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Live Interactive Content
 Creation Workshop!

            Jason Hando
     Digital Learning Strategist,
       Trainer & D...
BUILDING THE RED DUCATI
    OF EDUCATION....
.... ONE PIECE AT A TIME
ESSENTIAL QUESTIONS
• Questions  that touch our hearts and souls, central to our
 lives, define what it means to be human.
...
INVENTIVE QUESTIONS
• Questionsthat allow us to rearrange or modify our ideas or
 findings until we can shout “Aha!” and ce...
ORGANISING QUESTIONS
• Questions that help structure findings into categories that will
 allow students to construct meanin...
ASSOCIATING STRATEGIES
               Butterfly
                                                      Flying Fish
         ...
ASSOCIATING STRATEGIES


                             Birds




• AnExample Circle - visually associates examples and non-...
ORGANISING STRATEGIES
                                                Birds
                             Examples         ...
MULTIMEDIA LEARNING
1. Temporal Principle: People learn better when corresponding
words and pictures are presented simulta...
PLANNING
COLLABORATION
WALKTHROUGH
My Original Brief: I think it would be great to do a live performance piece in a workshop or across two workshops if possi...
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Content Creation Workshop at NSWCEG 2009

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This presentation was given at the 2009 NSWCEG Conference at Stanhope Gardens.

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  • Transcript of "Content Creation Workshop at NSWCEG 2009"

    1. 1. Live Interactive Content Creation Workshop! Jason Hando Digital Learning Strategist, Trainer & Developer jason@utopiainternet.com
    2. 2. BUILDING THE RED DUCATI OF EDUCATION....
    3. 3. .... ONE PIECE AT A TIME
    4. 4. ESSENTIAL QUESTIONS • Questions that touch our hearts and souls, central to our lives, define what it means to be human. • Examples: • what does it mean to be a good friend? • what can I learn about friendship from other countries? Jamie McKenzie, FNO Press, 2005
    5. 5. INVENTIVE QUESTIONS • Questionsthat allow us to rearrange or modify our ideas or findings until we can shout “Aha!” and celebrate the discovery of something new. • Examples: • can I display this information differently? • what is the story here? • why did the photographer shoot the picture from this angle? Jamie McKenzie, FNO Press, 2005
    6. 6. ORGANISING QUESTIONS • Questions that help structure findings into categories that will allow students to construct meaning. • Examples: • what are the traits of an indigenous person? • what countries don’t allow women to vote? • what dance styles are considered indigenous to a country? Jamie McKenzie, FNO Press, 2005
    7. 7. ASSOCIATING STRATEGIES Butterfly Flying Fish Ostrich Penguin Sparrow Robin Birds Bat Miner Flying Squirrel Emu Chicken • AnExample Circle - visually associates examples and non- examples for a given topic. Kenneth A. Kiewra, Corwin Press, 2009
    8. 8. ASSOCIATING STRATEGIES Birds • AnExample Circle - visually associates examples and non- examples for a given topic. Kenneth A. Kiewra, Corwin Press, 2009
    9. 9. ORGANISING STRATEGIES Birds Examples Non-Examples Appearance: Feathers, two legs No Feathers, 0-6 legs Bird Type: N/A Habitat: • Two-legged, bipedal vertebrates, distinguished from other living vertebrates by feathers. All birds have bills, and they have a 4-chambered heart. • There are many types of birds including raptors, waterbirds and songbirds. Kenneth A. Kiewra, Corwin Press, 2009
    10. 10. MULTIMEDIA LEARNING 1. Temporal Principle: People learn better when corresponding words and pictures are presented simultaneously rather than successively (1.31 ES) 2. Multimedia Principle: People learn better from words and pictures than from words alone (1.39 ES) 3. Modality Principle: People learn better from graphics and narration than from animation and on-screen text (1.02 ES) 4. Personalisation Principle: People learn better from multimedia lessons when words are in conversational style rather than formal style (1.11 ES) 5. Spatial Contiguity Principle: People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen (1.19 ES) Richard E. Mayer, Caimbridge University Press, 2009 (p267-268)
    11. 11. PLANNING
    12. 12. COLLABORATION
    13. 13. WALKTHROUGH
    14. 14. My Original Brief: I think it would be great to do a live performance piece in a workshop or across two workshops if possible. The more time the more we can model and practice. A new idea for teacher training that I have had brewing in my mind lately ..... I have done this with students in class so it should work with teachers, see what you think... CORE IDEA: A live interactive content creation workshop where the audience helps build a 'best practice' online course for student engagement, feedback and learning. DETAIL: Time required: 1-2 hours (longer the better, with same group) 1. Live Techniques Start with showing and modelling new teaching techniques for the web-enabled classroom. Real examples with step by step instruction sheets. 2. Live Teacher Planning Discuss the key educational aspects of a chosen unit of work. 3. Live Teacher Collaboration Audience participation to create the necessary learning experiences 4. Live Learning Workflow Finish by stepping through a typical workflow, showing steps taken by students and teachers, so that audience can envisage implementation of the unit of work OUTCOMES: By the end teachers will be able to: 1. Understand what is possible for a chosen unit of work 2. Make plans for rich and effective learning to occur 2. Remember and repeat 3-5 teaching techniques for the web-enabled classroom 3. Visualise the human experience of a created web-based unit of work, from teacher to student experiences 4. Learn some new skills to make their classrooms more online, interactive, modern and ultimately successful

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