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3 schools | 1 day
This document discusses trends in e-learning and future-focused pedagogies. It covers trends like increased mobile device usage, social media, and cloud connectivity. It also discusses how these trends could impact classrooms and learning. The document then explores principles for effective e-learning pedagogies, including contextualized learning and using technologies to transform how students learn. Key themes discussed include strategies for integrating technology, professional learning for teachers, access and equity concerns, and using inquiry to guide e-learning practices.
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- 1. Seeing ourselves in the big picture Karen Melhuish Spencer e-Learning Consultant @ CORE
- 2. connect to learn I m ag e : b y lu c le g ay
- 4. community-wide, shared story of learning I m ag e : fu ri o u s g e o rg e 81
- 5. ...what is effectivee- learning? ...what do we mean by ‘future schooling’? ...what might this look like in our schools? I m ag e : F re e D i g i talP h o to s .n e t
- 6. Yo u re-learning story A journey (and how do you know you’ve arrived?) A roadmap (where to next, & why, & how?) A roadblock, as a question (what’s in the way?)
- 7. Part 1: What’s trending? S o u rc e : g ap i n g vo i d .c o m
- 8. education as ahuman right I m ag e b y ve n k ylu x ; O L P C
- 9. Trend 1: mobile& tablets I m ag e s b y ale x n ad e rh i g g i n s .c o m ; g u ard i an .c o .u k ; atlan ti c .c o m O L P C o n w i k i p e d i a; n ate rk an e .c o m
- 10.
- 11.
- 12. who’s in control? I m ag e s b y ti m e .c o m
- 13. participate | contribute| relate to others D e ve lo p i n g s tu d e n ts ’ c ap ab i li ty to m ak e e ffe c ti ve b lo g p o s ts
- 14. the need tobe a filter-feeder I m ag e : ve rb e e ld i n g s k r8 - fli c k r 14
- 15. trend 3: connectivity& clouds
- 16. S o urc e : D e re k W e n m o th , C O R E
- 17. T h eb e n e fi ts o f u ltra-fas t b ro ad b an d
- 18. On the Horizon H o ri z o n R e p o rt: Au s trali an T e rti ary 2 01 2
- 19. I How do thesetrends touch YOUR life? How do they - or might they - touch your classroom or school story?
- 20. Part 2: Future-focusedlearning “wicked problems... highly complex, uncertain, and value-laden” S o u rc e : F ram e an d B ro w n (2 008, p . 2 2 6).; i m ag e fro m g ap i n g vo i d .c o m
- 21. • personalised learning • equity, diversity, inclusivity • learning to learn • rethinking our roles • a culture of continuous learning • new partnerships: de-siloed schools n e w te c h n o lo g i e s c o llab o rati ve p rac ti c e s
- 22.
- 23.
- 24. Text n di n g E m p o w e ri n g E m e rg i n g E n g ag i n g E x te
- 25. ✓finding out ✓planning ✓investigating ✓teacher-directed ✓ICT as supplement
- 26. ✓trialing ✓establishing ✓increased focus on learning ✓growing awareness and use
- 27. ✓aligned & strategic ✓integrated ✓focus on learning ✓authentic use ✓shared roles ✓whole community
- 28. ✓sustained ✓ubiquitous ✓24/7 ✓higher-order ✓community driven ✓networked & blended
- 29. Text n di n g E m p o w e ri n g E m e rg i n g E n g ag i n g E x te
- 32.
- 33. Part 3: e-Learningpedagogy “Pedagogies integrating ICT can do more than enhance learning – they have the potential to transform learning. ICT provide tools and environments that support interactive conceptual learning, focussed on constructing and creating knowledge”
- 34. the theory a pedagogy approaches that the that that bring to life learner describes the principles for makes their principles learning own meaning for learning
- 35. • new audiences •access expertise, • rapid data management • new modes of expression & publishing • transform visualisations of concepts • enable new approaches to learning, e.g. Massive Open Online Courses (MOOC) and connectivism • a catalyst that challenges the status quo • stimulate the evolution of learning theories, for example cognitivism I m ag e :
- 36. • feel motivatedand engaged • enhance thinking, communication and creation skills • enhance social & collaborative skills • scaffold and differentiate their content knowledge H am (2 01 0)
- 37. W H ATw e le arn T h e p ro p e rti e s o f H O W w e le arn IC Ts context
- 38. U s in g S to ryb i rd to i m p ro ve li te rac y
- 39. W H ATw e le arn T h e p ro p e rti e s o f H O W w e le arn IC Ts context
- 40.
- 41. fo rm ative as s e s s m e n t o b s e rve . talk . i n q u i re . I n q u i re i n to , re fle c t o n an d o b s e rve yo u rs e lf o b s e rve . talk . o b s e rve . talk . i n q u i re . i n q u i re .
- 42. Part 4: Bigthemes
- 43. what’s c oo k i n g ? I m ag e :
- 44. T ran sfo rm i n g te ac h i n g an d le arn i n g
- 45. • Your strategy,aligned to the curriculum • Professional learning: Teacher’s role is crucial • Digital citizenship and cybersafety • The quality of platform and content • Access and equity • Managing the infrastructure and environment • The legitimacy of your online learning I m ag e :
- 46. B e ne fi ts i P ad s p ro vi d e fo r s tu d e n t le arn i n g
- 47. • iPads oranother tablet? • Leadership strategy for BYOD • Access, equity and affordability • The quality of the apps • Making and creating meaning • Storage: hardware, software • Digital Citizenship I m ag e :
- 48. e -le arni n g as i n q u i ry
- 49. • What do my students - and I - need? • What technologies (and PCK) will meet those needs? • How can I integrate ICTs into learning? • What happened? What needs to change next time? Next steps?
- 50. 3 s ch o o ls | 1 d ay: http://bit.ly/NkJR1E • K n o w : Cue your prior knowledge • R e cogn ise : Explore new understanding • D 0: Apply new ideas to your context I m ag e : M J R i c h ard s o n
- 51. 3-2-1-out! • 3 ideas • 2 next steps • 1 action Karen Melhuish Spencer / @virtuallykaren e-Learning Consultant
- 52. References • Enabling e-Learning: www.elearning.tki.org.nz • Supporting future-oriented learning & teaching (NZCER): http://www.nzcer.org.nz/research/publications/supporting-future-oriented-learning-and-teaching-new-zealand-perspective • Pedagogy strategy: Learning in an online world: http://www.curriculum.edu.au/verve/_resources/ICT_LearningOnlineWorld-PedagogyStrategy.pdf • TPACK: http://www.tpck.org/ • Ham, V. (2009). Outcomes for Teachers and Students in the ICT PD School Clusters Programme 2005-2007 - A National Overview. Wellington, NZ: Ministry of Education.http://www.educationcounts.govt.nz/publications/ict/49515/6 • Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice (UNESCO): http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/