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4001EPS 2011 L6
This document discusses digital pedagogies and digital learners. It describes different types of digital learners, including hyper-communicators who use technology to constantly connect, multi-taskers who can seamlessly switch between multiple tasks, and goal-oriented learners who can pursue multiple goals simultaneously. The document also discusses using driving questions to engage learners' curiosity and hook their interest in a topic. Examples of effective driving questions at different levels are provided. Technological pedagogical content knowledge and key trends and challenges in education are briefly outlined. Potentially fast-adopting technologies like cloud computing and collaborative environments are examined, as well as technologies that may take two to three years like game-based learning.
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4001EPS 2011 L6
- 1. 4001EPS ICT andPedagogy Lecture 6 Dr Jason Zagami Griffith University
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- 8. Digital Learners Hyper-communicators Students useMP3 players, email, mobile phones, text messaging and the Internet to connect instantly to their friends, information and sounds
- 9. Digital Learners Multi-taskers For today’sstudent, it is normal to perform multiple tasks and switch between them seamlessly, such as accessing the Internet, listening to an MP3 player and text messaging a friend
- 10. Digital Learners Goal-oriented Digital studentsaspire to success, are ambitious and can pursue multiple goals simultaneously through effective task switching
- 11. Digital Learners To whatextent will you engage each style? Goal-oriented Multi-taskers Hyper-communicators
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- 13. Digital Learners To whatextent will you engage each style? No Extent Great Extent Hyper-communicators Multi-taskers Goal-oriented
- 14. Digital Learners 1:52
- 15. Does curiosity build agood unit or program?
- 16. It doesn’t matterwhat you call it … • Driving question • Essential question • Compelling question • Key question Every unit or program you plan needs to have a question to hook your learners’ interest
- 17. The driving questionthat you come up with forms the basis for inquiry learning The question needs to be juicy enough that it piques your learners’ interest
- 18. The standards askus to plan learning experiences that are differentiated • All learners need work that will be challenging • C to E learners need work at their level A good driving question will provide opportunities for learners to ‘opt in’ to the learning at their level, while maintaining an inclusive environment
- 19. Let’s take alook at some sample driving questions
- 20. Let’s start withan age-old unit about coal mining What’s this unit really about? … Energy
- 21. How about wepose … ‘What are the forms of renewable and non-renewable energy?’ This is okay, but it is still purely content-based If you used this question, the most you could really grade the learners is a C, as there is no higher-order thinking involved
- 22. Consider this question… ‘What would happen if we ran out of coal?’ This is an improvement, but it’s probably not open ended enough to really push those A level learners
- 23. Let’s consider aquestion appealing to learners ‘Why is Homer Simpson a danger at the power plant?’ From here learners can go off in a whole lot of directions • • Nuclear power and its pros and cons • Which countries use it • Nuclear waste • What the alternatives are
- 24. Try something verytopical, such as … ‘How big is my carbon footprint?’ This allows you to get the spread from A to E with less complex activities, still picking up on the energy issues but the higher-order thinking encompassing topics such as whole household usage analysis or pulling apart the statistics Al Gore used in An Inconvenient Truth
- 25. Let’s look atthe levels of these driving questions again so you can see the depth • What is coal mining really about? • What are the forms of renewable and non-renewable energy? • What would happen if we ran out of coal? • Why is Homer Simpson a danger at the power plant? • How big is my carbon footprint?
- 26. Use a drivingquestion with ICT connectivity to hook and inspire your Digital Age learners They can select the ICT tools that will help them conduct their inquiry You become the facilitator of their journey
- 27. Technological Pedagogical Content Knowledge (TPCK) Technological Technological Technological Pedagogical Knowledge Content Knowledge (TK) Knowledge (TPK) (TCK) Pedagogical Content Knowledge Knowledge (PK) (CK) Pedagogical Content Knowledge (PCK) Context
- 29. Key Trends Technology increasinglyimpacting students’ lives
- 30. Key Trends Technology increasinglyimpacting students’ lives Technology increasingly impacting how we work, play, learn and socialise
- 31. Key Trends Technology increasinglyimpacting students’ lives Technology increasingly impacting how we work, play, learn and socialise Growing value being placed on creativity and innovation
- 32. Key Trends Technology increasinglyimpacting students’ lives Technology increasingly impacting how we work, play, learn and socialise Growing value being placed on creativity and innovation Rising interest in alternative and expanded learning environments
- 33. Key Trends Technology increasinglyimpacting students’ lives Technology increasingly impacting how we work, play, learn and socialise Growing value being placed on creativity and innovation Rising interest in alternative and expanded learning environments Changing model of how learning environments are defined
- 34. Critical Challenges Need fortraining in digital literacy skills and techniques
- 35. Critical Challenges Need fortraining in digital literacy skills and techniques Lack of alignment between how today’s students think and work vs. practice and products used to support their learning
- 36. Critical Challenges Need fortraining in digital literacy skills and techniques Lack of alignment between how today’s students think and work vs. practice and products used to support their learning Difficulty of deep reform without a shared vision of a new education model
