Embed Size (px)
DESCRIPTION
A presentation to the 2010 Leeds Moodle Conference
Citation preview
Outcomes…At the end of this course you will be able to:
demonstrate a sound understanding of the web and its potential benefits for teaching and learning in the primary school;
review critically UK government online initiatives in education;
demonstrate an understanding of pedagogical approaches suited to e-learning;
reflect on approaches to support pupils’ safe and responsible use of the internet;
develop and evaluate a Course inside a VLE to support a sequence of lessons, using a variety of the tools available;
integrate externally produced resources and activities and resources and activities developed by you.
Outline1. The web as a resource for learning Linking and uploading
2. Effective web design Creating resources and labels
3. E-learning Quizzes, assignments, hot potatoes
4. Web 2.0 – blog, podcasts etc. Audio and video filters
5. Web 2.0 – wikis, forums, mashups Wikis and forums
6. E-Safety and digital literacy Chat, AUPs, peer review
Learning from the web
FormalInformal
Individual
Shared
‘At the heart of the educational process lies the child’
‘Until a child is ready to take a particular step forward it is a waste of time to try to teach him to take it’
‘One of the main educational tasks of the primary school is to build on and strengthen children's intrinsic interest in learning and lead them to learn for themselves’
Plowden1967
Rose2009
Primary children relish learning independently and co-operatively; they love to be challenged and engaged in practical activities; they delight in the wealth of opportunities for understanding more about the world; and they readily empathise with others
The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake.
HTML by hand
<html> <head> <title>My first web page</title> </head> <body> <h1>This is my first web page</h1> <p>Hello World!</p> </body></html>
Design Principles
Content is king
Intuitive navigation
The pages belong to the site
LayoutGolden ratioRule of thirdsSymmetryBalance
Design Principles
UnityProximityRepetitionColour and style
EmphasisPlacementIsolationContrast
Form follows function
In education?Audience
Readability Engagement Interactivity Dumbing down?
Pedagogy Investigation Play Social constructivist Behaviourism
E-Safety
BehaviourismPractice should take the form of question - answer frames
which expose the student to the subject in gradual steps
Require that the learner make a response for every frame and receive immediate feedback
Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement
Ensure that good performance in the lesson is paired with secondary reinforcers such as verbal praise, prizes and good grades.
Thorndike 1912
If, by a miracle of mechanical ingenuity, a book could be so arranged that only to him who had done what was directed on page one would page two become visible, and so on, much that now requires personal instruction could be managed by print.
Skinner 1958
Ivan Illich 1971
Ivan Illich describes computer-based "learning webs" in his book Deschooling Society. Among the features of his proposed system are• Reference Services to Educational Objects
• Skill Exchanges
• Peer-Matching
• Reference Services to Educators-at-Large
Web 2.0
Web 0.1 Web 1.0 Web 2.0
Media Text Media rich Text +
Authors Academics The Industry User community
Content Self publishing Professional Collaborative peer production
Aims Linking
Peer review
Readers
Customers
Community
EsteemBusiness Model Subsidy Premium content advertising
Advertising
Premium features
Open Source
How can blogs help learning?
Creating not just consuming
Writing for pleasure
Informal learning
Personalisation – choice and voice
Self esteem
Shared blogs
Reflection and review
How can podcasts help learning?
Multimodal literacy
Speaking and listening!
Engagement
Accessibility
Lesson recording
E-Portfolios
Online Communities
Professional Personal
Communities
Dewey (1859-1952)
Engaging with experience
Enlarging experience
Interaction and environments
The importance of reflection
Education for all
Project based learning
http://www.infed.org/thinkers/et-dewey.htm
Piaget (1896-1980)
Constructing schema
Assimilation and accommodation
Stages of development
Concrete and formal operation
http://www.learningandteaching.info/learning/piaget.htm
Social Constructivism
Learners involved in a joint enterprise with one another and their teacher in creating new meaning
ATHERTON J S (2009) Learning and Teaching; Constructivism in learning
Pollard: Reflective Teaching; http://www.rtweb.info/content/view/361/42/
Vygotsky (1896-1934)
The centrality of social interaction
The more knowledgeable other
The zone of proximal development
Scaffolding (Bruner)
http://www.learning-theories.com/vygotskys-social-learning-theory.html
Papert (1928- )
Constructivist learning happens best when ‘constructing a public entity’
“Constructionism boils down to demanding that everything be understood by being constructed”
“Concrete” materials rather than abstract propositions
“Soap-sculpture math”
http://www.papert.org/articles/SituatingConstructionism.html
Connectivism
CC by jean-louis zimmermann CC by-sa Hijod.Huskona
CC by-nc-sa Mr Ush
http://www.connectivism.ca/
Communities of Practice
Discussion ForumsPros
Learner voice
Audience
Social Constructivism etc
Any time, anywhere
Evidence of learning
Cons
Moderation Irrelevant
Inappropriate
Offensive
Perception
Plagiarism
Salmon on e-Moderating
Access and motivation
Online socialization
Information exchange
Knowledge construction
Development
How can wikis help learning?
• Writing for an audience
• Proofreading, fact checking
• Awareness of different perspectives
• Evaluation and Discernment – issues of trust, ownership and authority
• Social construction
• Policy documents
34CC by markhillary
3535CC by-nc Xerones
36CC by-nc XeronesCC by-nc-sa a shadow of my future self
I've watched this with interest. At the risk of over simplifying, consider an event x with probability of 1 in 1 million. How should:
A parent with responsibility for 2 children
A teacher with responsibility for 30 children
A school with responsibility for 800 children
An LA with responsibility for 10 000 children
A secretary of state with responsibility for 6 000 000 children
respond?
Risks that are manageable at the every day level for individuals become unmanageable when aggregated to system level.
That's the issue that needs to be resolved before we can have a rational debate about this. Only by actively embracing the risk at a local level can we shift the debate away from over prescription in order to manage the risk at a regional/national level.
Sorry if this does not help the flow, but it's always worth spending a little time working out why something that is nonsensical form one perspective is rational from another.
Excuse thumb typing.
Niel Mclean (Becta) via NaaceTalk, 10/12/2008
CEOP
Internet Safety Code
Cyberbullying
A significant problem Beatbullying asked almost 2,500 young people about cyberbullying to find
out what's going on. >
50% said they'd been cyberbullied
29% told no-one about being cyberbullied
73% said they knew who was sending them bullying messages
11% admitted to being a cyberbully
‘Don’t be mean on the screen’
CyberMentors >
Teachers can be bullied too >
Assessment
Pedagogy in Moodle
Dougiamas,1999: http://www.slideshare.net/moodler/moodle-pedagogy-at-online-educa-2009
What went well?
Participatory iterative design
Planning and development
Reflection on practice
Peer review
Blogging
Assessment
Could do better?
Comments on the blog
The blog engine
User testing
Embedding vs linking or uploading
Subject linking
Wider participation
Would this work outside of ITT?
As in-school CPD?
Across schools?
As accredited CPD?
Adapted as an M-level module?
Or isn’t hands on practical training enough?
Getting in touch…
@mberry
milesberry.net
www.roehampton.ac.uk
opensourceschools.org.uk
