertation than a thesis.  It does probably have a life-time of work in it. But I think that is a good thing, don't you? If, in the next two years,  I can get the questions listed and understand what work has already been done on this topic, and find an ASL linguist who is willing to work with me, then I will consider the next two years well spent.

Rhizomatic vs Aborescent

 One of the things I find completely thrilling about being alive is that I learn new things all the time -- concepts that I had absolutely no idea about before, that I didn't know even existed. Recently I heard the term "rhizomatic". I know what a rhizome is in the garden -- it's a way plants propagate. A darn good way to propagate, too. Some of the most difficult plants to wipe out -- mint, false indigo, obedient plant, to name three -- propagate that way. They send out shoots in all directions that start plants that send out shoots in all directions that start plants.

But that's not what this "rhizomatic" means. In this case, it was using the term to describe organization of knowledge. It can be contrasted with an "aborescent" scheme. You know what aborescent means -- it means "tree shaped" and you probably use it to organize things all the time. An aborescent scheme depends on binary decisions and dualistic categories. It is linear.

A rhizomatic scheme is non-hierarchical and is said to be planar. I'm not sure what this looks like yet, but I'm working on it. I think it means that there isn't a single starting point, but there could be unlimited points of entry or exit to content. Does it mean there isn't some sort of a "founding" concept? Is there no status that is associated with being that founding concept? In a tree structure, there is status conferred, either because the first item is oldest and the "father" of all the others, or because of the dualistic nature of the structure, where things are going to devolve to good and bad, right or wrong, eventually.

I am very interested in thinking about rhizomatic structure as it applies to linguistics and language. Spoken English is said to be very linear, but American Sign Language is not. Can ASL be described as rhizomatic in structure? Could it be diagrammed by describing different parts of a particular sign as existing on different planes? Does anyone describe it this way now?

My brain is so accustomed to thinking in a linear, binary way. Even the title of this posting is binary. As a Buddhist, I recognize the limitations of dualistic thought (although just to make that that statement compares dualistic with non-dualistic thought and is dualistic!) Up until now (now, not now) I've had no model (model, no model) to see phenomena (see, not see) as non-dualistic (non-dualistic, dualistic). How can I practice seeing things from a rhizomatic view point?


I'll let you know what I find out! :-)

Business Skills Training

I'm working on a fascinating project right now -- development of business skills training for Deaf professionals. Teaching judgment and decision making is a complex undertaking. I have even heard people in the training profession suggest that it can't be done. Of course, they are confusing something that is difficult with something that is impossible. Teaching judgment making is very hard, not impossible, though. Thank goodness for that, or we would have even fewer people in this world making good decisions!

This training will have three parts:

• Self-paced tutorials;
• Group instruction, through webinars or something similar;
• One-on-one mentoring.

Self-paced tutorials I think can be effective for some kinds of content -- what has been described as "knowledge needed" or "What do I need to know before I can start to learn how-to do something." Defining terms, giving students facts, describing the structure or process of something are all types of content where a self-paced tutorial comes in handy. It will give the student the opportunity to learn something at the speed he finds most comfortable. I anticipate that learning English vocabulary and specialized terminology will be important to Deaf professionals, and self-pace tutorials are the best way to learn this kind of content.

My concept for this training is something like the way they doing over at e-Cornell. There, if you buy an online course,  you only have access to it for a period of time. That is because they have real live teachers at the other end of the wire. Contrast this to Element K's product, which is 100% online and without the intervention of humans. I think the e-Cornell approach is preferable, even though I worked at Element K and lead their early efforts at business skills development.

Much of what is currently available in the realm of self-paced tutorials is incredibly boring and ineffective. So whatever we develop has to be entirely new, interesting, engaging, and effective. We are experimenting with using the features of ASL to guide our graphical interface development. The hope is that signing individuals will find that the content "works" for them, and is more effective and engaging because of that.

Self-paced tutorials fall very flat when it comes to teaching how to make judgments, and making judgments is what business skills is all about. Why won't a self-paced tutorial do the job? Because when learning to make judgments, we need subtle corrections from experts. Self-paced tutorials just can't distinguish between almost, almost right and almost right. It can only say right or wrong. The kind of gross distinctions that self-paced tutorials make is not fine enough to really help people understand how to change, if they aren't dead on immediately. To do that we need feedback from a live person, and in my plan, we will do this in a group instruction setting, such as a webinar.

