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Week 15 -

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EDC3100 - Week 15 lecture

EDC3100 - Week 15 lecture

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  • Mention that this same image was used in one of the early weeks of the year, but repeat that it’s an important message, especially this week.
  • A quote that starts the learning path. Reinforce the importance/relevance of this to this week. Assignment 3 – evaluation, questioning assumptions and developing new insights a key component of this. Futures oriented discussion also focused on questioning assumptions. What do you think about learning, teaching and the use of ICTs. What do you need to do?
  • Where are you now in terms of ICTs
  • Place yourself in terms of this PE? Talk about why you feel that way. What helped you, what hindered
  • (Photo hint – why did the chicken cross the road?) Discussion about why did/will you use ICTs in your learning and teaching? Why will use it in the future? Why not?May pick up on this during tutorials.
  • Layout the rest of the lecture, mostly following the learning path. – advice on completing assignment 3, as part of that a bit of time on reflection. Then onto looking at the future of ICTs and Pedagogy and how that might help you reflecting
  • Advice on A3
  • Going to start by encouraging them to calculate what they have and understand what they need to do to get the grade they want.PE = 1 mark for passing Professional Experience. Assuming most have passed. Ask students if they reminded their mentor to complete the SONIA result. This is their responsibility. Not USQs. A1 and A2 are marks for those assignments. Gives total percentage already. Use the example.I’ll probably mention how last year students at this stage had a maximum of 30% and were working on submitting a 70% assignment.
  • Overview of components of A3
  • I’ll make the point that I expect every student to get 5 out of 5 for these two parts of the assignment. Neither are easy or free of work, but if you do the work you can get a 100%.....more on each of these parts soon.
  • Assuming you do the work, you can add 10% to your mark.
  • Calculate what percentage I’d need to get a certain grade. But there’s only 30% left. So if I am starting at 41%, then some grades out of touch.
  • Repeat advice from here http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=138549&chapterid=5740 The above is what is required for full mark. Should have received an email from me yesterday. If you have any problems look at the learning path and contact me. Plan to complete the other work by next week.Academic misconduct – e.g. copying – will result in a mark of 0.
  • Planning essay consists of two parts – context description is the first – should include the above information. All from the assignment 3 description. No names of students, school, teachers etc.I’d suggest making it very clear that these elements are there. Headings, tables etc. Make it easy for the marker.
  • Planning – worth more. General description here. More advice on next page.
  • General advice. Based on information from here http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=138549&chapterid=5741
  • General advice. Based on information from here http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=138549&chapterid=5742
  • General advice. Based on information from here http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=138549&chapterid=5743
  • http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=138549&chapterid=5751 offers a suggested process to generate the essay. This is a short summary. Going to expand on some aspects of this in the following on reflection.This process won’t be sequential, lots of jumping backward and forward. Is something that should be spread over time. Not done in an hour.
  • http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=138549&chapterid=5751 offers a suggested process to generate the essay. This is a short summary. Going to expand on some aspects of this in the following on reflection.This process won’t be sequential, lots of jumping backward and forward. Is something that should be spread over time. Not done in an hour.
  • http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=138549&chapterid=5751 offers a suggested process to generate the essay. This is a short summary. Going to expand on some aspects of this in the following on reflection.This process won’t be sequential, lots of jumping backward and forward. Is something that should be spread over time. Not done in an hour.
  • The advice is coming in the section on reflection.
  • Point out the advantage of sharing with others – picked up in reflection advice. Mention it’s optional.My example is a link to a discussion post where I shared one of my early reflections on the barometer in EDC3100.
  • Simply posting yours isn’t enough. Need to look at what others have written. Will spark ideas and re-evaluations. Ideally I would like to be doing this myself, but based on past experience. I doubt this will happen.
  • The passage of time and discussion with others will give you new ideas
  • Once you’ve done this a few times. You will likely have a range of success, not so successful outcomes factors and lessons you can identify. Take the time to do this right. Think about grouping and coming up with different categories. Use the literature etc.
  • Some general pointers on reflection. You should have seen this before in earlier course. E.g. I know EDC1400 talks about reflection.Reflection is important to knowledge construction
  • Some general pointers on reflection. You should have seen this before in earlier course. E.g. I know EDC1400 talks about reflection.Reflection is important to knowledge construction, especially to breaking out of how you’ve always thought.
  • Short article describing lesson plane reflection – what the students have already done. Then talks about what’s next. Informed the suggestd process
  • Some general pointers on reflection. You should have seen this before in earlier course. E.g. I know EDC1400 talks about reflection.
  • Web page from Irish university summarising Brookfield’s (1988) four activities central to critical reflection. – overlap with Fisher
  • http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=138549&chapterid=5750 the learning path summarises some of H&S work. Also describes four types of reflective writing. Not discussed here. But advise students to read it.
