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Are teachers agents for change: reinventing learning with technology
The document discusses how technology is changing the role of teachers and the nature of learning. It addresses how linear models of learning are being replaced by more adaptive, flexible models due to globalization and workforce changes. The role of teachers is shifting from instructors to motivators. Universal design principles are presented as a way to create inclusive learning spaces that accommodate diverse learners through flexibility, perceptible information, and intuitive design. Technology can both contradict expectations of participatory learning but also enable new forms of shared knowledge and engagement when equitably accessed. Education is at a crossroads and requires innovative and inclusive design as well as clear leadership and vision to plan for a globalized world.
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Are teachers agents for change: reinventing learning with technology
- 1. OPEN CLASSROOM CONFERENCE KAUNAS 10.11.17 Areteachers agents for change: reinventing learning with technology? Dr. Alan Bruce ULS Ireland
- 2. Purposive learning inan age of uncertainty End of linear models of learning Cognitive dissonance: what is needed is not being provided Alienation and anomie in a changing world Labor market flux Adaptability and innovation as norm Globalized paradigms/fractured communities
- 3. What is ateacher? Role no longer clear From instruction to motivation Living under the curriculum What do teachers envisage and want? What do pupils want? What do parents want? What does society want?
- 4. Visions of learning Excitement of the new Explanation of mystery Developing mastery and control Developing competence Transferable skills The ethical citizen From techniques to values
- 5. Defining change Externalor internal Unfamiliar Uncertain Resisting and accepting Hardwired into our species Organizational entropy Opportunity and risk
- 6. Shaping Imaginative Spaces Ethnic demographics Disability National frameworks & EU contexts Flexibility and adaptability Educational systems and new learning Interculturalism and diversity.
- 7. ICT: re-imagines spaceand access Contradictory and paradoxical What we think: Citizens Shared knowledge Participative engagement What we have: Consumers Increasing exclusion Significant problems with equitable access
- 8. Responding to change Flexibility Digital learning Visions of excellence Sustainability Sugata Mitra: Comprehension/Communication/Computation
- 9. Universal Design meetslearning spaces Equitable use. Flexibility in Use. Design accommodates individual abilities. Simple and intuitive. Design easy to understand, Perceptible information. Design communicates Tolerance for error. Design minimizes hazards. Low physical effort. Design can be used comfortably. Size and space for approach and use.
- 10. Technology Innovation Partnerships (CITED2006) Universal Design concept rooted in three areas: 1. Design of physical environments 2. Web development 3. Teaching and learning (Universal Design for Learning).
- 11. Aim of UDL UDL creates barrier-free environments that enable teachers to apply universal design concepts to support widest range of learner differences. UDL develops course content that is proactively accessible to as many as possible. UDL informs space design
- 12. Crisis impact: systemchange
- 13. Conclusions Education atcrossroads Leadership critical Leadership requires planning and clear goals Designing for a globalized world Vision for community needs Innovative design accommodates imagination and inclusion
- 14. Ačiū! Dr. Alan Bruce ULSDublin [email protected] Associate Offices: BARCELONA - HELSINKI - SÃO PAULO - CHICAGO