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Innovation: Between Ideal and Reality
 

Innovation: Between Ideal and Reality

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Guus Wijngaards spoke at the Interdidatica in Sao Paolo (Brasil) on the 28th of April 2010 about the innovation of education and why it's important to take the students' voice into account.

Guus Wijngaards spoke at the Interdidatica in Sao Paolo (Brasil) on the 28th of April 2010 about the innovation of education and why it's important to take the students' voice into account.

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    Innovation: Between Ideal and Reality Innovation: Between Ideal and Reality Presentation Transcript

    • Innovation between Ideal and Reality Guus Wijngaards
    • Merger of 16 Schools eLearning Centre 36.000 students 3000 employers Alkmaar Amsterdam Haarlem Den Haag Delft Rotterdam Dordrecht
    • eLearning? The use of multimedia technologies and the internet to improve the quality of learning and teaching … a human revolution…..
    • www.inholland.nl/elearning
    • A search for the ideal learning and teaching situation …. …and how to get there from the actual practice of schools
    • One size fits all
    • The ideal learning situation? Courtesy: PhotoDisc
    • Characteristics? Sufficient structure Stimulating at Courtesy: aroundthesphere.files.wordpress the same time creativity and initiative
    • Characteristics? ‘Open to the world’ Up-to-the-minute information Courtesy www.hondenpage.nl
    • Characteristics? Together responsible for content and process Courtesy: www.nationalmediamuseum.org.uk Co-creation and co- production lead to co-ownership and commitment.
    • Characteristics? Formal and informal learning environments Courtesy www.jufsanne.com
    • An effective teacher is creative in dealing with the curriculum, so that teaching appeals to the imagination has a great imagination and is able use new ways of thinking focuses on cooperation dares to take risks, for instance in putting one’s trust in learners is learning his/her entire life serves as a role model for learners, for instance when it comes to reflective behavior or global awareness
    • The self-confident learner masters all kinds of technological skills is using ICT for distance learning It is a matter of course that he uses ICT in a creative way learns quickly to use new ICT tools has a good appreciation of when to use ICT for his/her learning is able to tell how ICT can support learning chooses the proper tools for each task
    • Teachers Students Technologies
    • Aspects of current reality
    • NETWORKS FOR DAY AND NIGHT
    • NETWORKS FOR DAY AND NIGHT The cellular grid and the internet Increased ubiquitous wireless and new ways of learning Easy access and the transformation of our lives
    • ELECTRICITY around the world
    • MOBILE PHONE CONNECTIONS
    • Trends and Developments Mobiles
    • Metatrend: The people are the network! www.sezen.nl
    • We’ll have to rethink again how we organise things… People are the organising principal In how we assess Major changes
    • ‘It used to be said spending too much time on your computer was an escape from reality. Nowadays it is the other way round. If youngsters do not spend enough time online they may be missing out on life, as lived by their peers’. The Guardian, 1th of June 2006 www.jwbcom.nl
    • Trends and Developments Cloud computing
    • Trends and Developments Semantic Web
    • Semantic Web
    • episthemologie.files.wordpress.com/2009/06/reality.jpg
    • Augmented Reality
    • Simulation 3D Virtual Worlds
    • A blend of two worlds
    • Trends and Developments Collaborative environments
    • http://wallpaper-s.org/21__Baby_with_Laptop.htm Technology and young people
    • Some positive and negative observations
    • Digitally Literate or better: able to meet one´s own needs http://www.rnw.nl/data/files/images/lead/mobielkind.jpg
    • Online http://www.schoolbieb.nl/uploadedImages/images/Dossiers/Media-educatie/6401.jpg
    • http://vivian.ivinity.nl/Layout/cache/imagecache/200_294_166_nadenken.jpg Fast, no time for reflection
    • http://www.kinderlinks.net/2009/75/kinderen_fotograferen.jpg Learning by doing
    • http://www.expertis.nl/basisonderwijs/vakgebieden/taal/assets/LeerkrachtStroink.jpg Social
    • www.expertis.nl/basisonderwijs/vakgebieden/taal/assets/LeerkrachtStroink.jpg Structure
    • Visual
    • Courtesy: TechTalk 4 WV Teachers
    • http://www.pbs.org/wgbh/pages/frontline/digitalnation/blog/2009/03/digital-natives-digital-immigrants-and-the-gray-area-inbetween.html
