3.2 assignment


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3.2 assignment

  1. 1. Open Learning Environments & BYOT Learning Chelsie Sernick
  2. 2. Shifting Perspectives of Instructional Design • Moving away from ISD • Is there such thing as a generic learning? • ISD has the assumption that all learners will be at same stage in at the same time learning the same thing • Traditional model for problem solving: father data, analyze data, formulate solution, implement solution
  3. 3. Shift to More Flexibility OPEN LEARNING ENVIORNMENTS –Goals: divergent thinking and multiple perspectives –Values: personal inquiry, access to tools and resources, divergent thinking & multiple perspectives, self-directed learning
  4. 4. Enabling Context • Externally Imposed • Externally Induced • Individually Generated
  5. 5. Externally Imposed – Context specifies specific problems and / or performance needs, but the means to pursue solutions are at learner’s digression • The Great Ocean Rescue: students face four challenging rescue missions that take them deep into the world’s ocean. To solve each problem, students draw information on ecosystems, marine biology, environmental science etc
  6. 6. Externally Induced – Prompt (scenarios, problems, cases, analogies) to generate problems to be solved and means to pursue solution • Inquiry based science • Jasper Woodbury Problem-solving series
  7. 7. Individually Generated – Personal interests, concerns, is sues or problems that establish unique learning needs and guides strategy (provide resources- static and dynamic, tools- processing, manipula tion, communication) • EDP 332/362 Final Project • Graduate student- thesis or dissertation
  8. 8. Scaffolding: What is it? The process of which learning environments are supported • Conceptual • Metacognitive • Procedural • Strategic
  9. 9. Constructivist Learning Environment – Goals: to foster problem solving and conceptual development- intended for the ill-defined or ill- structures domains – Values: problem owned by the learner, learning is active and authentic, instruction is consisted of experiences that facilitates learning – Students learn domain to tackle difficult problems
  10. 10. Key Methods for Constructivist Learning Environment • Select appropriate problem, case, project, question for learning • Ill structured methods ( unstated goals, possess multiple solutions (or none), require learners to judge their own knowledge) • Provide related cases or work examples to enable case- based reasoning and enhanced cognitive flexibility • Provide learner selectable information (newspapers, the web) • Provide cognitive tools that scaffold required skills • Provide conversation collaboration tools that support knowledge-building communities • Provide social context support for learning environment (model, coach, scaffold)
  11. 11. BYOT: BRING YOUR OWN TECHNOLOGY • Empowering students to drive their own learning • Encouraging teachers to use BYOT/BYOD in our digital learning environment is best accomplished through a project-based learning approach – We teach with a “use what you have to show what you know” mentality that motivates students to drive their assessment by reassuring student choice and student opinion in as much of the projects as possible
  12. 12. BYOT Programs- Georgia’s Coal Mountain Elementary • Encourage students to bring in their own personal mobile technology — including iPads, Kindle Fires, netbooks — even gaming devices — to use during class.
  13. 13. Georgia’s Coal Mountain Elementary Motto • “What we’re trying to do is have the kids take them out of their pockets and use [them] for instruction” • Technology can be combined into lessons in many ways — serving as a research tool, providing access to educational games and enabling students to create multimedia presentations