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3 schools | 1 day 3 schools | 1 day Presentation Transcript

  • Seeing ourselves in the big pictureKaren Melhuish Spencer e-Learning Consultant @ CORE
  • connect to learn I m ag e : b y lu c le g ay
  • community-wide, shared story of learning I m ag e : fu ri o u s g e o rg e 81
  • ...what is effective e-learning?...what do we mean by ‘futureschooling’?...what might this look like inour schools? I m ag e : F re e D i g i talP h o to s .n e t
  • Yo u r e-learning storyA journey(and how do you know you’ve arrived?)A roadmap(where to next, & why, & how?)A roadblock, as a question(what’s in the way?)
  • Part 1: What’s trending? S o u rc e : g ap i n g vo i d .c o m
  • education as a human right I m ag e b y ve n k ylu x ; O L P C
  • Trend 1: mobile & tablets I m ag e s b y ale x n ad e rh i g g i n s .c o m ; g u ard i an .c o .u k ; atlan ti c .c o m O L P C o n w i k i p e d i a; n ate rk an e .c o m
  • http://blog.core-ed.org/blog/2012/03/a-blog-an-iphone-a-school-visit-and-its-impact.html
  • trend 2: social web
  • who’s in control? I m ag e s b y ti m e .c o m
  • participate | contribute | relate to others D e ve lo p i n g s tu d e n ts ’ c ap ab i li ty to m ak e e ffe c ti ve b lo g p o s ts
  • the need to be a filter-feeder I m ag e : ve rb e e ld i n g s k r8 - fli c k r 14
  • trend 3: connectivity & clouds
  • S o u rc e : D e re k W e n m o th , C O R E
  • T h e b e n e fi ts o f u ltra-fas t b ro ad b an d
  • On the Horizon H o ri z o n R e p o rt: Au s trali an T e rti ary 2 01 2
  • IHow do these trendstouch YOUR life?How do they - or mightthey - touch yourclassroom or schoolstory?
  • Part 2: Future-focused learning “wicked problems... highly complex, uncertain, and value-laden” S o u rc e : F ram e an d B ro w n (2 008, p . 2 2 6).; i m ag e fro m g ap i n g vo i d .c o m
  • • personalised learning• equity, diversity, inclusivity• learning to learn• rethinking our roles• a culture of continuous learning• new partnerships: de-siloed schools n e w te c h n o lo g i e s c o llab o rati ve p rac ti c e s
  • “confident..connected..active..lifelong learners”
  • .......
  • Text n d i n g E m p o w e ri n gE m e rg i n g E n g ag i n g E x te
  • ✓finding out ✓planning ✓investigating✓teacher-directed✓ICT as supplement
  • ✓trialing ✓establishing✓increased focus on learning ✓growing awareness and use
  • ✓aligned & strategic ✓integrated✓focus on learning ✓authentic use ✓shared roles✓whole community
  • ✓sustained ✓ubiquitous ✓24/7 ✓higher-order✓community driven ✓networked & blended
  • Text n d i n g E m p o w e ri n gE m e rg i n g E n g ag i n g E x te
  • Text
  • Part 3: e-Learning pedagogy “Pedagogies integrating ICT can do more than enhance learning – they have the potential to transform learning. ICT provide tools and environments that support interactive conceptual learning, focussed on constructing and creating knowledge”
  • the theory a pedagogy approaches that the that that bring to life learner describes the principles for makes their principles learningown meaning for learning
  • • new audiences• access expertise,• rapid data management• new modes of expression & publishing• transform visualisations of concepts• enable new approaches to learning, e.g. Massive Open Online Courses (MOOC) and connectivism• a catalyst that challenges the status quo• stimulate the evolution of  learning theories, for example cognitivism I m ag e :
  • • feel motivated and engaged• enhance thinking, communication and creation skills• enhance social & collaborative skills• scaffold and differentiate their content knowledge H am (2 01 0)
  • W H AT w e le arnT h e p ro p e rti e s o f H O W w e le arn IC Ts context
  • U s i n g S to ryb i rd to i m p ro ve li te rac y
  • W H AT w e le arnT h e p ro p e rti e s o f H O W w e le arn IC Ts context
  • context
  • fo rm ati ve as s e s s m e n t o b s e rve . talk . i n q u i re .I n q u i re i n to , re fle c t o n an d o b s e rve yo u rs e lf o b s e rve . talk . o b s e rve . talk . i n q u i re . i n q u i re .
  • Part 4: Big themes
  • what’s c o o k i n g ? I m ag e :
  • T ran s fo rm i n g te ac h i n g an d le arn i n g
  • • Your strategy, aligned to the curriculum• Professional learning: Teacher’s role is crucial• Digital citizenship and cybersafety• The quality of platform and content• Access and equity• Managing the infrastructure and environment• The legitimacy of your online learning I m ag e :
  • B e n e fi ts i P ad s p ro vi d e fo r s tu d e n t le arn i n g
  • • iPads or another tablet?• Leadership strategy for BYOD• Access, equity and affordability• The quality of the apps• Making and creating meaning• Storage: hardware, software• Digital Citizenship I m ag e :
  • e -le arn i n g as i n q u i ry
  • • What do my students - and I - need?• What technologies (and PCK) will meet those needs?• How can I integrate ICTs into learning?• What happened? What needs to change next time? Next steps?
  • 3 s c h o o ls | 1 d ay: http://bit.ly/NkJR1E• K n o w : Cue yourprior knowledge• R e cogn ise :Explore newunderstanding• D 0: Apply new ideasto your context I m ag e : M J R i c h ard s o n
  • 3-2-1-out! • 3 ideas • 2 next steps • 1 actionKaren Melhuish Spencer / @virtuallykarene-Learning Consultant
  • References• Enabling e-Learning: www.elearning.tki.org.nz• Supporting future-oriented learning & teaching (NZCER): http://www.nzcer.org.nz/research/publications/supporting-future-oriented-learning-and-teaching-new-zealand-perspective• Pedagogy strategy: Learning in an online world: http://www.curriculum.edu.au/verve/_resources/ICT_LearningOnlineWorld-PedagogyStrategy.pdf• TPACK: http://www.tpck.org/• Ham, V. (2009). Outcomes for Teachers and Students in the ICT PD School Clusters Programme 2005-2007 - A National Overview. Wellington, NZ: Ministry of Education.http://www.educationcounts.govt.nz/publications/ict/49515/6• Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice (UNESCO): http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/