Papers by Patrick E Parrish
Bulletin of the American Meteorological Society, 2019
Bridging the gap between rapidly moving scientific research and specific forecasting tools, Meteo... more Bridging the gap between rapidly moving scientific research and specific forecasting tools, Meteorology of Tropical West Africa: The Forecasters’ Handbook gives unprecedented access to the latest science for the region’s forecasters, researchers, and students and combines this with pragmatic approaches to forecasting. It is set to change the way tropical meteorology is learned and will serve to drive demand for new forecasting tools. The Forecasters’ Handbook builds upon the legacy of the African Monsoon Multidisciplinary Analysis (AMMA) project, making the latest science applicable to forecasting in the region. By bringing together, at the outset, researchers and forecasters from across the region, and linking to applications, user communities, and decision-makers, The Forecasters’ Handbook provides a template for finding much needed solutions to critical issues such as building resilience to weather hazards and climate change in West Africa.
Form@re : Open Journal per la Formazione in Rete, Mar 31, 2014
Il formato MOOC (Massive Open Online Course) continua a creare numerose riflessioni, soprattutto ... more Il formato MOOC (Massive Open Online Course) continua a creare numerose riflessioni, soprattutto in merito alla sua capacità di raggiungere tanti utenti contemporaneamente e all'uso innovativo delle nuove tecnologie. Questo articolo esamina il rapporto di simultanea attrazione e repulsione che la comunità educativa attualmente rivela verso i MOOC, un'ambivalenza che sembra sorgere a causa della qualità di apertura (openness). Le recenti implementazioni di MOOC divergono dalla radice connettivista. Un modo per comprendere le loro differenze può essere tramite l'osservazione di come vengano applicati i sette tipi di apertura. L'openness è ritenuta la dimensione più significativa perché è quella che definisce meglio la qualità dei MOOC, anche se, al contempo, è quella che crea le maggiori sfide. Questo articolo esplora le tendenze attuali nelle offerte di MOOC, mettendo in discussione il valore pedagogico delle nuove implementazioni, ma anche apprezzando la loro rapida crescita e il loro potenziale impatto. L'articolo suggerisce che il formato MOOC debba essere adottato con un cosciente e deliberato intento di utilizzare l'apertura che offre, e non semplicemente perché aiuta a raggiungere un numero decisamente più ampio di studenti.
Designing compelling learning experiences
Learning is always more than the acquisition of knowledge; it also comprises an experience filled... more Learning is always more than the acquisition of knowledge; it also comprises an experience filled with the tangible qualities present in all life experiences. More than intellectual exercises, learning experiences are propelled by significant emotional energy and ...
Contrasting Forces Affecting the Practice of Distance Education [Book Chapter]
A Design and Research Framework for Learning Experience
... While Erin may not have come to the experience with a high degree of interest or intent to le... more ... While Erin may not have come to the experience with a high degree of interest or intent to learn, the Page 9. ... In D. Kirshner & JA Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 37-55). Mahwah, NJ: Lawrence Erlbaum Associates. ...
Learning Experience as Transaction:A Framework for Instructional Design
Educational Technology archive, 2011
In today's world of generic instructional methods and standards, we have observed a need for ... more In today's world of generic instructional methods and standards, we have observed a need for deeper kinds of learning engagement – the kind that leaves a lasting impression on the learner and has a demonstrable impact on practices. In this paper we offer our initial model for achieving transformative learning through deep engagement. The model draws on theories of cognition, aesthetics, and ritual and symbolic support for identity change.
Beauty and Precision in Instructional Design
A number of educational and societal trends are analyzed for their potential impact on the practi... more A number of educational and societal trends are analyzed for their potential impact on the practice of distance education. The trends reflect the various ideologies and values currently found within professional communities and publics at large. How the various trends push and pull in different directions, and how they may lead to alternative futures for distance education are the subject of the paper. Trends are outlined for the following: Technologizing of School Systems; Learnerand User-Centered Philosophies; Moves to Streamline and Automate Instructional Design; The Digital Shift: Advances in Information Technologies; Global Marketplace; and Radical Forces Inspired by Global Connectivity. (Contains 24 references.)
