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Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
Blended learning: Introducing Challenge Based Learning
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Blended learning: Introducing Challenge Based Learning

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This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning …

This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)

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  • 1. Challenge Based Learning An Approach for Our Time Allan Carrington Learning Designer Blended Learning 2009 UQ Brisbane Friday, 13 September 13
  • 2. Introducing Allan University of Adelaide Centre for Learning and Professional Development Adelaide South Australia Telephone: +61 8 8303 8085 Email: allan.carrington@adelaide.edu.au Learning Designer with the CLPD Two Masters Degrees - Education (online) & Interactive Multimedia Apple Distinguished Educator Background in printing, publishing, web development & educational multimedia Worked in corporate & VET sectors Travelled to 20+ countries & led schools in Hawaii, Texas & Paraguay Taught communications, market research, print production & using the internet for education Passion for online collaboration & facilitation Learning Designer with the CLPD Two Masters Degrees - Education (online) & Interactive Multimedia Apple Distinguished Educator Background in printing, publishing, web development & educational multimedia Worked in corporate & VET sectors Travelled to 20+ countries & led schools in Hawaii, Texas & Paraguay Taught communications, market research, print production & using the internet for education Passion for online collaboration & facilitation Friday, 13 September 13
  • 3. Engage and learn This is a two way interaction not a one way broadcast Questions are compulsory ... Please write them down and hand them to Trish. Then we will do a podcast episode and talk about them and publish to the podcast blog Friday, 13 September 13
  • 4. Transfer the vision: An Introduction to CBL It’s all in the timing: Using JiTT to focus your teaching, engage and reach your learners. What about the other 93%: Using more than text to teach ... the power of voice Where we are heading “When you are through changing you are through” Will Rogers Friday, 13 September 13
  • 5. Steve Ballmer CEO Microsoft Forbes 2008: 43rd richest person in the world Very successful Unconventional Friday, 13 September 13
  • 6. Interactive Engaging Relevant to... Educators Educators Educators Educators Educators Educators Educators Educators Educators Educators Educators Educators Make your teaching... Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant love...I... teach! Interactive Relevant Engaging Friday, 13 September 13
  • 7. Use mashups and arouse the IRE of the Copyright Police Combination of multiple sources of video - which usually have no relevance to each other Ongoing shift towards a more interactive & participative web (Web 2.0) More user-defined content and services "The Web was originally designed to be mashed up. The technology is finally growing up and making it possible." - Aaron Boodman, quoted in BusinessWeek online “The best way to have a good idea is to have a lot of ideas” .......... Dr Linus Pauling Combination of multiple sources of video - which usually have no relevance to each other Ongoing shift towards a more interactive & participative web (Web 2.0) More user-defined content and services Friday, 13 September 13
  • 8. http://newali.apple.com/cbl/ Visit the Website Friday, 13 September 13
  • 9. Challenge-based learning is a collaborative learning experience in which teachers and students work together to learn about compelling issues, propose solutions to real problems, and take action. The approach asks students to reflect on their learning and the impact of their actions, and publish their solutions to a worldwide audience CBL a working definition “Even when you are on the right track, you’ll get run over if you just sit there” Will Rogers Friday, 13 September 13
  • 10. Unique to CBL A unique feature of challenge-based learning is that probems are tied to an idea of global importance (war, say, or the sustainability of water). Students are able to research the area of the challenge in terms of events taking place in the world around them, strengthening what they learn in the classroom and what they perceive outside it. Collaboration leads to disruptive innovation Friday, 13 September 13
  • 11. CBL: The Pilot Friday, 13 September 13
  • 12. CBL Framework Big Idea Essential Questions The Challenge Guiding Questions Guiding Activities Solution - Action Assessment Publishing - Student Samples Publishing - Student Reflection/Doc Guiding Resources Friday, 13 September 13