  • Move onto looking at the future – but it does seem to repeat itself.
  • Point of these is that predictions about the future are hard. Lots of smart people have tried and failed. Why? I’ll ask the students to guess the time and person for the quote
  • Move onto looking at the future – but it does seem to repeat itself.
  • Move onto looking at the future – but it does seem to repeat itself.
  • Move onto looking at the future – but it does seem to repeat itself.
  • Move onto looking at the future – but it does seem to repeat itself.
  • Move onto looking at the future – but it does seem to repeat itself.
  • Move onto looking at the future – but it does seem to repeat itself.
  • Ask the students. Lead into Horizon report
  • Ask the students. Lead into Horizon report
  • Anyone able to define what these are? Used any of them? Examples of the last two soon. Definitions from Horizon report belowGBL - Developers and researchers are working in every area of game-based learning, including games that are goal-oriented; social game environments; non-digital games that are easy to construct and play; games developed expressly for education; and commercial games that lend themselves to refining team and group skills. Role-playing, collaborative problem solving, and other forms of simulated experiences are recognized for having broad applicability across a wide range of disciplinesPLEs - Personal learning environments (PLEs) are described as ways to support self-directed and groupbased learning, designed around each user’s goals, with great capacity for flexibility and customization. PLEs are conceived as drawing on a variety of discrete tools, often chosen by the learner, which can be connected or used in concert in a transparent wayAugmented reality - The layering of information over 3D space produces a new experience of the world, sometimes referred to as“blended reality,” and is fueling the broader migration of computing from the desktop to the mobile device, bringing with it new expectations regarding access to information and new opportunities for learningNatural user interfaces - . The Microsoft Surface, iPad, iPhone and iPod Touch, the Nintendo Wii, and other natural user interfaces accept input in the form of taps, swipes, and other ways of touching, hand and arm motions, or body movement. These are the first in a growing array of alternative input devices that allow computers to recognize and interpret natural physical gestures as a means of control.
  • Leap motion available soon?
  • Google glass – available to some now. Available for all by the end of the year, early next year
  • Google glass – available to some now. Available for all by the end of the year, early next year
  • Driverless cars from Google – video from 2 years ago.
  • Chauffeur is French for stoker. i.e. steam powered cars required someone to stoke the engine.
  • Google – amongst others - is working on it. In many instances because teachers don’t want to go to some of the places where teachers are needed.
  • Move video to 2m:20s in. Compares current assessment regime with what assessment in a GBL environment might be. Point is that ICTs can enable radical change.
  • Bigum (2012) identifies and describes this cycle with ICTs. iPads/tablets are the current “next best thing”. Laptops were a couple of years ago. BYOD or smartphones likely to be the next…..new technologies by the same school settings. Tyack and Cuban talk about the Grammar of School.
  • Much of EDC3100 has focused on the first mindset. It’s the nature of the beast, we’re preparing you for existing schools. But I’m hoping (personally) you’re more interested in the 3rd mindset.
  • Much of EDC3100 has focused on the first mindset. It’s the nature of the beast, we’re preparing you for existing schools. But I’m hoping (personally) you’re more interested in the 3rd mindset.
  • Final word. The future comes out of the efforts of engaged educators. I’m hoping EDC3100 has piqued your interest and that you will help invent the new future of ICTs and pedagogy

Week 15 - Week 15 - Presentation Transcript

  • http://www.flickr.com/photos/ecmp355/6799707387/
  • http://www.flickr.com/photos/ecmp355/6799707387/Nothing pleases people more than to go onthinking what they have always thought, andat the same time imagine that they are thinkingsomething new and daring: it combines theadvantage of security and the delight of adventure-- T. S. Eliot
  • http://www.flickr.com/photos/btf5/8560929002/
  • http://www.flickr.com/photos/btf5/8560929002/Stage Use of ICTsInaction A general lack of action and/or interestInvestigation An interest in using ICT with students and isbeginning to act on this interestApplication Regularly using ICT with students and knows howto do so competently and confidentlyIntegration Use of ICT becomes critical to the support of thelearning environmentTransformation Able to take on leadership roles (formal andinformal) in the use of ICT and be knowledgeablyreflective on its integration.Adapted from Finger et al (2006, p. 9)
  • http://www.flickr.com/photos/artolog/2519646167/
  • http://www.flickr.com/photos/artolog/2519646167/Road mapFuture repeating itselfAssignment 3Reflection
  • http://flic.kr/p/7U3NqdAssignment 3
  • http://flic.kr/p/7U3NqdCurrent markA1 + A2 + PE = ??8 + 22 + 1 = 31%
  • http://flic.kr/p/7U3NqdA3 breakdownPart Percentage of course markLearning journal 5%Planning essay 10%Lesson plans 5%Evaluation essay 20%
  • http://flic.kr/p/7U3NqdExpectationsPart Percentage of course markLearning journal 5%Planning essay 10%Lesson plans 5%Evaluation essay 20%
  • http://flic.kr/p/7U3NqdExpectationsPart Percentage of course markLearning journal 5%Planning essay 10%Lesson plans 5%Evaluation essay 20%A1 + A2 + PE + 5 + 5 = ??8 + 22 + 1 = 31% + 5 + 5 = 41%
  • http://flic.kr/p/7U3NqdGrade Range Required (30 max)HD At least 85% 44%A At least 75%, but < 85% 34%B At least 65%, but < 75% 24%C At least 50%, but < 65% 9%
  • http://flic.kr/p/7U3NqdLearning journal advicTask To get full markLearning activities – Weeks 9, 10,11 and 15100%Blog posts At least 12Average word count At least 100Links At least 8 posts with linksLinks to other student posts More than 2 postsThere should be no academic misconduct
  • http://flic.kr/p/7U3NqdPlanning essayContextYear level of subject(s) Topics/lessons being taughtCommunity environmentClass and school ICT environment & processesClass routinesStudent needsOther information3%
  • http://flic.kr/p/7U3NqdPlanning essayPlanning7%Views of learning, teaching andthe role of ICTs in student learningProcesses, theories, literature etc youuse to plan your lessons.
