Nsr 21st c learning pedagogical approaches

NSR 21st Century Learning: Pedagogical Approaches

Professional Learning Meeting: February 1st 2013

Cathie Howe Macquarie ICT Innovations Centre

What should learning look like?

How To Vote via Texting

1. Standard texting rates only 2. We have no access to your phone number 3. Capitalization doesn’t matter, but spaces and spelling do

TIPS

61429883481

446211 Learning should look like …

How To Vote via Twitter

Tweet @poll 446211 and your message

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Presentation Notes

This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere. Sample Oral Instructions: Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones to do some audience voting just like on American Idol. So please take out your cell phones, but remember to leave them on silent. You can participate by sending a text message. This is a just standard rate text message, so it may be free for you, or up to twenty cents on some carriers if you do not have a text messaging plan. The service we are using is serious about privacy. I cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation. There’s only one thing worse than email spam – and that’s text message spam because you have to pay to receive it!

Presenter

Presentation Notes

Press F5 or enter presentation mode to view the pollIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:http://www.polleverywhere.com/free_text_polls/LTIwODg3NDgwNTM If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

What could learning look like?

•higher levels of thinking • creative /critical

/divergent thinking •open-endedness • group interaction • variable pacing • variety of learning • debriefing • freedom of choice

• real problems • real audiences • real deadlines • transformations (rather

than regurgitation) •Appropriate evaluation

•abstractness • complexity (inter

relationships) • variety • study of people • study of methods of

inquiry

• Student centred • Independence valued •Agile •open & accepting • complex (rich variety of

resources, media, ideas, methods, tasks)

•Physical/virtual Learning Environ-

ment Where

students learn

Content What students

learn

Process Thinking

processes used to learn

Product Result of learning

Maker Model

Living and Learning in a Technology Rich World

CONNECTING

COMMUNICATING

COLLABORATING

LEARNING COLLECTIVELY

PRODUCING

CUSTOMISING & ADAPTING TECHNOLOGY

Presenter

Presentation Notes

Familiar with communications, media, and digital technologies Customise or adapt technology to meet needs Content producers and sharers Collective, connected digital learners Curating information online Collaborating and building on work of others by remixing & reusing

Learning Environments

compromised access to technology

emerging technology rich environments with a blend of physical and virtual spaces

FROM

TO

Pedagogical Approach: Inquiry Learning

can take many forms…

student-centred

teacher-guided learning

concepts learned in context development of

students’ critical and creative

thinking skills

supports autonomous learning

Presenter

Presentation Notes

http://vels.vcaa.vic.edu.au/schools/planning/inquiry.html What is inquiry learning? One pedagogical approach to teaching and learning that many schools use is inquiry learning. The VELS supports an inquiry learning approach encouraging students to ask key questions for investigation throughout the domains. Inquiry learning can take many forms, for example, integrated curriculum, issue/problem based, action led, negotiated or play based inquiry. Inquiry is characterised by students: asking questions, building on prior knowledge and making their own discoveries finding out information from primary sources to answer generative questions and develop deep conceptual understandings making connections between ideas, learning domains and experiences. The benefits of using an inquiry approach in each of the programs – (integrated, discipline/subject-based and extended) are significant because this approach: considers the connections across learning areas, as well as the way that individual students learn allows learning to be more relevant, as concepts are learned in context and relate to existing knowledge requires that content is relevant, integrating multiple aspects/concepts simultaneously provides students in secondary schools with an understanding behind vocational training and links schools to the wider community and jobs in the workplace assists in the management of a crowded curriculum as it combines a number of expected outcomes into rich assessment tasks whilst enabling skills to be developed in context and across domains provides students with meaningful links between activities, rather than jumping from ‘subject’ to ‘subject’ with little contextual relevance supports students to become autonomous learners.

21st Century Fluencies

Ability to think creatively and solve problems in real time

http://fluency21.com/

Process by which artistic proficiency adds meaning through design, art and storytelling.

The unconscious ability to work cooperatively with virtual and real partners in an online environment to solve problems and create original products.

The ability to look analytically at any communication to interpret the real message, and evaluate the efficacy of the chosen medium. Secondly, to create original communications by aligning the message and audience though the most appropriate and effective medium.

The ability to unconsciously and intuitively interpret information in all forms and formats in order to extract the essential knowledge, authenticate it, and perceive its meaning and significance.

7 Key Aspects

The 7 Ways images are from iStockphoto except for: ‘Voice’ - Neon Mic by fensterbme on flickr, and ‘Play’ by David Truss

Students seek to explore their own questions

Provide students with meaningful opportunities to share

Student work is shared with more than just teachers and peers

Collaboration with peers and teachers within local and global communities

Students lead learners in our class, our school and in our world

School is a learning sandbox

Connected learning in both physical and digital spaces

Presenter

Presentation Notes

http://www.inquiryhub.org/seven-key-aspects/

http://inquiryhub.org/

http://www.istockphoto.com/

http://http/www.flickr.com/photos/fensterbme/232025953/

creates the need to know

authentic learning activities

begins with a driving question - key to arousing curiosity

engages and empowers students

work autonomously (usually in groups)

construct their own learning

culminates in realistic, student created products

Project Based Learning

collaborative learning

guided knowledge construction

propose solutions to real problems

take action

reflect on learning and the impact of actions

publish solutions to a worldwide audience

focus on learning process rather than product

Challenged Based Learning

real world contexts

multiple contexts

scaffolded challenges and open-ended design tasks

rich, varied feedback

discussion and collaboration

experimentation and exploration

both the process of learning and its outcomes or products are valued

Design Based Learning

videos instead of direct instruction

increased interaction

autonomous learning

teacher is "guide on the side” not "sage on the stage"

a blending of direct instruction with constructivist learning

content is curated

Flipped Classroom

Presenter

Presentation Notes

http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php It is called the flipped class because what used to be classwork (the "lecture" is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class. http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller

The future…

If people don’t really learn how to learn and how to engage, and how to be flexible and adaptive, how to find communities and have ideas about things that they want to do now, we’re just really in trouble.

Professor Katie Salen

George Siemens suggests that, when students “make their learning transparent, they

become teachers.”

Presenter

Presentation Notes

George Siemens, Teaching as Transparent Learning, http://www.connectivism.ca/?p=122

As teachers we are beginning to be urged to:

Rethink access

Rethink transparency Rethink openess

Rethink ownership

Understanding Virtual Pedagogies For Contemporary Teaching & Learning AN IDEAS LAB WHITEPAPER

Understanding Virtual Pedagogies For Contemporary Teaching & Learning AN IDEAS LAB WHITEPAPER

Perhaps the question we should be asking ourselves is not how technology can improve

what we are currently doing…

BUT

what is now possible?

We are at the very beginning of what these new technologies will enable.

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Nsr 21st c learning pedagogical approaches