  • 13. CBL Framework The big idea is a broad concept that can be explored in multiple ways, is engaging, and has importance to high school students and the larger society. Examples of big ideas are Identity, Sustainability, Creativity, Violence, Peace, and Power. Big Idea Friday, 13 September 13
  • 14. Essential Questions By design, the big idea allows for the generation of a wide variety of essential questions that should reflect the interests of the students and the needs of their community. . CBL Framework Friday, 13 September 13
  • 15. The Challenge CBL Framework From each essential question a challenge is articulated that asks students to create a specific answer or solution that can result in concrete, meaningful action. Friday, 13 September 13
  • 16. CBL Framework Generated by the students, these questions represent the knowledge students need to discover to successfully meet the challenge and create a map to guide the learning process. Guiding Questions Friday, 13 September 13
  • 17. Guiding Activities Guiding Resources CBL Framework These lessons, simulations, games, and other types of activities use a variety of resources to help students answer the guiding questions and set the foundation for them to develop innovative, insightful, and realistic solutions. Friday, 13 September 13
  • 18. CBL Framework Each challenge is stated broadly enough to allow for a variety of solutions. Each solution should be thoughtful, concrete, actionable, clearly articulated, and presented in a publishable multimedia format such as an enhanced podcast or short video. Solution - Action Friday, 13 September 13
  • 19. CBL Framework Big Idea Essential Questions The Challenge Guiding Questions Guiding Activities Solution - Action Assessment Publishing - Student Samples Publishing - Student Reflection/Doc Guiding Resources Friday, 13 September 13
  • 20. From Questions to Concepts “You can forget facts but you cannot forget understanding” Prof Eric Mazur Harvard University After the video be prepared to share: What grabs you as the concept most valuable to you Any “ah ahas” .... personal revelations Friday, 13 September 13
  • 21. What concept is most valuable to you 21st Century learners want to make a difference A. Require learners to read, listen, think and reflect on content before you teach face-to-face (f2f) - find out what they want you to cover B. Use online technologies to connect, communicate and collaborate with learners - monitor their learning C. Teach both online and f2f by questioning rather than telling D. Use technologies to get feedback e.g. clickers or Votapedia (http://www.votapedia.com) E. Teaching by questioning engages the learner and forces them to develop models A. Require learners to read, listen, think and reflect on content before you teach face-to-face (f2f) - find out what they want you to cover B. Use online technologies to connect, communicate and collaborate with learners - monitor their learning C. Teach both online and f2f by questioning rather than telling D. Use technologies to get feedback e.g. clickers or Votapedia (http://www.votapedia.com) E. Teaching by questioning engages the learner and forces them to develop models Friday, 13 September 13
  • 22. Just-in-Time Teaching (JiTT for short) is a teaching and learning strategy based on the interaction between web-based study assignments and an active learner classroom. Students respond electronically to carefully constructed web-based assignments which are due shortly before class, and the instructor reads the student submissions "just-in- time" to adjust the classroom lesson to suit the students' needs. JUST-IN-TIME TEACHING: Blending Active Learning with Web Technology by Novak G.M., Patterson E.T., Gavrin A.D. and Christian W. (c) 1999 JiTT: A web based teaching approach Friday, 13 September 13
  • 23. 1.encourages students to spend more time reading assignments and preparing for a class 2.increases student-to-student interaction 3.increases contact between student and instructor 4.provides prompt feedback to students 5.facilitates the development of student meta- cognition Just-in-Time Teaching: A Web-Based Teaching Approach Benedict J.O. and Apple K.J. © 2004 http://teachpsych.lemoyne.edu/teachpsych/eit/eit2004/ eit04-07.rtf The pedagogical benefits of JiTT Friday, 13 September 13
  • 24. Allan Carrington and Ian Green ASCILITE Poster 2007 Friday, 13 September 13
  • 25. Intro Australian Law JiTT Pilot Friday, 13 September 13
  • 26. The preparatory lecture material was stimulating It was useful to hear what others students thought about the issues Viewing prior to attending improved my engagement with issues discussed Like to attend similar style lectures in the future * 66% agreed or strongly agreed - * further 15% neither agreed or disagreed Evaluation Friday, 13 September 13