Transformative Learning Experience: Aim Higher, Gain More
We define transformative learning experience(TLE) as an especially meaningful encounter that leav... more We define transformative learning experience(TLE) as an especially meaningful encounter that leaves a lasting impact on a person's sense of competence or place in the world. The construct of TLE is presented in transactional terms as an irreducible interplay between ...
Instructional design and technology products result from many options and constraints. On the one... more Instructional design and technology products result from many options and constraints. On the one hand, solutions should be creative, effective and flexible; on the other hand, developers and instructors need precise guidance and details on what to do during development and implementation. Communication of and about designs is supported by design languages, some of which are conceptual and textual, and others more formal and visual. In this paper we analyze a case in which both a creative solution ("beauty") and clear-cut details ("precision") are sought. To contribute to the final beauty of the product we apply a narrative approach that outlines the general structure of the design solution. To provide the necessary precision, we employ a more formal visual design language to specify design details for development and implementation. We claim that a mix of design languages at different layers of abstraction and formalization can be used effectively as complementa...
Urban Climate
Integrated Urban hydrometeorological, climate and environmental Services (IUS) is a World Meteoro... more Integrated Urban hydrometeorological, climate and environmental Services (IUS) is a World Meteorological Organization (WMO) initiative to aid development of science-based services to support safe, healthy, resilient and climate friendly cities. Guidance for Integrated Urban Hydrometeorological, Climate and Environmental Services (Volume I) has been developed with the intent to provide an overview of the concept, methods and good practices for producing and providing these services to respond to urban hazards across a range of time scales (weather to climate). This involves combining (dense) heterogeneous observation networks, high-resolution forecasts, multi-hazard early warning systems and climate services to assist cities in setting and implementing mitigation and adaptation strategies for the management and building of resilient and sustainable cities. IUS includes research, evaluation and delivery with a wide participation from city governments, national hydrometeorological services, international organizations, universities, research institutions and private sector stakeholders. An overview of the IUS concept with key messages, examples of good practice and recommendations are provided. The research community will play an important role to: identify critical research challenges; develop impact forecasts and warnings; promote and deliver IUS internationally, and; support national and local communities in the implementation of IUS thereby contributing to the United Nations' Sustainable Development Goals at all scales. 1. Introduction The World Meteorological Organization's (WMO) cross-cutting urban focus initiative supports the implementation of the United
Advances in Science and Research
During the World Climate Conference-3, Capacity Development has been acknowledged as a transversa... more During the World Climate Conference-3, Capacity Development has been acknowledged as a transversal component underpinning all the other Pillars of the Global Framework for Climate Services. Within the Mediterranean basin, the interest of climate services based on seasonal climate forecasts is rising because they provide an opportunity for developing a proactive approach towards water management. In 2014, the Regional Training Center (RTC) in Italy, in agreement with World Meteorological Organization (WMO) and member countries of Region I and VI, identified seasonal climate forecasts as a strategic subject of capacity development for the Mediterranean Region. Following design-based research methods, this paper presents the evolution of the training approaches adopted, from classroom lessons to a blend of practical and theoretical classroom and distance learning. This evolution, as well as the rising satisfaction of trainees' expectations encouraged WMO and the RTC to widen the spectrum of beneficiaries and to make the resulting course materials available for other regions and RTCs as a course package. The course package provides essential guidelines to facilitate adoption and adaptation of the course by different institutions and instructors, including those in other WMO Regions, based on regional or institutional learning needs and standards, while also serving the needs of individual learners.
