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E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
E learning and pedagogy
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E learning and pedagogy

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  • Transcript

    • 1. eLearning and the ‘P’ word eLearning in action
    • 2. Where does it fit?
    • 3. Spot the difference? • What are the differences?
    • 4. A digital classroom? • On what pedagogical principles do we base our eLearning assumptions? • Is this a digital classroom?
    • 5. The ‘Teacher’ • What (21st Century) ‘Teacher Actions’ promote student learning?
    • 6. What do we do that helps our students ‘learn’?
    • 7. What do we do that helps our students ‘learn’? Supportive Environment Teaching as ‘Inquiry’ Encourage reflective thought & Making connections to prior learning & action experience Enhance relevance of new Providing sufficient opportunities learning to learn Facilitated Shared Learning From the NZ C - pp 34-35
    • 8. What do we do that helps our g ? students ‘learn’? i n r n a Supportive Environment Teaching as ‘Inquiry’ L e e Encourage reflective thought & Making connections to prior learning & action experience Enhance relevance of new e is Providing sufficient opportunities learning e r to learn h Facilitated Shared Learning o w S
    • 9. Supportive Environment Teaching as ‘Inquiry’ Encourage reflective thought & Making connections to prior learning & action experience Enhance relevance of new Providing sufficient opportunities learning to learn Facilitated Shared Learning
    • 10. Supportive Environment Teaching as ‘Inquiry’ Encourage reflective thought & Making connections to prior learning & action experience Enhance relevance of new Providing sufficient opportunities learning to learn Facilitated Shared Learning “...by enabling students to enter and explore new learning environments, overcoming barriers of distance and time...” NZC p 36
    • 11. Supportive Environment Teaching as ‘Inquiry’ Encourage reflective thought & Making connections to prior learning & action experience Enhance relevance of new Providing sufficient opportunities learning to learn Facilitated Shared Learning “...by enabling students to join of create communities of learners that extend well beyond the classroom...” NZC p 36
    • 12. Supportive Environment Teaching as ‘Inquiry’ Encourage reflective thought & Making connections to prior learning & action experience Enhance relevance of new Providing sufficient opportunities learning to learn Facilitated Shared Learning “...by offering resources that take account of individual, cultural or developmental differences...” NZC p 36
    • 13. Supportive Environment Teaching as ‘Inquiry’ Encourage reflective thought & Making connections to prior learning & action experience Enhance relevance of new Providing sufficient opportunities learning to learn Facilitated Shared Learning “...by offering students virtual experiences and tools that save them time, allowing them to take their learning further...” NZC p 36
    • 14. The ‘License’ (To innovate) “...Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning...” NZC p 36
    • 15. Your Challenge • Take the Effective Pedagogy ideas and ask: “...How can I support ‘effective pedagogies’ with eLearning to make learning more effecive in my class and with our teachers?...”
    • 16. Spot the difference? • What are the differences?
    • 17. A digital classroom? • On what pedagogical principles do we base our eLearning assumptions? • Is this a digital classroom?
    • 18. http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Effective- pedagogy

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