0
MLE community presentation
What’s all this
about a
modern learning
environment?
SOME BIG QUESTIONS…
•  What aspirations do you have for your children?
•  What skills, knowledge, qualities will they requ...
WHAT IS IMPORTANT TO LEARN…?
Using
language,
symbols
and text
Relating
to others
Thinking
Participating
and
contributingMa...
HOW IS IT IMPORTANT TO LEARN?
Student autonomy
and initiative
accepted and
encouraged.
Students engage in
dialogue with
te...
WHERE DOES LEARNING TAKE PLACE?
At home At my friend’s
house
At the library
At school
WHO DO I LEARN WITH?
With friends in
a group
At the
computer
On my own in
a quiet place
With my
teacher
UBIQUITY
•  Picture here of iphone dispenser at the airport
CHALLENGE
Have we grasped how significantly
student access to technology has
changed their expectations as
learners?
Agency
AGENCY
•  “The power to act”
•  “Sense of ownership”
•  “Executing and controlling
one’s own actions”
•  “Self-efficacy”
•...
CHALLENGES
•  Do our learners have to adapt to
our way of doing things, or do
we adapt to theirs?
•  Are we focused on del...
>1 Billion
(100 billion connections)
>500 Million
>150 Million
>14 million articles
>6 Billion images
Sources from service...
Remember this?
Desks in rows
Learning in unison
Teacher desk prominent
Blackboard as
focus of attention
Poor light, ventil...
AN EXPANDING VIEW OF LEARNING…
The current
education act and
policy is focused
almost exclusively
on this quadrant
A NEW WAY OF THINKING…
•  Cave: for private concentration.
•  Camp fire: group process.
•  Watering hole: encounters and i...
CAVES: PRIVATE CONTEMPLATION
CAVES: PRIVATE CONTEMPLATION
CAVES: PRIVATE CONTEMPLATION
CAMPFIRE: GROUP PROCESSES
CAMPFIRE: GROUP PROCESSES
WATERING HOLE: ENCOUNTERS AND IMPULSES
WATERING HOLE: ENCOUNTERS AND IMPULSES
WATERING HOLE: ENCOUNTERS AND IMPULSES
WATERING HOLE: ENCOUNTERS AND IMPULSES
SANDPIT: EXPERIMENTATION
SANDPIT: EXPERIMENTATION
SANDPIT: EXPERIMENTATION
MOUNTAINTOP: PRESENTATION
MOUNTAINTOP: PRESENTATION
CHALLENGES
•  How adequately do our learning
spaces cater for the type of
learning we are wanting our
children to experien...
SCHOOL SPATIAL TYPOLOGIES
tradi;onal	
  school	
  plan	
  
separate	
  classrooms	
  
opening	
  off	
  corridors	
  
large...
Source: Mary Featherstone
duration of activities?
documentation of activities?
what furniture, equipment, resources?
what services are required?
wha...
Derek Wenmoth
Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek
Skype: <dwenmoth>
What is an MLE? Community presentation
What is an MLE? Community presentation
What is an MLE? Community presentation
What is an MLE? Community presentation
What is an MLE? Community presentation
What is an MLE? Community presentation
What is an MLE? Community presentation
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What is an MLE? Community presentation

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Slides used to support community presentations around the nature, purpose and potential of modern learning environments.

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Transcript of "What is an MLE? Community presentation"