- 37. Critical Challenges Need fortraining in digital literacy skills and techniques Lack of alignment between how today’s students think and work vs. practice and products used to support their learning Difficulty of deep reform without a shared vision of a new education model Resistance to change in an established system
- 38. Critical Challenges Need fortraining in digital literacy skills and techniques Lack of alignment between how today’s students think and work vs. practice and products used to support their learning Difficulty of deep reform without a shared vision of a new education model Resistance to change in an established system Disconnect between student’s learning experiences inside and outside the classroom
- 41. TIME TO ADOPTION- ONE YEAR OR LESS: Cloud Computing
- 42. Benefits of CloudComputing Tools that can scale on demand when needed and scale back to conserve resources when usage drops
- 43. Benefits of CloudComputing Tools that can scale on demand when needed and scale back to conserve resources when usage drops Inexpensive online storage
- 44. Benefits of CloudComputing Tools that can scale on demand when needed and scale back to conserve resources when usage drops Inexpensive online storage Cost savings for IT support, hardware and software
- 45. Benefits of CloudComputing Tools that can scale on demand when needed and scale back to conserve resources when usage drops Inexpensive online storage Cost savings for IT support, hardware and software Access to services/tools without additional infrastructure investment
- 46. Benefits of CloudComputing Tools that can scale on demand when needed and scale back to conserve resources when usage drops Inexpensive online storage Cost savings for IT support, hardware and software Access to services/tools without additional infrastructure investment Access possible from range of devices
- 47. TIME TO ADOPTION- ONE YEAR OR LESS: Collaborative Environments
- 48. Benefits of CollaborativeEnvironments Support user-created content
- 49. Benefits of CollaborativeEnvironments Support user-created content Facilitate communication and sharing of created or existing content
- 50. Benefits of CollaborativeEnvironments Support user-created content Facilitate communication and sharing of created or existing content Support and reinforce 21st century skills
- 51. Benefits of CollaborativeEnvironments Support user-created content Facilitate communication and sharing of created or existing content Support and reinforce 21st century skills Can connect educators and students with peers worldwide, broadening perspectives and supporting those with shared interests
- 53. TIME TO ADOPTION- TWO TO THREE YEARS: Game-Based Learning
- 54. Benefits of Game-BasedLearning Provides digital environments for learning that are familiar to students
- 55. Benefits of Game-BasedLearning Provides digital environments for learning that are familiar to students Engages students—all ages and both genders
- 56. Benefits of Game-BasedLearning Provides digital environments for learning that are familiar to students Engages students—all ages and both genders Supports 21st century skill acquisition
- 57. Benefits of Game-BasedLearning Provides digital environments for learning that are familiar to students Engages students—all ages and both genders Supports 21st century skill acquisition Can be used for skill building, fostering discussion and team building
- 58. Benefits of Game-BasedLearning Provides digital environments for learning that are familiar to students Engages students—all ages and both genders Supports 21st century skill acquisition Can be used for skill building, fostering discussion and team building Has research-based evidence of its positive value for learning
- 59. TIME TO ADOPTION- TWO TO THREE YEARS: Mobiles
- 60. Benefits of Mobiles Addressincreasing desire and need for anytime, anywhere access
- 61. Benefits of Mobiles Addressincreasing desire and need for anytime, anywhere access Help manage personal information, collaboration, access to and sharing of files/information, monitoring social networks
- 62. Benefits of Mobiles Addressincreasing desire and need for anytime, anywhere access Help manage personal information, collaboration, access to and sharing of files/information, monitoring social networks Can store and display full-length books
- 63. Benefits of Mobiles Addressincreasing desire and need for anytime, anywhere access Help manage personal information, collaboration, access to and sharing of files/information, monitoring social networks Can store and display full-length books Are more affordable, accessible and easier to use than desktop or laptop computers
- 64. Benefits of Mobiles Addressincreasing desire and need for anytime, anywhere access Help manage personal information, collaboration, access to and sharing of files/information, monitoring social networks Can store and display full-length books Are more affordable, accessible and easier to use than desktop or laptop computers Do not have to be purchased or maintained by schools
- 66. TIME TO ADOPTION- FOUR TO FIVE YEARS: Augmented Reality
- 67. Benefits of AugmentedReality Simple and portable
- 68. Benefits of AugmentedReality Simple and portable Combines real world and virtual data
- 69. Benefits of AugmentedReality Simple and portable Combines real world and virtual data Can provide powerful, contextual, real-world, discovery-based learning experiences
- 70. Benefits of AugmentedReality Simple and portable Combines real world and virtual data Can provide powerful, contextual, real-world, discovery-based learning experiences Engages and motivates students
- 71. TIME TO ADOPTION- FOUR TO FIVE YEARS: Flexible Displays
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- 73. Benefits of FlexibleDisplays Can be easily and inexpensively produced
- 74. Benefits of FlexibleDisplays Can be easily and inexpensively produced Are adaptable, allowing for printing on various materials and surfaces and in various shapes and contours
- 75. Benefits of FlexibleDisplays Can be easily and inexpensively produced Are adaptable, allowing for printing on various materials and surfaces and in various shapes and contours When fully developed, will be smaller and more portable, integrating context-specific data displays with everyday objects
- 76. Readings for TutorialWeek 7