Nordic pil ws 12 nov 2013

526 views
459 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
526
On SlideShare
0
From Embeds
0
Number of Embeds
181
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Nordic pil ws 12 nov 2013

  1. 1. New Competence, New Technology, New Assessment Øystein Johannessen Partners in Learning Workshop 1 12 Nov 2013
  2. 2. Outline • The Best of Times, The Worst of Times.....? • The Importance of Coherence • Towards a New End: New Pedagigies for Deeper Learning • New Technologies: The Norwegian Horizon Report • New Assessment: Changing Assessment Through ICT 2
  3. 3. Inspired by Technology, Driven by Pedagogy 3
  4. 4. Coherence is Key....maybe even King 4
  5. 5. 5
  6. 6. Deep Learning Skills 6
  7. 7. Barriers 7
  8. 8. Change Process 8
  9. 9. New Pedagogical Models • The teacher as designer of powerful learning experiences • The teacher as a source of human, social and decisional capital in the learning experience • Teachers as partners in learning with students, accelerated by technology 9
  10. 10. Technology Outlook Norwegian Schools 2013-2018 å 10
  11. 11. Key Trends Social media is changing the way people interact, present ideas and information, and communicate. Education paradigms are shifting to include online learning, hybrid learning, and collaborative models. People expect to be able to work, learn, and study whenever and wherever they want. As the cost of technology drops and school districts revise and open up their access policies, it is becoming more common for students to bring their own mobile devices. Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value. 11
  12. 12. Significant Challenges Current approaches to initial teacher training and in-service training in digital tools and pedagogies are insufficient for the need. Teachers and schools remain dependent on physical textbooks. Digital skills and the use of ICT for learning do not appear to be embedded in reform efforts, measurement strategies, prioritized areas and national programmes to any appreciable extent. The demand for personalized learning is not adequately supported by current technology or practices. Digital literacy in the curriculum should be revised or embedded in new ways. 12
  13. 13. Technologies to Watch • BYOD ONE YEAR OR LESS: • • • Cloud Computing Flipped Classroom Social Media TWO TO THREE YEARS: • Games & Gamification • • • Mobile Learning Online Learning Open Content FOUR TO FIVE YEARS: Creative Commons flickr photo by Mads Boedker • • • • Learning Analytics Natural User Interfaces Real-Time Machine Translation Wearable Technology 13
  14. 14. OECD on formative assessment 14
  15. 15. Changing Assessment: Towards a New Assessment Paradigm Using ICT 15
  16. 16. Towards Embedded Assessment 16
  17. 17. Thank you! • oysteinj@me.com • Blog: oysteinj.typepad.com • Twitter: @oysteinj • Slideshare: www.slideshare.net/oysteinj/ 17
  18. 18. References • OECD (2010): Inspired by Technology, Driven by Pedagogy • Michael Fullan et al: Towards a New End: New Pedagogies for Deep Learning • Horizon Project: Technology Outlook: Norwegian Schools 2013-2018 • IPTS: COMPASS: The Use of ICT for the Assessment of Key Competences • C. Redecker & Ø. Johannessen: Changing Assessment: Towards a New Assessment Paradigm Using ICT, European Journal of Education 1/2013

×