Designing for the Half-Known World: Lessons for Instructional Designers from the Craft of Narrative Fiction
Design in Educational Technology, 2013
The suggestion that Instructional Designers design “learning experiences” instead of “instruction... more The suggestion that Instructional Designers design “learning experiences” instead of “instruction” probably raises few eyebrows these days, but the implications of this shift in perspective for our practices and tools are still being explored. Because experiences are inherently fluid, resulting from individual transactions with a shifting world, their natures are never precisely known—particularly in advance. Instructional designers are often taught to understand their learners as thoroughly as possible, through learner analysis or user-centered design processes, yet attempting to gain complete knowledge of the learner may not be as productive as it seems. Complete knowledge is not only impossible, its pursuit could even diminish the potential of a learning experience if it creates too many preconceptions or the illusion of a perfect fit, and allows little room for personalization. Instead, designers might try accepting the half-known nature of the learning experience and using it to make their designs more expansive, to create compelling learning experiences that draw in students no matter what their definable “learner characteristics” might be. This chapter proposes that learning experiences always have narrative qualities, and that by trolling in these narrative waters, which lie just beyond the edge of the knowable world, we can find tools and techniques useful for creating engaging learning designs. Borrowing from tools used by writers of narrative fiction, it explores techniques for stimulating design creativity.
WMO Global Campus Innovations, 2020
This chapter describes the design of a 5–9 week, fully online course for trainers, offered by WMO... more This chapter describes the design of a 5–9 week, fully online course for trainers, offered by WMO since 2014. It focuses on the various strategies used to maintain a high completion rate by active participants, including offering a clear course design, providing relevant content, requiring a course project, using active learning approaches, acknowledgement of incremental achievements, and regular communication and rich feedback. The course had been delivered in four languages and completed by 333 participants by the start of 2020. In addition to introducing good training practices, as embodied in the WMO Competencies for Education and Training Providers, to so many training professionals from WMO Members, one of the significant benefits of the course has been the expansion of a global community of trainers in WMO-related disciplines who continue to share with and learn from one another beyond the boundaries of the course.
Issues in Technology, Learning, and Instructional Design: Classic and Contemporary Dialogues, 2017
This chapter explores the relationship of instructional design to its sister design disciplines, ... more This chapter explores the relationship of instructional design to its sister design disciplines, as well as frequently proposed parallels to other disciplines. These alliances are challenged as imperfect. Finally, a general process of design, aligned with pragmatist philosophical principles, is offered as a potential bridge between all design professions.
Most OER libraries have not yet been as successful as initially predicted. This is not a new stor... more Most OER libraries have not yet been as successful as initially predicted. This is not a new story. The same patterns of adoption and resistance have been played out in the diffusions of other educational technologies, where expectations have frequently exceeded reality due to overlooked barriers (Jamison & Klees, 1973). These include costs and logistics, but also pedagogical and cultural barriers. Parrish (2004) predicted issues for learning object adoption, many of which are born out in recent research on OER implementations. For this study, we reviewed 14 papers on the implementation of OER initiatives in a variety of contexts, as well as surveys on the use of OERs. A resulting set of potential barriers and benefits were identified, as well as recommendations for overcoming barriers and promoting benefits. Because most OER repositories have not been as successful as initially imagined, we suggest these would be useful to consider in any implementation of a new OER library.
The field of learning analytics holds considerable promise for higher education, with reports of ... more The field of learning analytics holds considerable promise for higher education, with reports of successful uses now emerging in selected institutions. At the same time, critics have expressed concerns regarding privacy, ethics, and intrusions into teachers’ pedagogy. Without attentive planning, higher-education professionals applying learning analytics may inadvertently undermine their institutions’ core teaching and learning missions. The authors offer a framework for moving forward with learning analytics, organized around three principles: (a) Institutions should take the lead in their conversations with vendors, emphasizing the distinctive values of higher education; (b) learning analytics data should be balanced with other forms of evidence that analytics cannot capture, especially participant experiences; and (c) successful implementations will leave room for adaptations by people on the ground—to notice what is working and integrate the tools into their practices. Only by empowering students, faculty, and staff can these tools fulfill their potential in higher education.
This instrument helps you to analyse the Survey on Culturally Based Learning Preferences
This survey has been designed for instructors, instructional designers, and students. Its purpose... more This survey has been designed for instructors, instructional designers, and students. Its purpose is to identify the learning preferences of the person taking the survey. This Survey is referenced in the paper, The Cultural Dimensions of Learning.
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Papers by Patrick E Parrish