But new judgment makers need even more feedback than that -- they need the input from a coach or mentor that is focusing just on them, and on their unique situation. So I am proposing a time-bound engagement between learner and mentor, where the mentor will give focused feedback and encouragement to a Deaf professional. Of course, it would be optimal if these coaches were themselves Deaf, but that might be a challenge in the beginning. But ultimately that is what we will want -- people who themselves have been successful in advancing their careers serving as mentors and coaches.

Professional Development for Deaf Professionals

I'm really interested in developing some kind of materials for professional development for NTID grads. I saw some statistics that say our students enter the job market at the same pay rate as their hearing colleagues, but when they have been in the market for a while, they stop making the same sort of gains in position and salary. My thought is that our students aren't being promoted to management positions at the same rate as their hearing colleagues. I think that there may be five reasons for this:

1. Weak written English skills
2. Lack of opportunities to be mentored
3. They don't "overhear", so soft skills information isn't being passed to them in that way
4. Lack of appropriate professional development opportunities. (I don't believe simply providing an interpreter at a workshop is enough. And I am not sure that employers are actually making these programs available due to the additional cost of interpreters.)
5. Unwillingness by Deaf professionals to move around, due to the difficulty of training hearing co-workers how to communicate. Once Deaf professionals get things worked out, they may be reluctant to repeat the process. 

Here are the topics I believe would be useful:

• Personal goal setting
• Time management
• Conducting a meeting
• Project management
• Some kind of negotiation skills training 
• Focused business writing: emails, meeting minutes, meeting agendas, status reports
• Presentation skills
• Self-branding and planning your career

I saw some e-learning that was developed at Cornell. The "class" has some material that the student does on his own, and then some webinar sessions where the students are "together". I want the self-pace material to be developed in a way that takes advantages of ASL features. I am planning to work on a prototype of one of these as a "Major Design Project." 

Far Transfer and Second Language Acquistion

This quarter I took a great class: "Structure of ASL" taught by Kim Kurz. Kim is a great teacher, and I found the class really fascinating. Kim used the book by Clayton Valli, Ceil Lucas, and Kristin J. Mulrooney as the basis for her instruction. One of the points she made in class was that there is a difference between a user's competence in a languague and a user's performance in a language. In other words, there is a difference between how a what a person knows about a language and how the person uses the language.

This is definitely true in my case.

Several of my ASL teachers have taught these four general rules of ASL:
1. Time goes first in the sentence.
2. General goes before specifics.
3. Concrete before abstract
4. Describe the location in space from the signer's perspective.

I KNOW all these rules. I UNDERSTAND these rules. But do I APPLY these rules? Not consistently. When I'm in the middle of a conversation, I flip back to English rules. This seems to be especially true if the person I am conversing with is using sim com, or is a hearing person who voices (even in whispers) when she signs. If the person is a native ASL signer, it is easier for me to maintain closer adherence with ASL rules. But I still make mistakes.

So I know what the problem is, but I don't have any idea on how to fix it. The advice I commonly get here at NTID is to spend more time with ASL signers. That would be nice, but my work here is more about me spending time at my desk, in front of a computer, than it is chatting up ASL signers. And I will admit to a reluctance to using my colleagues and work friends as unpaid tutors.

I've spent some time trying to find any research that discusses how to increase far transfer skills in seccond language acquision.  So far, I haven't found much of anything. So if you are aware of any research that might be useful for me, please point me in that direction!

Soft Eyes and ASL

As is often the case, two very different sources of information came together for me recently, helping me to understand something very important. Here is what happened.

When I was at Camp Mark 7's "Silent Week" camp this summer, I noticed a curious thing. There was a woman at camp who was just starting her journey to learn ASL. She had taken a class or two, but going to Silent Week was going to be a stretch for her. I definitely know how she felt, because I was in the very same place last year.

I noticed that when we were chatting that she was staring intently at my hands. This was especially noticeable when I was finger spelling. I remembered one of my first tutors encouraging me to not do this, to pull my self back a little and take in the person's face and shoulders as well as their hands. I knew intellectually that my tutor was right, but I wasn't able to do it. I would hone in on the fingers, and as a result, I would miss a very valuable source of information - the person's face.

