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Learning as collaboratory
 

Learning as collaboratory

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Presentation by Ernst D. Thoutenhoofd & Marieke van Roy to the 'Thinking- and Learning Skills Symposium' (ISED/RUG) hosted at Groningen University, 10-11 February 2011.

Presentation by Ernst D. Thoutenhoofd & Marieke van Roy to the 'Thinking- and Learning Skills Symposium' (ISED/RUG) hosted at Groningen University, 10-11 February 2011.

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    Learning as collaboratory Learning as collaboratory Presentation Transcript

    • Learning as collaboratory Towards an education of self-organising learning Presentation to the Thinking- and Learning Skills Symposium ISED/RuG 10-11 February 2011 Ernst D. Thoutenhoofd & Marieke van Roy
    • Contents and aims
      • 1 A few hints about learning
      • 2 What do we mean by collaborative learning?
      • 3 Collaborative learning can become self-organising learning
      • 4 Some starting points for a collaboratory of learning
      • 5 Now it is your turn!
    • We always need new skills See ‘Introducing the book’ or ‘Medieval helpdesk’ on Youtube.
    • Are you comfortable with others’ learning styles?
    • Activity 1
      • Do you frequently step out of your comfort zone ?
      • What conditions could help us help students to step out of their comfort zone?
    • Learning & comfort zones Remember: teaching and learning are not age-related activities!
    • What do we mean by collaborative learning? collective (school) learning to From individual teacher intervening in the curriculum to From intervening in pedagogy collective sharing, using, and evaluating learning to From building personal confidence and competence
    • Activity 2
      • OPV (the other person ’s view): How do you see
      • 1 the perspective of fellow teachers/faculty
      • 2 the perspective of the up-coming generation of learners
    • A collaboratory of learning learners teachers researchers nursery primary secondary tertiary
    • Activity 3
      • C & S: Consequences and Sequel
    • Collaborative learning can become self-organising Some examples from the UK interviews
    • Some starting points for a collaboratory
      • Personal skills:
      • An Open Mind
      • 5 R’s
      • Saying ‘no’
      • Feedback and critique
      • Interest in learning
      • Process skills:
      • ‘ Plan-Do-Review’ cycles
      • Time management
      • Judging information
      • Sharing information
    • Now it is your turn!
      • 1 Pick a paper slip from either the English- or the Dutch-language box
      • 2 Fetch a hot or cold drink and go to the room noted on your slip
      • 3 Each discussion group will have a Chair and a poster-writer
      • 4 At 12:00 you will return to this room for the plenary session
    • The end References on the next slide
    • References -Bandura, A et all (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and schievement. Journal of educational psychology, 2008, Vol. 100, No. 3, 525-3-534. -Bransford, J., S. Derry, D. Berliner & K. Hammerness (2005). Theories of learning and their role in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 40-87). San Francisco Ca: Jossey-Bass. -Cochran-Smith, M. & S.L. Lytle (1999). Relationships of knowledge and practice: teacher learning in communities. In A. Iran-Nejad & P.D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 249-305). Washington DC: AERA. -Dam, G. ten & S. Blom (2006). Learning through participation. The potential of school-based teacher education for developing a professional identity. Teaching and Teacher Education, 22, 647-660. -Hoekstra, A., Beijaard D., Brekelmans M., Korthagen, F. (2006) Experienced teachers’ informal learning in and from classroom teaching . Paper to be presented at the ORD 2006, Amsterdam. -Katz, s., Earl, L. (2006). Creating new knowledge: Evaluating networked learning communities. Education Canada , Winter/Hiver 2006-07, Vol. 47, No. 1, 34-37,. -Ludlow et all (2008). From students to teachers: using serveys to build a culture of evidence and inquiry. European journal of teacher education , 2008, Vol. 31, No. 4, 319-337. - -Putnam, R.T. & H. Borko (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29 , No. 1, 4-15 . -Verloop, N. & J.W.M. Kessels (2006). Opleidingskunde: ontwikkelingen rond het opleiden en leren van professionals in onderwijs en bedrijfsleven. Pedagogische Studiën, 83, 301-321. -Vermunt, J.D., Verloop, N. (1999) Congruence and friction between learning and teaching . Learning and Instruction, 9, (1999) 257-280