Week 001 - EDC3100, S1, 2014
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Week 001 - EDC3100, S1, 2014

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The introductory lectures for ICTs and PEdagogy for 2014. Hopefully the last set of slides for the semester.

The introductory lectures for ICTs and PEdagogy for 2014. Hopefully the last set of slides for the semester.

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  • Purposely badly designed first two slides to lead into points about the purpose of this course (effective integration of ICTs into learning and teaching – but more than just how to use technology) and also the question mark about lectures. I plan to have some trouble getting the slides presented for the students to see, show this and proceed to read out what’s on the slide.
  • This is the synopsis of the course. I plan to read this out – or at least the first two sentences or so – perhaps to get them squirming.
  • Are you worried yet? I guess this is the only word to describe those last two slides. Not only the execution of the ICT– poor colour choices, poor contrast between background image and the text – but also the “pedagogy”. i.e. me reading stuff out to you isn’t exactly a great way to help you learn. Is it? This is what this course is about. You learning how to effectively use ICTs to enhance your pedagogy. The steps you take to enhance your student learning.
  • Amongst the tools we’re going to use to help you develop that ability are a range of theories – very broadly defined. These theories offer useful ways of looking at the world. This particular theory is the SAMR model – expand acronym – offers a method to think about how ICT might impact pedagogy. … go into a brief explanation….Point to make – nothing wrong with substitution. There is a time when it’s important for the learner to be able to use Google earth to located a place. This is not meant to be a hierarchical rubric where you are always aiming at the top level. But you do want to be thinking about all the levels and its impact on student learning. Talk about the example tasks and reflect on the student learning in each of the examples. The point in this course is about student learning. Can make point about these examples being a good way to build up to redefinition.
  • I’m encouraging students to bring their own devices. But plan on having the Toowoomba campus class iPad set in the room. This is the start of a process of using those devices.I’m expecting/hoping that some may have struggles getting onto the USQ wireless with their own devices. I’ll ask if all of them have. This will lead into a conversation about how being able to solve your own ICT problems is seen as an important first step in becoming a creative use of ICTs to enhance/transform student learning. Something we touch on in the first learning path and a skill the students need to be developing throughout the course.Given the huge diversity and ever growing capability of ICTs, you can’t know them all. What’s more useful is the ability to learn new ICTs…..
  • First survey asks how essential students believe lectures/tutorials are to their learning AND whether they always attend all of the lectures/tutorials.The long URL is included explicitly to give them problems and to allow discussion of the solving problems/toolbelt theory and URL shorteners
  • Talk about the wrong tool for the job. The problems this causes and the need for teachers to be able to find the right/better tool for the job they are doing. Both in for their own needs and for helping their students select their tools. Mention toolbelt theory as one of the tasks this week. Especially thinking about the tools they need to use to make the learning better. The right tool can make all the difference.
  • Walk through the TEST framework – simple example using the current task of getting students to type in a long URLMention that TEST framework is interesting because it starts with the task. What’s the aim? What are you trying to achieve? When you come to thinking about using ICTs in your teaching, what is the task or the purpose of using ICTs?
  • Walk through the TEST framework – simple example using the current task of getting students to type in a long URL
  • Walk through the TEST framework – simple example using the current task of getting students to type in a long URL
  • Walk through the TEST framework – simple example using the current task of getting students to type in a long URL
  • Encourage the students to offer their ideas for tools that could help with this. Some possibilities might include having a “lecture website” (with a short URL0 that contains all the URLs for the lecture that students could visit with their devices. i.e. they don’t have to type the link in at all. This could be on the study desk.A version of this would be to use Twitter. There are presentation tools that allow you to send out tweets automatically when you show a slide. I could set that up to tweet the link using the edc3100 hash tag. The students using their Twitter client to follow along and click on the link in the tweet. This raises questions about environment. Auto tweeting only works with Powerpoint on Widows (I use a Mac) or Keynote (Mac powerpoint like software) but I use Powerpoint.I could point the students to the slideshare page for this lecture which includes some of this.Or, I could use a URL shortener (which is what Twitter does anyway)
  • Ask the query about who knew about and who had used Twitter, auto-tweeting or URL shorteners before this lecture?The big problem here is knowing about the tools and being able to use them. Until you know about the tools and are comfortable using them, you can’t start to imagine how they might be used.I may seem comfortable and knowledgeable about these tools, but I get there through three simple stepsWhen faced with a problem, I use search engines to look for people who have already solved the problem, the tools they used and information on how to use those toolsI also maintain a personal learning network of educators who are doing the same thing and sharing what they are doing.I share what I’m doing back to the broader network.Any knowledge I have with ICT and pedagogy comes almost entirely from engaging in this process over time.Much of what you’ll do this week is getting started with this process in your own practice. At the very least during this course, and I hope it’s something you’ll find useful enough to keep going after this course.