  • http://flic.kr/p/7U3NqdPlanning essayMust have links to theoryDon’t explain theory, reference it and explainhow you use it in planningHave a general planning approach that islinked to your PE contextDon’t have to write proseTurn the rubric into questions, ask them
  • http://flic.kr/p/7U3NqdLesson plansPick any 5 lessonsFocus on those that give grist for Part DDon’t need to use EDC3100 lesson plan templateSome level of ICT integration Your reflection on the lessonMentor feedback Be completeNot about how good you are with ICTs
  • http://flic.kr/p/7U3NqdEvaluation essayLook at the essay templateYou don’t have to use itSuccess is what you make of itPart Quantity for ExceptionalSuccesses 2Not so successful 2Factors 2Lessons Learned 3
  • http://flic.kr/p/7U3NqdGather your theories and frameworks
  • http://flic.kr/p/7U3NqdGather your theories and frameworksDescribe the experience(s)What were you trying to achieve? Why?What did you expect? What happened?
  • http://flic.kr/p/7U3NqdGather your theories and frameworksDescribe the experience(s)Evaluate the experience(s)Was it successful or not? How do you know? Evidence?What is an indicator of success? What theories/frameworks offer support?
  • http://flic.kr/p/7U3NqdGather your theories and frameworksDescribe the experience(s)Evaluate the experience(s)Evaluate and re-writeReflect on your writing using provided advice.
  • http://flic.kr/p/7U3NqdGather your theories and frameworksDescribe the experience(s)Evaluate the experience(s)Evaluate and re-writeBlog itNot compulsory Blog it and share it via discussion forumhttp://usqstudydesk.usq.edu.au/m2/mod/forum/discuss.php?d=129374My example
  • http://flic.kr/p/7U3NqdGather your theories and frameworksDescribe the experience(s)Evaluate the experience(s)Evaluate and re-writeBlog itEngageLook at posts of others and what people say about yours
  • http://flic.kr/p/7U3NqdGather your theories and frameworksDescribe the experience(s)Evaluate the experience(s)Evaluate and re-writeBlog itEngageRevisit
  • http://flic.kr/p/7U3NqdGather your theories and frameworksDescribe the experience(s)Evaluate the experience(s)Evaluate and re-writeBlog itEngageRevisitIdentify assignment components
  • http://flic.kr/p/77EHJk
  • http://flic.kr/p/77EHJkNothing pleases people more than to go onthinking what they have always thought, andat the same time imagine that they are thinkingsomething new and daring: it combines theadvantage of security and the delight of adventure-- T. S. Eliot
  • http://flic.kr/p/77EHJkWhat’s next http://bit.ly/H10MVKThinkTalkReadAsk
  • http://flic.kr/p/77EHJkImportant indicators (Fisher, 2003)Articulate awareness of your influences and backgroundIdentify your values, beliefs, assumptionsConsider other perspectives, identify what’s missingfrom your accountPerceive contradictions and inconsistencies
  • http://flic.kr/p/77EHJkFour activities http://bit.ly/Zo1rc2Assumption analysisContextual awarenessImaginative speculationReflective skepticism
  • http://flic.kr/p/77EHJkProblems (Hatton and Smith, 1995)Persistence of personal conceptualisationsThe need for time and opportunityConcerns about exposing beliefsThe ideology of programs
  • http://flic.kr/p/ctJ6bC
  • http://flic.kr/p/ctJ6bCBooks will soon be obsolete in the schools.It is possible to teach every branch of humanknowledge with the motion picture.Our school system will be completely changedin the next ten years.