The second source was an unlikely one -- a television drama that J and I have been watching: The Wire. Set in Baltimore, MD, this show follows drug dealers, junkies, teachers, dock workers, and police. In season four, a seasoned detective gives a new detective some important advice: that she needs to have "soft eyes" at a crime scene.

Soft eyes means you are looking at nothing and looking at everything at the same time. Instead of focusing hard on one thing, we relax the muscles in our faces, take a breath and release the focus. This is the same as when you are doing eyes-open meditation, when the gaze is about 12-18 inches in front of your face, a little lower than normal eye level. Try it right now.

Soft eyes relaxes more than your forehead, at least for me. It relaxes your jaw, neck and shoulders as well. It helps to put you in a mental state that is close to "shower thinking", where your brain isn't firmly focusing, but relaxed and able to allow new thoughts and combinations of thoughts to happen. It also increases your peripheral vision.

When I use soft eyes, I find I am much more able to follow signing, especially signing by native ASL signers. I stop reading SIGN SIGN SIGN and instead move to concepts, ideas, thoughts. I am able to "hear" the "voice" of the signer.

When I am fiercely concentrating, I tend to be more scared. I am more relaxed, which absolutely helps me.

Granted, you need enough vocabulary to get started, but if you are a ASL student with a year or two of classes and interactions under your belt, give it a try.

A Child's Right to Her Language and Our Responsibility as Her Ally

I'm at Camp Mark Seven, a camp located outside of Old Forge, NY that offers programs for Deaf people of all ages as well as KODAs (kids of deaf adults) and hearing people who want to improve their signing skills. I'm here to do just that. This is my second year. It's wonderful to be in a place were I can use ASL exclusively.

Today we heard little about the Deaf experience and what it was like for our teachers to grow up as part of a minority culture. Like many people who use a language other than English, my teachers experienced aggressive pressure to not use their natural first language, ASL.

I have no wish to co-opt the Deaf experience. That experience is one I will never have. But as a member of a minority culture, I do share the general experience of not being part of the dominant culture.

Our culture, as Americans, is one that values white, able-bodied, hearing, straight, English-speaking, slim, young, christian, Protestant people before all others. I realize that some of my friends who are white, able-bodied, hearing, straight, English-speaking, slim, young, christian, Protestant people might feel that they themselves value people that are different from yourselves. To that I say,well, that's probably why I love you. But you only have to ask a few of you "different" friends to hear some rather sad or shocking stories. Yes, and not from 50 years ago, either. From right now in 2010.

Even some of my friends that are part of a minority group may say that they themselves have never felt undervalued. To them I will point out that this kind of pressure can be extremely subtle. It doesn't have to be a sign that says, "We reserve the right to deny service" or "whites only." In someways that kind of under-valuation is easier to deal with because it is so obvious. When instead, it is wrapped in a cloak of a parent's love, it is so much harder to see. What good parent wouldn't want her child to have every advantage, including the advantage of being in the majority culture? But when that means the child is robbed of her natural language and full membership in her culture of origin, it is a profound and deep wrong.

Every person has a basic and inalienable right to be who they are. And most fundamental is the right to their own language. In my mind, depriving children of this is no less than a type of genocide and must be fought as furiously. Those of us who speak the majority language but understand this truth must be unflinching allies in the struggle to maintain the language rights of those around us.

ASL, Handshapes, and Schema Learning

Being an instructional designer by trade, I tend to want to take a very active role in my own learning. Learning ASL is a very high priority to me right now, and I am constantly looking for ways to improve the quality and speed of my learning. In general, my ASL teachers have been wonderful, possibly the best teachers of any subject I have had in my long career as a learner.

At this point I have taken 7 quarters of ASL classes. Here at NTID, the first 3 courses are ASL A, B and C. In those courses you learn some basic vocabulary, and general rules for how the language is structured. After that you can take Communication Practice (which practices expressive skills), Receptive practice, or courses on specific parts of the language, such as fingerspelling, numbers, and classifiers.

There is one thing they seem to be doing lately that I wonder about.