  • First survey asks how essential students believe lectures/tutorials are to their learning AND whether they always attend all of the lectures/tutorials.The long URL is included explicitly to give them problems and to allow discussion of the solving problems/toolbelt theory and URL shorteners
  • Build on the survey by doing a Think/Pair/Share using Google docs. Trying to get at the reasons why these learning experiences are valuable or not.
  • Share your pair’s thoughts – at least one reason per question, feel free to “me to” an existing reason
  • So what’s the point of all this.Wanting to show you some different examples of ICT and Pedagogy. To illustrate some of the important ideas underpinning this course (creative use of ICTs to problem solve & importance of a PLN)Get you seriously thinking about the value of lectures/tutorials and sharing them with me because I want to redefine them for this course.
  • Start talking about what I’m proposing for the Toowoomba students.Return to SAMR. I’m hoping to engage in a bit of redefinition. Using ICTs to redefine what it means to be an on-campus student by using them as supports for student centered learning. I’m trying to improve your learning
  • A chance to walk the walk of what we’re talking about in the course. To give you (as students) the sort of experience that your students might experience if you attempt something like this. To illustrate to you some of the difficulties involved in this sort of redefinition. And finally because I think it will provide you with a better learning environment
  • Mention this description of the lecture. As 3rd year Bedu students you should probably be aware of why this may be the case (and also aware of some approaches by which this issue can be addressed). It’s not a great pedagogy. Even tutorials are time and place based and typically based on one “plan” that is meant to suit everyone
  • Show how what I’m planning links to the USQ strategic plan in terms of personalising learning. Responding to your needs more effectively.Link this to requirements they will face as educators. Increasingly you can’t just teach what you want, how you want in your classrooms. You need to respond to school, sector and national requirements. You may agree/disagree with some of these requirements – I certainly have some reservations about the nature and implementation of the USQ strategic plan – but when you work within a formal education system, you will have to toe the line to some extent.
  • Move onto getting specific about what students need to do.The core of what your learning each week is the “learning path”. A series of activites and resources specific to the week. Here’s the week 1 learning path. You should be working through each of the activities and resources and getting a collection of ticks indicating you have completed each activity.Note the last element in the learning path – no box and no tick – this is one of the optional activities.Getting all the ticks contributes to your final result for the course. 15% of the final grade is for learning journal. 1 learning journal (5%) per assignment. 3 assignments = 15%.
  • As you complete the learning path you should remain focused on the problem of how you are going to creatively use ICTs to enhance and transform your students’ learning while on Professional Experience at the end of the semester.Each of you are different (age, approach to teaching, ICT skills etc) and you’ll be in different PE contexts. The learning path provides you with activities and resources to help you explore, discover and develop insights into how you are going to use ICTs in your context.
  • So what will we do. For a start these are the times of the various f-t-f classes for the course on the Toowoomba campus. At the very least I will be in these rooms at the times nominated. At least at the start of those sessions. If no-one else shows up, I’ll return to my office – where you’re free to come and see me.I am generally not on-campus Wednesdays and - once Bedu students start going on prac - Friday mornings.
  • So what will we actually do.First, I won’t be giving letures like this. I’ll still be in this room every Tuesday at 8am, but there’ll be little difference between the lecture and the tutorial except the location. I encourage you to bring your devices to the lecture.
  • The main task I expect to undertake is to answer questions you have about the course, technologies etc. You can ask these questions on the study desk, but I see the major advantage you have as on-campus students is being able to get answers from me in a f-t-f setting to your questions. I want to maximise your ability to take advantage of this.
  • I’ll also be asking questions. I’ll be observing what you’re doing, what others are doing and have questions to ask you
  • Based on your questions, your answers to my questions and other observations we’ll also engage in ad hoc activities
  • The last possibility I can currently think of is that you will do course work during these sessions. Taking advantage of me being in the room and available to answer your questions as they happen.
  • Currently you have all signed up to attend particular sessions. The Tuesday tutorial directly after the lecture tends to be quite crowded – at least initially.
  • If you need to see me outside of these times. Mon/Tue 1-2 are the best times.Unless there are extenuating circumstances, I would expect you to have tried to come and see me during the official class times first.
  • All this is only going to work if you put in the effort. This is part of the re-definition going on here. With a lecture I have to put in the work to prepare something that is meant to be suitable for all 60 odd of you. That’s never going to happen, no matter how much effort I put in. Instead, this approach depends on you putting in the work, you coming along with questions and ideas.
  • Remember the focus for you is on you integrating ICTs into your learning and teaching. You have to be trying to become the best user of ICTs to enhance learning in HPE/early childhood/special education/middle years or some other setting that you can be. That requires effort, struggle, errors and learning.
  • Close with a Papert quote. Link to errors with using ICTs and developing the skills to deal with problems as well as the mindset to see problems not as “being stupid”. Link with Dweck’s mindset work.