  • http://flic.kr/p/ctJ6bCBooks will soon be obsolete in the schools.It is possible to teach every branch of humanknowledge with the motion picture.Our school system will be completely changedin the next ten years.-- Thomas Edison 1913
  • http://flic.kr/p/ctJ6bCWithin the next twenty years special mechanical aidswill make mass psychological experimentationcommonplace and bring about in education somethinganalogous to the Industrial Revolution. There must bean "industrial revolution" in education in which educationalscience and the ingenuity of educational technology combineto modernize the grossly inefficient and clumsy proceduresof conventional education.
  • http://flic.kr/p/ctJ6bCWithin the next twenty years special mechanical aidswill make mass psychological experimentationcommonplace and bring about in education somethinganalogous to the Industrial Revolution. There must bean "industrial revolution" in education in which educationalscience and the ingenuity of educational technology combineto modernize the grossly inefficient and clumsy proceduresof conventional education.-- Sidney Pressy – 1920s
  • http://flic.kr/p/ctJ6bCthe processing and the uses of information are undergoingan unprecedented technological revolution......One canpredict that in a few more years millions of school-childrenwill have access to what Philip of Macedons son Alexanderenjoyed as a royal prerogative: the personal services of atutor as well-informed and responsive as Aristotle
  • http://flic.kr/p/ctJ6bCthe processing and the uses of information are undergoingan unprecedented technological revolution......One canpredict that in a few more years millions of school-childrenwill have access to what Philip of Macedons son Alexanderenjoyed as a royal prerogative: the personal services of atutor as well-informed and responsive as Aristotle-- Patrick Suppes - 1966
  • http://flic.kr/p/ctJ6bCWe tend to overestimate the effect of a technology in theshort run and underestimate the effect in the long run.-- Ray Amara – Amara’s Law
  • http://flic.kr/p/ctJ6bCWhat’s the next big thing in ICTs? Education?
  • http://flic.kr/p/ctJ6bCWhat’s the next big thing in ICTs? Education?
  • http://flic.kr/p/ctJ6bCHorizon Report K12 - 2012http://bit.ly/HTOKuv
  • http://flic.kr/p/ctJ6bCNatural user interfaceshttp://youtu.be/_d6KuiuteIA
  • http://flic.kr/p/ctJ6bCAugmented realityhttp://youtu.be/v1uyQZNg2vE
  • http://flic.kr/p/ctJ6bCAugmented realityhttp://youtu.be/v1uyQZNg2vE
  • http://flic.kr/p/ctJ6bCAugmented realityhttp://on.ted.com/driverless
  • http://flic.kr/p/ctJ6bCDrivers and technologyWhat does chauffeur mean?What does driverless cars mean for chauffeurs?
  • http://flic.kr/p/ctJ6bCTeachers and technologyWill there ever be teacherless education?
  • http://flic.kr/p/ctJ6bCJames Gee and assessmenthttp://video.pbs.org/video/1767377460
  • http://flic.kr/p/ctJ6bCTrapped in a cycle1. Identifying the “next best thing” in ICTs.2. Buying the “next best thing” in ICTs.3. Domesticating the “next best thing” in ICTs.
  • http://www.flickr.com/photos/ecmp355/6799707387/Mindset DescriptionICTs to improveschoolsDomesticate ICTs. Aim is to find theright answer. Teaching helps thestudents find it. Comparison studiesabound as looking for improvement.Schools can’t beimprovedRadical change (e.g. music industry)Focus on change Look at and for the changes. Explorehow to disrupt traditional relationshipsbetween schools & knowledge;knowledge & children; children &teachers; learners & communities
  • http://www.flickr.com/photos/ecmp355/6799707387/Mindset DescriptionICTs to improveschoolsDomesticate ICTs. Aim is to find theright answer. Teaching helps thestudents find it. Comparison studiesabound as looking for improvement.Schools can’t beimprovedRadical change (e.g. music industry)Focus on change Look at and for the changes. Explorehow to disrupt traditional relationshipsbetween schools & knowledge;knowledge & children; children &teachers; learners & communitiesStage Use of ICTsInaction A general lack of action and/or interestInvestigation An interest in using ICT with students and isbeginning to act on this interestApplication Regularly using ICT with students and knows howto do so competently and confidentlyIntegration Use of ICT becomes critical to the support of thelearning environmentTransformation Able to take on leadership roles (formal andinformal) in the use of ICT and be knowledgeablyreflective on its integration.
  • http://flic.kr/p/ctJ6bCThe best way topredict the futureis to invent it.-- Alan Kayhttp://en.wikipedia.org/wiki/File:Alan_Kay2.jpg
  • http://flic.kr/p/atp8PP