  • 27. Student Comments Konrad Romaniuk: “The online lecture was really cool, and during the lecture, on Tuesday, it actually felt like we were putting into practice what we had learnt. Also it was cool how you had overheads with the survey results so that we could see other students' perspectives. I have to say that this was the best lecture I have been to so far”. Friday, 13 September 13
  • 28. Student Comments Fantastic really enjoyed Content before lecture helped reflection & active engagement More prepared than any other lecture this year No downside Prefers to recorded lectures after Learnt much more Help for struggling students Great subject for this type of lecture Influenced seminar interaction Wants more of this style of teaching Noela Washyn Friday, 13 September 13
  • 29. Voice adds more of the communicated message. 7% are words. voice adds nuance and inflection The human voice adds power ... the teacher is talking to “me”! Greater clarity & understanding Reaches more effectively the aural learners Why use voice ... I’m so used to text Can you think of others? Friday, 13 September 13
  • 30. Add instructor’s voice to enhance presence Build engaging & reusable course content Create and distribute podcasts Verbally explain complex material Author narrated web tours Add spoken announcements to course sites Engage in audio-based threaded discussions Send voice comments on papers & assignments Teach pronunciation, rhythm, stress & emphasis Wimba Voice Tools can... Friday, 13 September 13
  • 31. Tool Overview Voice Authoring: Record and listen to voice on a web page ... e.g. a type of MyUni object or item Voice Email: Send & Listen to voice through email messages Voice Direct: A live synchronous conference/chat facility. Voice Presentation: Add web content alongside vocal messages. Audio narrated presentations Wimba Podcaster: Create or upload podcasts for user subscription Friday, 13 September 13
  • 32. Voice Presentation Board Friday, 13 September 13
  • 33. A Better Way Innovative pedagogy and blending Wimba Voice Tools with your LMS Use podcast tool to push episodes with introductory content & “goodfors” Use presentation tool to manage engaging multimedia & audio narration Embed LMS quizzes, surveys, activities & webpages Teach by questions and encourage feedback Friday, 13 September 13
  • 34. Voice Presentation Set Up Speak to web content ... but so much more Name as a piece of curriculum Write a more detailed descitpion Recommend Good Quality Set the max message length not too short Allow students to comment on slides Friday, 13 September 13
  • 35. Default Welcome will be replaced by first slide •New add a slide - audio, text and point to web address •Edit your slides •Comment add audio to slide in a thread way •Delete messages •Options includes import •Subject: name the slide •URL: brings address to RH frame •Audio Recorder: speak to the web page •Text area: add content Compose Interface Voice Presentation Interface Speak to web content ... but so much more Friday, 13 September 13
  • 36. Default Welcome will be replaced by first slide •New add a slide - audio, text and point to web address •Edit your slides •Comment add audio to slide in a thread way •Delete messages •Options includes import •Subject: name the slide •URL: brings address to RH frame •Audio Recorder: speak to the web page •Text area: add content Compose Interface Voice Presentation Interface Speak to web content ... but so much more Friday, 13 September 13
  • 37. Interactive Learning Modules Articulate plus audio feedback from learners http://tinyurl.com/voicemodule01 Friday, 13 September 13
  • 38. A vision of students today Friday, 13 September 13
  • 39. References © Allan Carrington 2009. This presentation contains material which has been copied and communicated pursuant to Part VA of the Copyright Act 1968 (Cth) and is subject to copyright. No further copying or communication of this presentation may be made without the written consent of Allan Carrington. All online references in this presentation will be available at: http://www.delicious.com/allanadl/BLNDLEARN2009 Telephone: +61 8 8303 8085 Skype and AIM/iChat Username: AllanSYD Email: allan.carrington@adelaide.edu.au Website: http://www.adelaide.edu.au/directory/allan.carrington Friday, 13 September 13
  • 40. Feel DifferentBelieve DifferentThink DifferentDo DifferentFeel DifferentBelieve DifferentThink DifferentDo DifferentBe DifferentBe Different Interactive EngagingRelevant Make your teaching... Please talk to me on Skype or email me Skype name: allansyd allan.carrington@adelaide.edu.au Friday, 13 September 13

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