Learning Leadershipin the Second Strand of Education
What is theSecond Strand of Education?
This ‘Web-based Learning’ is the               Second Strand of Education   Web-based   Learning     Connection-centric   ...
Who could be a learning leader inthe second strand of education?
1. a teacher could be a learning leader2. or a parent3. or an independent educator4. or an autonomous learner could be a s...
A ‘Learning Leader’ in the Second Strand ofEducation must help the Learners...      1. Imagine ‘what is possible’      2. ...
1. Help the learners imagine ‘what is possible’                                                es of thevour)             ...
HOW: stories can fire-up the learners’ imagination                            “Don’t Drink and Drive”   Stories can be ins...
2. Facilitate the Learners... a) Learn - build learners’ inner strength to learn b) Know - help learners become better at ...
2a) Learn Build learners’ inner learning strength by cultivating dispositions like emotional resilience, grit, deep engage...
HOW: a few examples
2b) KnowFacilitate the learners become better at acquiringknowledge in a particular subject-matter by fostering goodstudy ...
HOW: a few examples    Online Learning Journey
2c) UnderstandHelp the learners acquire deep disciplinary knowledge andmodes of thinking for looking at the world throughd...
HOW: a few examples
2d) PerformHelp the learners’ achieve personal mastery and a state of‘flow’ in their work
HOW: a few examples
3. Help Learners Understand Internal Conflicts                                      Trying is the first step               ...
4. Help Learners Resolve their Conflicts  -   Benevolent, allow mistakes  -   Freedom to fail, often  -   Provide Motivatio...
HOW: a few examples                      (Source: Peter Senge’s book                                  ‘Fifth Discipline’) ...
(Albert Bandura)5. Help Learners Build their Self-Efficacy                    Self-belief about lack of abilities,         ...
HOW: a few examples
6. Learning leader should know the 3Cs of Web-based Learning                        Co-create,                            ...
6a) Content  i. Help learn ’knowledge’ of a discipline or domain
http://www.articulate.com/rapid-elearning/ii. Create Content     - Rapid e-Learning     - Scratch for Educators http://scr...
Filter learning activities that are               Absorb type, Do type, Connect type                                      ...
iv. Contextualize and Personalize Content                             - Learner needs’ related                            ...
v. Facilitate learners’ “indwell“ (Michael Polanyi) or   “marinate in the problem space“ (John Seely Brown)
6b) Conversation                         What does the                       Next Generation                   Educated Pe...
Should Goldilocks have                 entered a stranger’s                        house?ii. Provoke thought
http://freemind.sourceforge.net/                                         http://www.scribblar.com/    wiki/index.php/Main_...
iv. Learner suggested conversation topicsv. Asynchronous interactionvi. Synchronous interaction (better in smaller groups)
6c) Community   i. Collaborate   ii. Co-create                       (Vygotsky)   iii. Enhance ’Zone of Proximal Developme...
Active                            Participation                       Peripheral                       Participation      ...
In the book, “Hanging Out, Messing Around, andGeeking Out – Kids Living and Learning withthe New Media” the authors explor...
Author: Atul PantEmail: atul.pant@timelesslifeskills.co.uk
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Learning Leadership in Web-based Education

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What role should a 'learning leader' play in web-based learning environment?

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Learning Leadership in Web-based Education