There are certain signs that were introduced quite early in my learning that I am constantly confused about. Maybe in the first week of ASL we learned the sign for "appointment" and "work".  I can come up with the sign for "work" -- I have used it many times. But the sign for "appointment seems" welded to the sign for "work" in my brain. And although I know if it is different than "work", but I have to really think hard to come up for it. Why is this happening? When I asked my wonderful tutor Marge Carillo, why these are taught at the same time, she replied that she taught them together because they were similiar signs.

Does teaching things that are close or similar help or hinder the learning process?

 My research turned up a chapter of Memory and Mind titled Category Learning as Schema Induction by researcher John P. Clapper, who is affiliated with California State University. (The entire chapter can be found here.)

Clapper contends that adults classify things into groups, and the most efficient way to learn the next thing is to see what it is "just like that, only different" as my brother Clyde would say. So showing the first sign, then showing a second, that is similar in some way -- either handshape or movement -- is good. But it is important how those two signs are introduced. Clapper says,

"As already noted, when instances of two categories are presented in a randomly
intermixed sequence, relatively little learning of either category is observed.
However, when the sequence is arranged so that one category (call it “A”) is
well-learned prior to the introduction of the second category (“B”), then people
will learn both categories easily. Thus, categories A and B will both be learned
much better in a “contrast-enhancing” sequence like A A A A A A A A A A A
A B A B B A B A A A B, and so forth, than in a “mixed” sequence like A B A
B B A B A A B B A B A B B A B A A A B, and so on. The only difference
between these two sequences is the fact that the first six Bs in the second (mixed)
sequence are absent and replaced by the same number of As in the first (contrast)
sequence. Thus, simply reducing the number of B instances (by eliminating all
of them from the first 12 trials of the training sequence) leads to a dramatic
improvement in B learning."

This would lead me to think that teaching one sign - "work" and having the student practice it multiple times before another sign - "appointment" -  is introduced, and then contrasted with "work" over and over, would be better than showing the first sign and then the second sign. I think this is especially important if the signs are similar, because they will have less to contrast with.  Presenting and practicing the material in the manner that John Clapper suggests would emphasize the differences in the signs, and that should result in improved retention and learning.

Turning a Corner

One of my goals for 2010 is to continue to develop my ASL competency. I have to attain a level of "Intermediate" by July 2010. I just got the results back from my lasted evaluation and I am at "Survival Plus" which is the step right below Intermediate. So I have move thru five levels since I started studying two years ago.

And that is very wonderful. But I had two things happen this week that help me to understand that I really am getting better at this. First, a kid who has been working for our department for six months came in to tell me that he was leaving, that he appreciated the opportunity to work in the department and he is moving to Washington DC to take a job at a company that a friend of his has started. And he said all that in ASL and he said it only once AND I understood it! And I didn't have that minute of panic and "oh no, he's signing to me!" feeling -- I just understood him!

Second: I have been looking at youtube videos of jokes told in ASL. Up until today, I couldn't understand anything, but today, I got the joke! Whoo hooooo! Here's the link if you are interested in it!

I tell people all the time that if you keep working on something, if you don't give up, that you will get better and better. It sure feels good to see the evidence in my own life!

Goodbye Ellie, Hello Future

It was a very sad and exciting and busy week for me this week.

My colleague Ellie Rosenfield died. Ellie was someone who lived with so much integrity and courage. I always felt supported and embraced, and could count on her for candid feedback. Ellie, we miss you so much!

I gave my first presentation in sign language with no interpreter! Wow. Please don't get the idea that I was good -- it was definitely a C- performance -- but I did it! I presented about my team at NTID's new Major Design Project campaign and how the changes we instituted last year had worked out. My audience was the other department chairs at NTID, and a more supportive and caring bunch never existed. Small steps, but real steps forward towards my goal of mastering ASL.

Finally, I met with Gerry Bateman, Chair of the MSSE department to talk about starting a Masters of Science in Special Ed. He encouraged me to apply, saying that I'd be good for the program and the program would be good for me. I will only have to do one student teaching stint instead of two since I already have a permanent teaching certificate in the state of New York. He also said I needed to be at an "intermediate" level in sign language by the time I graduated. That's fine, I have to be there in 15 months anyway as one of the terms of my employment at NTID.

Sometimes I feel like I am not pushing hard enough to move forward towards my goals and dreams. J says I am my worst critic. I am. I can seem my failings so clearly. So it feels good to be able to move forward, even if it is just a little bit.

