Nsr 21st c learning pedagogical approaches

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Nsr 21st c learning pedagogical approaches

  1. 1. NSR 21st Century Learning:Pedagogical ApproachesCathie HoweMacquarie ICT Innovations CentreProfessional Learning Meeting: February 1st 2013
  2. 2. What should learning look like?
  3. 3. How To Vote How To Vote via Texting via Twitter 61429883481 Tweet @poll 446211 and your message 446211 Learning should look like … 1. Standard texting rates onlyTIPS 2. We have no access to your phone number 3. Capitalization doesn’t matter, but spaces and spelling do
  4. 4. What could learning look like? • Student centred • Independence valued • abstractness • Agile • complexity (inter • open & accepting relationships) • complex (rich variety of • variety resources, media, ideas, • study of people methods, tasks) Learning • study of methods of inquiry • Physical/virtual Environ- Content ment What students Where learn students learn Product Process • higher levels of thinking • real problems • creative /critical • real audiences Thinking /divergent thinking Result of processes used • real deadlines learning • open-endedness to learn • transformations (rather • group interaction than regurgitation) • variable pacing • Appropriate evaluation • variety of learning • debriefing • freedom of choiceMaker Model
  5. 5. Living and Learning in a Technology Rich World CONNECTING COMMUNICATINGLEARNING COLLECTIVELY COLLABORATING PRODUCING CUSTOMISING & ADAPTING TECHNOLOGY
  6. 6. Learning Environments FROM compromised access to technology TO emerging technology rich environments with a blend of physical and virtual spaces
  7. 7. Pedagogical Approach: Inquiry Learning can take many forms…concepts learned development of in context students’ critical and creative thinking skills student-centred teacher-guided learning supports autonomous learning
  8. 8. 21st Century FluenciesThe ability to unconsciously andintuitively interpret information in Ability to think creatively and solveall forms and formats in order to problems in real timeextract the essential knowledge,authenticate it, and perceive itsmeaning and significance. Process by which artistic proficiency adds meaning through design, art and storytelling.The ability to look analytically at The unconscious ability to workany communication to interpret the cooperatively with virtual and realreal message, and evaluate the partners in an online environment toefficacy of the chosen medium. solve problems and create originalSecondly, to create original products.communications by aligning themessage and audience though themost appropriate and effectivemedium. http://fluency21.com/
  9. 9. 7 Key AspectsStudents seek to explore their own questionsProvide students with meaningful opportunities to shareStudent work is shared with more than just teachers and peersCollaboration with peers and teachers within local and global communitiesStudents lead learners in our class, our school and in our worldSchool is a learning sandboxConnected learning in both physical and digital spaces The 7 Ways images are from iStockphoto except for: ‘Voice’ - Neon Mic by fensterbme on flickr, and ‘Play’ by David Truss
  10. 10. Project Based Learningcreates the need to knowauthentic learning activitiesbegins with a driving question - key to arousing curiosityengages and empowers studentswork autonomously (usually in groups)construct their own learningculminates in realistic, student created products
  11. 11. Challenged Based Learningcollaborative learningguided knowledge constructionpropose solutions to real problemstake actionreflect on learning and the impact of actionspublish solutions to a worldwide audiencefocus on learning process rather than product
  12. 12. Design Based Learningreal world contexts multiple contexts scaffolded challenges and open-ended design tasks rich, varied feedback discussion and collaboration experimentation and exploration both the process of learning and its outcomes or products are valued
  13. 13. Flipped Classroomvideos instead of direct instructionincreased interactionautonomous learningteacher is "guide on the side” not "sageon the stage"a blending of direct instruction withconstructivist learningcontent is curated
  14. 14. The future…If people don’t really learn how to learn andhow to engage, and how to be flexible andadaptive, how to find communities and haveideas about things that they want to do now,we’re just really in trouble. Professor Katie Salen
  15. 15. George Siemens suggests that, when students “make their learning transparent, they become teachers.”
  16. 16. As teachers we are beginning to be urged to: Rethink access Rethink transparency Rethink openess Rethink ownershipUnderstanding Virtual Pedagogies For Contemporary Teaching & Learning AN IDEAS LAB WHITEPAPER
  17. 17. We are at the very beginning of what these new technologies will enable. Perhaps the question we should be asking ourselves is not how technology can improve what we are currently doing… BUT what is now possible? Understanding Virtual Pedagogies For Contemporary Teaching & Learning AN IDEAS LAB WHITEPAPER

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