  1. 1. MLE community presentation What’s all this about a modern learning environment?
  2. 2. SOME BIG QUESTIONS… •  What aspirations do you have for your children? •  What skills, knowledge, qualities will they require/ •  What role school school play in this?
  3. 3. WHAT IS IMPORTANT TO LEARN…? Using language, symbols and text Relating to others Thinking Participating and contributingManaging self
  4. 4. HOW IS IT IMPORTANT TO LEARN? Student autonomy and initiative accepted and encouraged. Students engage in dialogue with teacher and each other Higher level thinking is encouraged Class uses raw data, primary sources, physical and interactive materials. Knowledge and ideas emerge only from a situation in which learners have to draw them out of experiences that have meaning and importance to them. Teacher asks open- ended questions and allows wait time for response Students are engaged in experiences that challenge hypotheses John Dewey – Constructivist Pedagogy, 1916
  5. 5. WHERE DOES LEARNING TAKE PLACE? At home At my friend’s house At the library At school
  6. 6. WHO DO I LEARN WITH? With friends in a group At the computer On my own in a quiet place With my teacher
  7. 7. UBIQUITY
  8. 8. •  Picture here of iphone dispenser at the airport
  9. 9. CHALLENGE Have we grasped how significantly student access to technology has changed their expectations as learners?
  10. 10. Agency
  11. 11. AGENCY •  “The power to act” •  “Sense of ownership” •  “Executing and controlling one’s own actions” •  “Self-efficacy” •  “Personalisation”
  12. 12. CHALLENGES •  Do our learners have to adapt to our way of doing things, or do we adapt to theirs? •  Are we focused on delivery – or learning experience?
  13. 13. >1 Billion (100 billion connections) >500 Million >150 Million >14 million articles >6 Billion images Sources from service providers and also http://econsultancy.com 3.5 Billion views/day 70 hours/minute >400 Million Steve  Wheeler,  University  of  Plymouth,  2013   >170 Million(55 million posts per day) SOCIAL MEDIA USE IN 2013
  14. 14. Remember this? Desks in rows Learning in unison Teacher desk prominent Blackboard as focus of attention Poor light, ventilation Copy, read, absorb, rote…
  15. 15. AN EXPANDING VIEW OF LEARNING… The current education act and policy is focused almost exclusively on this quadrant
  16. 16. A NEW WAY OF THINKING… •  Cave: for private concentration. •  Camp fire: group process. •  Watering hole: encounters and impulses. •  Sandpit: experimentation and practical work. •  Mountaintop: presentation of progress and discoveries. Source: Prakash Nair
  17. 17. CAVES: PRIVATE CONTEMPLATION
  18. 18. CAVES: PRIVATE CONTEMPLATION
  19. 19. CAVES: PRIVATE CONTEMPLATION
  20. 20. CAMPFIRE: GROUP PROCESSES
  21. 21. CAMPFIRE: GROUP PROCESSES
  22. 22. WATERING HOLE: ENCOUNTERS AND IMPULSES
  23. 23. WATERING HOLE: ENCOUNTERS AND IMPULSES
  24. 24. WATERING HOLE: ENCOUNTERS AND IMPULSES
  25. 25. WATERING HOLE: ENCOUNTERS AND IMPULSES
  26. 26. SANDPIT: EXPERIMENTATION
  27. 27. SANDPIT: EXPERIMENTATION
  28. 28. SANDPIT: EXPERIMENTATION
  29. 29. MOUNTAINTOP: PRESENTATION
  30. 30. MOUNTAINTOP: PRESENTATION
  31. 31. CHALLENGES •  How adequately do our learning spaces cater for the type of learning we are wanting our children to experience? •  Do our current spaces work against the things we’re trying to achieve?
  32. 32. SCHOOL SPATIAL TYPOLOGIES tradi;onal  school  plan   separate  classrooms   opening  off  corridors   large,  open   undifferen;ated   space   separate   classrooms   linked  to  shared   central  space   mul;-­‐op;on  space   made  up  of  many  diverse,   discrete  but  connected   spaces  /  seDngs   SCHOOL SPATIAL TYPOLOGIES Source: Mary Featherstone
  33. 33. Source: Mary Featherstone
  34. 34. duration of activities? documentation of activities? what furniture, equipment, resources? what services are required? what surfaces are required?what floor, levels area? ambience, climate control? degree of enclosure? Source: Mary Featherstone
  35. 35. Derek Wenmoth Email: derek@core-ed.org Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>
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