Learning American Sign Language

I am required to attain a certain level of proficiency in ASL (American Sign Language) by my third anniversary date in order to keep my job at the National Institute for the Deaf. To help me, NTID makes a variety of resources available. I take a class four times a week, have a tutor twice a week, and am going to attend residential camp this summer.

I have been pretty surprised at how little hearing people know about ASL. I didn't know much about it, but I assumed it was a fully developed language. After all, there are many many Deaf people using it to communicate on a daily basis, right? But my hearing friends and family seem to be kind of surprised by this news. It makes me realize how much we (humans) tend to think that if people aren't doing "it" -- whatever "it" is -- the way WE do it, then they just couldn't be REALLY doing it, right? ASL vs English isn't my blind spot, but I wonder what my blind spots are?

Learning from My Deaf Teachers

Last July I joined the National Technical Institute for the Deaf in Rochester, NY. Because of NTID, there are quite a few Deaf folks in Rochester, so I had some causual experience of seeing people sign. But I didn't know very much about the culture, and never really thought about how my instructional design "played" to a Deaf audience. Our content was captioned, so it was accessible, right? Wasn't that enough?

When I started to dig into the work at my new job, I decided that I wanted to develop an instructional design model for creating online learning for Deaf adults. It only took me a few minutes of watching my old e-learning to realize that it was woefully poor, if you did have the sound turned on. It lost most of it's meaning and the captions just didn't work to fill the void. But beyond that, I want to develop a model that actually works best for Deaf learners, and doesn't just have access tacked on as an afterthought.

So, it seems to me, that a good place to start is to observe good Deaf teachers. I am assuming that a Deaf person would know the very best how to teach a Deaf student. Lucky for me, I spend an hour a day, four days a week with such people -- my ASL teachers.

We have two languages at NTID: English, and ASL (American Sign Language). I have the opportunity to attend ASL classes and also to work with a tutor twice a week. I have a very long way to go to master this lovely language, but I am making progress.

I have had two different teachers for my ASL classes, and they are both really excellent. They are Sam Holcomb and Barbara Ray Holcomb. I have observed four things that they both do. I am going to assume that these are common practices of excellent Deaf teachers.

1. They don't assume that because they are broadcasting, I am receiving. They make sure I am attending before they communicate. I have started noticing my own communication patterns, and I see that I have a working assumption that because I am talking, you are listening. Of course that's not true -- how many times have I said something, only to discover that the recipient of my communication wasn't listening. Then I have to (after expressing frustration!) repeat myself. Barbara Ray and Sam signal that they are ready to begin -- then check to see if I am making eye contact with them - attending to them. They do that with everyone in the class, all 10 - 15 of us. And if someone isn't ready, they wait.

2. Barbara Ray and Sam both check for understanding after they communicate something. They look right in my face to see if I have understood what they are saying to me. If I don't actively communicate back that I understand, by nodding, saying 'ok' or 'yes' or 'right' -- they communicate right to me and keep doing it until I understand. I can't just zone out and not pay attention because they are checking to see if I am following at every juncture.

3. Both teachers will use a variety of ways to communicate new information -- fingerspelling the word, signing it, and sometimes using pantomime or pictures. Sam frequently explains how the sign might have evolved. It is amazing to me that I have developed the vocabulary that I now have almost completely by this method. Can you imagine learning Spanish at the earliest, most basic level without using English? I can't. Yet, this is how we have learned ASL.

4. The curriculum is entirely material that I need to do my job. It is completely relevant to my everyday existance at NTID. We do learn a little about the daily life of Deaf folks, and a little about Deaf culture, and I find that interesting. It helps me to understand how to modify my communication to be better understood by my Deaf clients and colleagues. But by and large, the stuff I am learning is what I need to survive, on the job.

You may be reading this and thinking, "Well, that's not very ground breaking -- that's just good teaching!" and you would be right. However, in my experience in all levels of education, from primary school up to graduate school, I have rarely had teachers who actively communicated as well as these two people do.

I am going to continue to observe Barbara Ray and Sam, and am going to try to observe some other Deaf professors here. I feel like there is a lot of gold here. Watching them is going to help me to devleop my instructional design theory, and after that, develop the best e-learning ever for the Deaf.