Cher Ping Lim
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Cher Ping Lim Cher Ping Lim Presentation Transcript

  • DESIGN OF FUTURE LEARNING ENVIRONMENTS: EMPOWER & ENACT to ENGAGE Professor Cher Ping LIM Director, Asia-Pacific Centre of Excellence for Teacher Education & Innovations Edith Cowan University (Western Australia)
  • Why Engagement?
  • Engagement is paramount for learning success; where engagement entails mindfulness, intrinsic motivation, cognitive effort and attention.
  • By undervaluing the rich and complex processes of learning for engagement, classroom activities that require active inquiry and deep conceptual understanding may become scarce in schools.
  • Globalisation is a complex and multidimensional phenomenon that has become a part of everyday life that complicates local, national and global boundaries and creates tension between local and global dynamics.
  • In such a new world order, our children and young people have to be prepared to be agents of change rather than just passive observers of world events.
  • Learning for engagement has to provide students with opportunities to critically examine local and global issues and act upon them .
  • Empower & Engage: 3 Considerations in Such Environments
  • • Developing Dispositions of Teachers and School Leaders to Support Technical and Pedagogical Competencies • Engaging Global and Local Communities • Transforming Mode and Process of High Stake Examinations
  • Dispositions of Teachers
  • Activities carried out by teachers in schools for teaching, learning and administration:  Lesson/activity planning;  Resource design/development;  Classroom activities and management;  Out-of-school/classroom activities;  Independent learning;  Assessment of and for learning;  Professional learning;  Class/School administration;  Communication with students, teachers, school leaders, parents, district office, and community; and  Extra-curricular activities.
  • Technical Dispositions Methodological
  • o Dispositions (reflection, willingness to learn and innovate, values, beliefs and interpersonal relationships); o Methodological competencies (instructional planning processes, pedagogical knowledge, content knowledge, pedagogical content knowledge, classroom management, knowledge of students); and o Technical competencies (communication tools, word processing, presentation tools, spreadsheet, web- publishing, social networking (Live Space, Facebook), desktop publishing, multimedia design and production, database, learning management, classroom management and content management systems).
  • Developing Dispositions: Example Worksheet
  • Levels of Use of ICT in Education  Fundamental: Awareness (productivity, to support existing practices) and Exploration (support teaching and learning of lower-level of thinking) – may consider the roles of teachers & students, & classroom activities  Proficient: Infusion (complement selected lessons to support higher-level thinking) and Integration (provide rich context and design and implement experiences to develop higher-level thinking).  Innovative: Expansion (Beyond classroom walls, support more authentic learning and problem solving) and Refinement (ICT pushes the boundaries of curriculum and assessment).
  • Levels Fundamental Proficient Innovative Presentation Preparation and use of Preparation and Facilitation of students’ Powerpoint for implementation of construction of Tools presentation in student-centred multimedia teaching (multimedia, learning package using presentation text, slide transition) Powerpoint as tool Technical Basic features of Advanced features of Just-in-time teaching of Powerpoint Powerpoint Powerpoint competencies & basic troubleshooting Methodological Explain and pose Plan and implement Empower and questions meaningful activities to facilitate/manage engage students students’ knowledge construction Dispositions Willingness to learn Willingness to change Willingness to and use ICT pedagogical practices experiment & innovate & beliefs
  • Levels Fundamental Proficient Innovative Social Networking Building and Communicating and Creation of learning maintenance of exchanging/sharing of community that Tools personal profile on Live files with students on involves other Space Live Space stakeholders of the school and its community on Live Space Technical Basic features of Live Advanced features of Complementary use of Space Live Space Live Space with other ICT tools Methodological Planning and Planning and Empowering and organising personal organising Live Space facilitating/managing profile for communication and students’ collaboration sharing with students among themselves and community Dispositions Willingness to learn Willingness to change Willingness to and use ICT pedagogical practices experiment & innovate & beliefs
  • Engaging Communities
  • An Example: Quest Atlantis 3D environment Synchronous Chat 2D environment
  • Quest Atlantis in Singapore
  • An Example: Planting Rice
  • Planting Rice in Thailand
  • Planting Rice in Thailand
  • High Stake Examinations
  • An Example: Digital Assessment How are digitally based representations of student work output on authentic tasks most effectively used to support highly reliable summative assessments of student performances for courses with a substantial practical component? Synchronous Chat
  • An Example: Digital Assessment  AIT  Portfolio + Performance Tasks Exam  Engineering Studies  Extended Production Exam  Italian  Oral Exam with Portfolio  Phys Ed Studies Synchronous Chat  Performance Tasks and Response Exam
  • An Example: Assessment in Italian Part A - Folio: Andiamo!  Collect a series of tasks and activities including map activity, retrieval chart and question answers, brainstorm, fact sheet, word processed reflection on practice talk and one minute voice recording evaluating final performance, to show development of ideas and preparation for presentation (Part B). Part B - Presentation: Destinazione: Western Australia  Prepare a talk to be recorded on video/DVD and send to a school in Italy. Your talk will focus on your local area/WA destination, providing information such as, features of the area, recreational activities and cultural events. You should also consider the time of visit, and choose activities which are appropriate. Comparisons with the area you have Synchronous Chat chosen and region in Italy where your presentation will be shown should also be included. During your presentation you will be asked to respond to a question relating to the information you’ve prepared.
  • Synchronous Chat
  • Synchronous Chat
  • Italian Pairs Marking Tools Synchronous Chat
  • Question to Ponder
  • How do we develop a set of mechanisms to support such learning environments? Synchronous Chat
  • http://edresearch.education.ecu.edu.au/chirp/ Cher Ping LIM Professor of Education Asia Pacific Centre of Excellence for Teacher Education & Innovations Edith Cowan University c.lim@ecu.edu.au