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Icelw 2012 re act social media to foster self organized learning for dropouts
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Icelw 2012 re act social media to foster self organized learning for dropouts

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Icelw 2012 re act social media to foster self organized learning for dropouts Icelw 2012 re act social media to foster self organized learning for dropouts Presentation Transcript

  • Social Media to FosterSelf-organized Learning for Dropouts Pieter de Vries
  • Project data• Lifelong Learning Programme• Multilateral Project: KA3 (ICT)• Duration: 01/01/2011 to 31/12/2012
  • The issueDisconnect between curricula and Country 2009learners perception and expectations Portugal 35,4% • Effects of remedy programmes are limited Spain 31% • Urgency is revealed by individual, social and economic consequences Italy 19,7% • % of drop outs (2009) Greece 14,8% Netherlands 11,4% Austria 10,1% (EC, 2011; Iris, 2009) View slide
  • reAct overall objectives• Develop a new learning approach• Using new technologies• To improve the prospects and employability• Develop insights and skills of teachers and management Tapping into motivational behaviour • Promote a change of attitude to learning • Promote a wider perspective among the learners • Learn to learn, develop learning skills (lifelong learning) View slide
  • The learning concept 7 guiding principles & criteria • Trust • Challenge • Self-directed • Collaboration • Ownership • Creativity • Relevance (Veen, ao 2010; Wilson, ao 2009)
  • Organization • 2 pilots studies of each 6 months • Each pilot: international and national project • Emphasis on students – than teachers 300 learners & 50 trainers
  • The process1. Getting acquainted2. Collaborative creative project3. Support and reflection4. Collaborative project integration5. Final integration process
  • The Tool kit based on the concept of PLEDiigo, Facebook, Google+ Hangouts, Google Docs for researchand presentations, Glogster and Pinterest for mood boards,YouTube to share self-made videos, Blogger to capture stories,Strip-creator, Splinder, Mnd42.com, iSpring, Flickr, Dipity, etc.
  • Mix academy • Art Academy in Amsterdam, many dropouts are successful here • Key points • Learner identity and inter- dependence • From personal relevance and peer- reflection toward developing artist skills • 21st century learning skills (self- directed learning, communication, critical thinking, entrepreneurship, etc.)
  • Berlage Lyceum - Amsterdam Example activity: branding • What is your brand? • Interviewing people from the Occupy camp & • Analyzing fashion brands in the luxury warehouse next to it • Question: – How do these people and brands brand themselves? – How do you brand yourself?
  • Projects
  • Use of social mediaCommunication• Google+ & Docs, Wiki• Google sites, monitor• Facebook • Partners • Teachers • Students• YouTube, Glogster, Prezi, Flickr, Dropbox,• Google translator• Basecamp (project management tool)
  • Trust• Do we trust the students to learn independently?• Do they trust the teachers?• Do they trust their peers?• Confident that their contribution is valued?
  • Challenge• Joy happens when a learner achieves something through a number of difficult steps.• Challenging, but manageable• Assignments negotiable
  • Self-directed learningSelf-directed, autonomous• Learners are motivated when they have control over their own learning.• Autonomy requires trust, time, and guidance.• Balance autonomy and structure through learner- led guidance
  • Ownership• Let students independently define projects that relate to their creativity and personal relevance ….• In control
  • CreativityCreativity• One can be honest• Develop an identity• Discover your talents• Provide tools and objects to play with and to visualize the problem.
  • Relevance• Start with their interests, stimulate bringing up personally relevant issues, and relate to that• Add relevance, foster curiosity
  • Portuguese experience Students in pilot 1 Case 2 Francisco Teachers training Case 1 Ana
  • Relevance of reAct principles N=316 (De Vries, Hennis, 2012)
  • International project (De Vries, Hennis, 2012)
  • Trust and teachers
  • Relevance
  • Tools
  • ConclusionsGeneral perception• Learners appreciate the confidence this approach mitigates.• They value the opportunity to be self-organized and experience learning autonomy.• They believe that was is learned is relevant for them to apply for a job, connect to others and have more confidence related to learning.• Learners are positive about the approach and feel that it opens up opportunities for further personal growth.• Teachers get a better feel for and see more possibilities for promoting learning.
  • You want to experiment? Pieter de Vries Pieter.devries@tudelft.nl www.reactproject.eu