  1. 1. Learning Leadershipin the Second Strand of Education
  2. 2. What is theSecond Strand of Education?
  3. 3. This ‘Web-based Learning’ is the Second Strand of Education Web-based Learning Connection-centric - Learners - Mentors - Content - Conversation First Strand is Formal Education(Ref: ‘Connective Learning’- Siemens and Downes)
  4. 4. Who could be a learning leader inthe second strand of education?
  5. 5. 1. a teacher could be a learning leader2. or a parent3. or an independent educator4. or an autonomous learner could be a self- directed learning leader 5
  6. 6. A ‘Learning Leader’ in the Second Strand ofEducation must help the Learners... 1. Imagine ‘what is possible’ 2. Learn, Know, Understand, Perform 3. Appreciate their internal Conflicts 4. Resolve their Conflicts 5. Build Self-Efficacy 6. Participate in the 3Cs of web-based learning - Content, Conversation, Community
  7. 7. 1. Help the learners imagine ‘what is possible’ es of thevour) (outcom endea learning
  8. 8. HOW: stories can fire-up the learners’ imagination “Don’t Drink and Drive” Stories can be instruments of information and transformation, taking the audience from the familiar to the unfamiliar (Jackson 1995) When one identifies with the character who has changed one can envision and embrace the possibility of change in oneself (Clark 2001)
  9. 9. 2. Facilitate the Learners... a) Learn - build learners’ inner strength to learn b) Know - help learners become better at acquiring knowledge of a subject matter c) Understand - develop modes of thinking to look at the world from different perspectives d) Perform - how to attain mastery
  10. 10. 2a) Learn Build learners’ inner learning strength by cultivating dispositions like emotional resilience, grit, deep engagement and meta-learning, i.e. develop learning-to- learn skills
  11. 11. HOW: a few examples
  12. 12. 2b) KnowFacilitate the learners become better at acquiringknowledge in a particular subject-matter by fostering goodstudy habits and explaining how to search for andvalidate good knowledge sources on the web.
  13. 13. HOW: a few examples Online Learning Journey
  14. 14. 2c) UnderstandHelp the learners acquire deep disciplinary knowledge andmodes of thinking for looking at the world throughdifferent lenses, which leads to deeper understanding
  15. 15. HOW: a few examples
  16. 16. 2d) PerformHelp the learners’ achieve personal mastery and a state of‘flow’ in their work
  17. 17. HOW: a few examples
  18. 18. 3. Help Learners Understand Internal Conflicts Trying is the first step towards failure - Homer Simpson Cynicism, Skepticism Fear of ridicule if they post wrong or irrelevant information Inertia to Act Rigid Mindset
  19. 19. 4. Help Learners Resolve their Conflicts - Benevolent, allow mistakes - Freedom to fail, often - Provide Motivation - recognition, reputation - Connect learning with learners’ personal needs - Build trust through integrity and competence - Critique not criticize
  20. 20. HOW: a few examples (Source: Peter Senge’s book ‘Fifth Discipline’) (Source: Jim Collin’s book ‘Good to Great’)
  21. 21. (Albert Bandura)5. Help Learners Build their Self-Efficacy Self-belief about lack of abilities, that in-turn leads to lesser effort being put-in - Negative self-percept - Get distracted from performing well Result of building Self Efficacy
  22. 22. HOW: a few examples
  23. 23. 6. Learning leader should know the 3Cs of Web-based Learning Co-create, c) Community Collaborate Discussions, Debates b) Conversation Curate & Filter - Lectures, Readings, Videos, Demonstrations a) Content
  24. 24. 6a) Content i. Help learn ’knowledge’ of a discipline or domain
  25. 25. http://www.articulate.com/rapid-elearning/ii. Create Content - Rapid e-Learning - Scratch for Educators http://scratched.media.mit.edu/ - Other Tools: http://www.youtube.com/create
  26. 26. Filter learning activities that are Absorb type, Do type, Connect type (William Horton)iii. Curate & Filter Learning Activities that are - Absorb type, Do type, Connect type - Personal Curation (ask an enthusiast) - http://www.quora.com/ - Create stories or content bundles using social media tools like: Storify: http://storify.com/ Curated by: http://www.curated.by Diigo: http://www.diigo.com/index
  27. 27. iv. Contextualize and Personalize Content - Learner needs’ related - Real-world linked - Personalized SNAPP (a software tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies) - http:// research.uow.edu.au/ learningnetworks/seeing/snapp/ index.html
  28. 28. v. Facilitate learners’ “indwell“ (Michael Polanyi) or “marinate in the problem space“ (John Seely Brown)
  29. 29. 6b) Conversation What does the Next Generation Educated Person look like? i. Catalyst - Pose interesting problems to ponder about
  30. 30. Should Goldilocks have entered a stranger’s house?ii. Provoke thought
  31. 31. http://freemind.sourceforge.net/ http://www.scribblar.com/ wiki/index.php/Main_Pageiii. Collective indwelling leading to synthesis and deeper understanding - Online Mindmaps - Web-based Collaborative White Boards
  32. 32. iv. Learner suggested conversation topicsv. Asynchronous interactionvi. Synchronous interaction (better in smaller groups)
  33. 33. 6c) Community i. Collaborate ii. Co-create (Vygotsky) iii. Enhance ’Zone of Proximal Development’ - by modeling desired expertise or behaviour ) (Vygotsky iv. Connect with ’More Knowledgeable Other’ - leader or peers v. Provide opportunities to teach others - new or junior members
  34. 34. Active Participation Peripheral Participation (Lave & Wenger)vii. Legitimate Peripheral Participation Learner Leader should help a peripheral participant become an active participant in the learning community
  35. 35. In the book, “Hanging Out, Messing Around, andGeeking Out – Kids Living and Learning withthe New Media” the authors explore howteens engage with and learn from socialmedia and suggested a three levelparticipation framework: - Hanging Out’ (friendship) - ‘Messing Around’ (learning basic media literacy, for example how to make a Facebook page look better) - ’Geeking Out’ (gaming or digital content creation) Download e-book here -http://mitpress.mit.edu/books/full_pdfs/hanging_out.pdf
  36. 36. Author: Atul PantEmail: atul.pant@timelesslifeskills.co.uk
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