Week 001 - EDC3100, S1, 2014 Week 001 - EDC3100, S1, 2014 Presentation Transcript

  • EDC3100, ICTs & Pedagogy • Dr David Jones • David.jones@usq.edu.au • http://usqstudydeska.usq.edu.au/m2/course/view.php?id= 4381
  • Students willl engage with the design and delivery of learning experiences for individuals and groups employing a range of developmentally appropriate and flexible teaching, learning and assessment strategies and resources in ICT enriched environments. The course includes a a 15 day, school-based practicum which provides student with the opportunity to demonstrate their understanding related to ICT and pedagogy and their ability to integrate ICT into the curriculum. The Professional Experience components will provide specific opportunities for students to plan, implement and reflect upon their developing ICT pedagogy. Resources developed throughout the course may be slected by students for inclusion in their digital portfolios, which they will create throughout the program as evidence of their learning. Note: Minimum enrolment numbers applying to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.
  • http://bit.ly/samr_edc3100
  • 1. Get a phone/tablet/computer 2. Get on the Internet
  • 3. Fill out this survey https://docs.google.com/forms/d/1qZp_tbeIsEKZ0ZK5JvVLlCqLxJy5vKUcp2gMKUWVuCc/viewform
  • Task Environment Skills Tools
  • Task Environment Skills Tools Help students visit a particular URL that is very, very long
  • Task Help students visit a particular URL that is very, very long Environment Lecture theatre, wireless network, devices.. Skills Tools
  • Task Help students visit a particular URL that is very, very long Environment Lecture theatre, wireless network, devices.. Skills Tools Students – @ least Basic computer/internet skills Teacher – Good computer
  • Task Help students visit a particular URL that is very, very long Environment Lecture theatre, wireless network, devices.. Skills Tools Students – @ least Basic computer/internet skills Teacher – Good computer ???
  • 3. Fill out this survey http://bit.ly/ltsur
  • Think • Why do you attend lectures/tutorials? • Why do you stay away from the same?
  • 4. Pair up with someone you don’t know, discuss
  • 5. Share on this Google doc http://bit.ly/pmlect • • Why do you attend lectures/tutorials? Why do you stay away?
  • At this level, common classroom tasks and computer technology exist not as ends but as supports for student centered learning. http://bit.ly/samr_edc3100
  • A method for transferring the content of the lecturer’s notes to the notes of the students without it passing through the minds of either. http://bit.ly/NAGBDx
  • http://bit.ly/usqstrat
  • No lectures
  • No lectures Answer questions
  • No lectures Answer questions Ask questions
  • No lectures Answer questions Ask questions Ad hoc activities
  • No lectures Answer questions Ask questions Ad hoc activities You do work
  • School teaches that errors are bad; the last thing one wants to do is to pore over them, dwell on them, or think about them. Errors benefit us because they lead us to study what happened, to understand what went wrong, and, through understanding to fix it. http://bit.ly/errors_papert
  • Slide 2: "Computer Mess" by Phil! Gold available at http://flickr.com/photos/phil_g/55025940 under Attribution-ShareAlike License http://creativecommons.org/licenses/by-sa/2.0/ Slide 3: "crap" by matias jaramillo available at http://flickr.com/photos/matiasjajaja/194944822 under Attribution License http://creativecommons.org/licenses/by/2.0/ Slide 7: "philosophy" by Erich Ferdinand available at http://flickr.com/photos/erix!/5762736694 under Attribution License http://creativecommons.org/licenses/by/2.0/ Slide 8, 9, 10, 11, 12: "power mast framework" by Markus Grossalber available at http://flickr.com/photos/MarkusGrossalber/8417927326 under Attribution License http://creativecommons.org/licenses/by/2.0/ Slide 13: "Big Problem" by brett jordan available at http://flickr.com/photos/BrettJordan/7047276741 under Attribution License http://creativecommons.org/licenses/by/2.0/ Slide 14: "survey_results" by Micky Aldridge available at http://flickr.com/photos/Micky.!/4811082031 under Attribution License http://creativecommons.org/licenses/by/2.0/
  • Slide 15, 16, 17: "Google Plus Minus" by Alan Levine available at http://flickr.com/photos/cogdogblog/6157324683 under Attribution-ShareAlike License http://creativecommons.org/licenses/by-sa/2.0/ Slide 21: "Pure Mathematics" by Ed Brambley available at http://flickr.com/photos/edbrambley/4260498576 under Attribution-ShareAlike License http://creativecommons.org/licenses/by-sa/2.0/ Slide 23: "Magic woods" by photophilde available at http://flickr.com/photos/photophilde/3553606749 under Attribution-ShareAlike License http://creativecommons.org/licenses/by-sa/2.0/ lide 24, 33: "Stay Focus" by Leland Francisco available at http://flickr.com/photos/Lel4nd/5315727188 under Attribution License http://creativecommons.org/licenses/by/2.0/ Slide 26, 27, 28, 29, 30: "GHCA's Computer Lab Running Gentoo Linux" by Michael Surran available at http://flickr.com/photos/ExtraKetchup/408727666 under Attribution-ShareAlike License http://creativecommons.org/licenses/by-sa/2.0/
  • Slide 36: "Questions?" by Rajiv Patel (Rajiv's View) available at http://flickr.com/photos/RajivPatel(Rajiv'sView)/545653437 under All Rights Reserved Slide 37, 38, 39: "bibliography" by papertrix available at http://flickr.com/photos/papertrix/38028138 under Attribution-NonCommercial License http://creativecommons.org/licenses/by-nc/2.0/