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Inspire summer school learning scenarios
 

Inspire summer school learning scenarios

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    Inspire summer school learning scenarios Inspire summer school learning scenarios Presentation Transcript

    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Demands for the creation of learning processes with and by new media
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Miracle of learning: Computer and Internet?
      How do we get knowledge?
      What is knowledge?
      What are the consequences for the Design of learning?
      What are the opportunities new media?
      2
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      What is knowledge?
      3
      18.08.2009
      meaningful
      Knowledge
      Information associated with personal experiences
      little effect,
      serves the achievementInformations
      Data in a problem relatedmeaningless
      Data
      useful combined characters
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Types of knowledge
      explicitly- implicitly
      declarative - procedurally
      sluggish - enabled
      4
      18.08.2009
      Organisation of knowledge
      • assozitiv
      • hierarchical structure
      • propositional networks
      by terms, schemata and mental models
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Terms
      5
      18.08.2009
      Haus
      Casa
      Maison
      House
      Living-House
      Garden-House
      Housefloor
      City – House appartement
      Classes of objects or meanings
      Principles for concept learning :
      •  Typical Characteristics
      • good definitions
      • positive and negative examples
      • appliing
      Denotation - Konotation
      conkret - abstract
      hierarclically structur
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Schemes
      • Volume of closely related, personal ideas to an object or an event
      6
      18.08.2009
      What do you think, when you hear the word tomato?
      Our schemas influence how we process information, store and recall.
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Funktions of Schemes
      7
      18.08.2009
      intrinsically active generalization
      Absorb new information
      Tuning
      Summarization to information networks
      Restruction
      Development and change
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      An example of use schemes
      • Production structure and semantic networks
      (eg Swoogle)
      • System Dynamics
      8
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      9
      18.08.2009
      What is a thunderstorm?
      „ God – father is angry“
      Wrath of the gods
      A thunderstorm is one with airborne electrical discharges (lightning and thunder) associated complex meteorological phenomenon.
      Our assumptions about a thunderstorm are mental models .
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Emergence of mental models
      10
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Mental models and school
      Problems
      wrong models
      (eg thunderstorms)
      Hardening of based
      on experience
      Receipt of correct subjective models
      11
      18.08.2009
      Approach to school
      • Externalization
      • Examination of actual plausibility
      • experiential modify the models by discovery learning
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      How you acquire knowledge ?
      Information select compare assess link negotiate and share it with others
      Integration of information in the context of their own experience
      is actively constructed by learners themselves.
      12
      18.08.2009
      Knowledge can not be given simply as an asset from one to another, for free!
      Knowledge is not the result of learning pure facts!
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Learning and knowledge
      Acquisition of knowledge
      is don through learning.
      13
      Our brain is always learning.
      Learning is an
      • activ,
      • self-controlled,
      • konstructive,
      • situative,
      • emotional and
      • social process.
      Manfred Spitzer:
      Our brain is optimized for learning.
      It can do nothing better and it likes nothing more!
      Learning has now lost the myth of the inexplicable.
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Our model of learning?
      14
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
       Self-control of learning
       Self-control versus extrnal control?
      Becomes the teacher rendundant?
      Can learning be controlled?
      15
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      first consequence for the design of learning
      16
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Possibilities of the freedom
      • Decision for learning processes
      • Setting priorities for learning needs and interests
      • Justification of Objectives
      • Use of learning and teaching aids
      • Preference for learning styles and learning
      • Assessment of learning outcomes
      Inspire takes self-control of learning just for the rhythm
      and tempo (according to objectives).
      17
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Design of problem-oriented learning environment
      • authenticity and application of reference
      • variety of contexts and perspectives
      • social learning
      • guidance and support
      • balance between instruction and construction
      • act as the main learning process
      • multimedia design
      • clarity about cognitive processes
      18
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Promotion of self-control of learning
      19
      18.08.2009
      Are the possibilities of media technology to promote self-directed learning used?
      What is the difference between a series of computer-based learning of textbook images?
      What would be useful?
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      20
      18.08.2009
      Instrumentes to promote the self-controlled learning
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      21
      18.08.2009
      Advantages of the "new technology"
      regardless of time and space
      interactive systems
      diverse and multi-media representation
      learners, even have the supervisory body
      real situations are modeled
      complex systems and their behavior can be described and simulated
      immediate feedback
      dangerous, costly or technically not yet possible operations
      individually
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Principles for designing multimedia learning environments
      22
      Gabriele Pollack
      18.08.2009
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      23
      Gabriele Pollack
      18.08.2009
      Computer Literacy
      means competence to handle with computer technology and programs adequately and effectively
      is today essential for their own active learning and blended learning
      understanding of what a PC is and how it works
      usefulness, to recognize advantages and disadvantages
      ability to use application programs
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      24
      18.08.2009
      User, Programmers, Administrator…
      Computer as a tool to understand the task of handling and use
      Abilities and skills of computer literacy
      Knowledge-basic components of the PC and the software, and to be able to use these
      Programming or adaptation
      Gabriele Pollack
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      25
      Gabriele Pollack
      18.08.2009
      Potential of multimedia and PC
      Synthetic learning enviroments
      Simulations
      Constructions of learning enviroments
      Interface- Constructions
      animiatet pädagogical agents
      Feedback
      Building of models
      Assessment und Diagnostic
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      26
      18.08.2009
      Design principles of multimedia learning environments
      providing diverse representations of reality
      showing actual complexity of real-world
      Focus on knowledge construction, not only reproduction
      Authentic tasks (context reference)
      Learning environment rather than pre-incident training sequences
      Practice of promoting reflective thinking
      Social negotiating for the generation of knowledge
    • written by Gabriele Pollack/ transleted by Albert H. Weiler
      Core question: Multimedia Literacy of teachers
      Which skills teachers need to construct own
      virtual learning environments?
      How can the software and technology help the
      teachers?
      27
      18.08.2009