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Powerpoint dag 2
 

Powerpoint dag 2

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  • 9.30Welcome Short theoretical intoduction in teaching methods 10.00Assignment 3 in expert groups: Elevator Pitch for your workshop 11.00Elevator pitches and feedback 11.15Coffee break 11.30Assignment 4 in expert groups: Design of your workshop 13.00Lunch Break 14.00Continue to work on assignment 4 in expert groups 15.00Expert Group presentations and discussion 16.15Plenary: looking back and looking forward 16.30EndDrinks
  • handouts
  • Decide which methods and activities are part of your workshop Find materials to use in your workshop Make a scheme of your workshop and write down what you are going to do in the workshop. Write down what document you have to prepare before the workshop and what materials you need. Think about the how you are going to test your learrning onbjectives and work out a concept of this test. Make sure you are ready to try out (a part of) your workshop tomorrow.
  • 9.30Welcome and preparing for workshops 10.00Workshop 1: Information Literacy and feedback 10.45Workshop 2: Visual Literacy and feedback 12.00Workshop 3: New media Literacies and feedback 12.45Lunch Break 14.00Workshop 4 News Literacy 15.00Expert Group presentations and discussion 15.45Plenary: feedback on the workshops and on the seminar, fill out evaluation form 16.30End

Powerpoint dag 2 Powerpoint dag 2 Presentation Transcript

  • Good morning! Media Literacy for the Information Professional Day two Tuesday 4 May 2010
  • The Program for Today
    • Teaching Methods
    • Assignment: Elevator Pitch
    • 11.15 Coffee Break
    • Assignment: Design Workshop
    • 13.00 – 14.00 Lunch
    • Assignment: Design Workshop
    • Looking Back and Looking Forward
    • 16.30 End of Workshop: Drinks
     
  • Teaching Methods About Learning
    • Deep learning
    • Actively looking for meaning
    • Asking questions
    • Processing critically
    • Relating theory to practice
    • Superficial learning
    • Learning for test
    • Memorizing
    • No bigger picture
  • Teaching Methods About Learning
    • Bloom’s taxonomy
    • Classification of
    • forms and levels of learning
    • Bloom B S (ed.) (1956) Taxonomy of Educational Objectives, the classification of
    • educational goals – Handbook I: Cognitive Domain New York: McKay
    Knowledge Comprehension Synthesis Application Analysis Evaluation
  • Teaching Methods Designing a Workshop
    • Who
    • are you teaching?
    Starting point Target group Why should they learn? Link with ‘real life’ Learning need What should they learn? Preferred behavior Goal What should they learn? How should they learn? Elements of behavior Objectives Learning Activities
  • Teaching Methods Designing a Workshop
    • Who
    • are you teaching?
    Base for learning Target group “ The most important single factor influencing learning is what the learner already knows" Ausubel in Novak, 1998, p.71
  • Teaching Methods Designing a Workshop Why should they learn? Link with ‘real life’ Learning need
    • Formulate need for learning:
    • What problems will they experience if they don’t join the workshop?
    • What makes your workshop essential for participants?
  • Teaching Methods Designing a Workshop What should they learn? Preferred behavior Goal What should they learn? Elements of behavior Objectives
    • Why goals and objectives?
    • Design: content, a ctivities and assessment
    • Manage expectations
    • Transferability and continuity
  • Teaching Methods Designing a Workshop What should they learn? Preferred behavior Goal What should they learn? Elements of behavior Objectives
    • How to formulate goals and objectives?
    • At the end of the workshop the participant can…
    • Content and behavior
  • Teaching Methods Designing a Workshop What should they learn? Preferred behavior Goal
    • Formulate goal of workshop:
    • What are participants able to do at the end of the workshop?
    • At the end of the workshop the participant can…
    • Content and behavior
  • Teaching Methods Designing a Workshop What should they learn? Elements of behavior Objectives
    • Formulate learning objectives of workshop:
    • Which specific knowledge, skills and attitudes should participants gather?
    • Cut goals in smaller parts
    • Make sure that the objectives help you design!!
  • Teaching Methods Designing a Workshop What should they learn? Elements of behavior Objectives Use verbs like: Describe, name, explain, predict, demonstrate, analyze, compare, combine, relate, justify, evaluate Avoid verbs like: Know, understand, see
  • Teaching Methods Designing a Workshop
    • Objectives and activities
    • organized in
    • Bloom’s taxonomy
  • Teaching Methods Designing a Workshop How should they learn? Learning Activities
    • Decide on learning activities for workshop:
    • Translate the objectives into activities for participants
    • Plan these activities
    • Remember: leave space for processing
  • Assignment 3: Elevator Pitch
    • Until 11.00
    • In expert group
    • Prepare an elevator pitch for your workshop
    • Formulate learning need(s).
    • Decide on main topics and formulate one main goal.
    • Formulate learning objectives closely connected to this main goal.
    • Don’t forget to use yesterday’s work!
    • Prepare a pitch for your workshop: who are you going to teach what and why is it important for them to learn this?
  • Elevator Pitches!! Listen critically and write down feedback and questions
  • Coffee Break Talk about the ideas you have heard
  • Assignment 4: Design Workshop
    • Until 13.00 and 14.00 – 16.00
    • In expert group
    • Design your workshop
    • Decide on methods and learning activities
    • Make an overview: what are you going to do when?
    • Which documents and materials do you need?
    • Prepare for try-out of (a part of) your workshop tomorrow!!
  • Looking Back and Looking Forward Today
    • Write down:
    • What is the most important thing that I have learnt today?
  • Looking Back and Looking Forward Tomorrow
    • Start 9.30 Final preparations for the workshops
    • 11.00 Demonstrations of the workshops
    • Information Literacy
    • Visual Literacy
    • 13.00 – 14.00 Lunch
    • New media Literacies
    • News Literacy
    • 16.00 Evaluation
  • Looking Back and Looking Forward Tomorrow
    • The final assignment: Design Workshop
    • Turn in on paper:
    • Full design of workshop: all steps of design and the context
    • One part of the workshop fully prepared
    • List of used sources
    • Try-out:
    • One part of the workshop
    • 30 minutes
  • Are we ready for tomorrow? Now… drinks in room