    • Common classroom activities Which three of the following do you do most often in class? Copy from the board or a book 52% Listen to a teacher talking for a long time 33% Have a class discussion 29% Take notes while my teacher talks 25% Work in small groups to solve a problem 22% Spend time thinking quietly on my own 22% Have a drink of water when I need it 17% Talk about my work with a teacher 16% Work on a computer 16% Listen to background music 10% Learn things that relate to the real world 10% Have some activities that allow me to move around 9% Teach my classmates about something 8% Create pictures or maps to help me remember 7% Have a change of activity to help focus 7% Have people from outside to help me learn 4% Learn outside in my school’s grounds 3% Source: Ipsos MORI
    • Most preferred ways to learn In which three of the following ways do you prefer to learn? In groups 55% By doing practical things 39% With friends 35% By using computers 31% Alone 21% From teachers 19% From friends 16% By seeing things done 14% With your parents 12% By practising 9% In silence 9% By copying 8% At a museum or library 5% By thinking for yourself 6% From others 3% Other 1% Base: All pupils (2,417) Source: Ipsos MORI
    • How can we reach the ideal situation? With great strides?
    • How can we reach the ideal situation? Or rather with smaller, achievable steps?
    • Learning and teaching with new technologies is a continuous process of progress and successes
    • Next generation learning….. and Deep technology Empower Learners take control of Extend learning Significantly Use ICT to alter the way research and Enhance Learning that teaching manage own Deeper learning, learning Enrich and learning enhanced whiteboards engagement and takes place used using ICT motivation Exchange interactively though the use Exchange and with wider of technology OHPs for data range of based learning projectors, teaching resources Shallow using resources and whiteboards as methodologies projection © NCSL2006 M.Blows & T. Richardson screens Passive Learner engagement Personalised/active
    • Recommen 1 dations Link up with the digital world of students!
    • Recommen 2 dations Innovate to reach today’s students! http://marketingo.typepad.com/.a/6a00d83455d06569e2011278ddb43828a4-800wi
    • Recommen 3 dations Reshape learning and teaching in close cooperation with students! http://www.nancysmets.be/custom/Loslaten%20klas.jpg
    • Recommen 4 dations Use socially relevant, problem solving contexts for learning! http://www.edg.nl/files/u5/natuuronderwijs.jpg
    • Recommen 5 dations Teach internet skills! http://www.mediawijzer.nl/images/gaming-2.jpg
    • Recommen 6 dations Accept new forms of knowledge! http://www.mediawijzer.nl/images/gaming-2.jpg
    • In classrooms, Reading, coaching via eLearning In cooperation On the with others, internet, playing and social media detecting A mix of formal and informal learning
    • Recommen 7 dations Promote reflection! http://www.mediawijzer.nl/images/gaming-2.jpg
    • Wisebits are short films, all based on scientific issues and questions and developed to be used in classroom situations.
    • Leiden scientists write short texts on scientific topics, for example logical thinking, the nature of questions or mathematical principles. These texts are adapted by young filmmakers from diverse filmic backgrounds, like animation, documentary or clay-puppets.
    • Assignments are added to the films. These assignments are developed by high-school teachers.
    • Films and assignments are placed on the website www.wisebits-academy.nl where teachers can use and download them whenever they want. Furthermore it is possible to download a Wisebits application on Iphone or smartphone and to receive the latest film every weekday.
    • Reflection
    • Recommen 8 dations Peer-to-peer learning leads to interaction and engagement! http://www.contemplatiefonderwijs.nl/media/samen%20leren-web.jpg
    • Studentsvoices.org
    • Main theme Courtesy: PhotoDisc Listen carefully to the learners when creating learning environments
    • Why? Courtesy: Fotolia.com The input of young people provides valuable aspects which may lead into educational improvements
    • Why? Courtesy: Fotolia.com Courtesy: Fahrschule Seidensticker Learners tend to approach their own learning methods in a more effective and motivated way when they are asked to consider their learning practice
    • Taking young people seriously Courtesy: hfccschool.net.hk .....implies: that we accept informal learning outside school especially in personal virtual environments
    • Taking young people seriously Courtesy: blog.nielsen.com .....implies: that young people should share conduct of learning processes at the educational institutions
    • Shared conduct Courtesy: Maastrichtuniversity.nl .....implies: that students and teachers have a joint responsibility for the contents and processes
    • Shared conduct .....implies: realising connections between formal (school) and informal (personal, outside school) learning environments
    • Web 2.0 applications seem to be of vital importance
    • Could social software be powerful as a model for educational change?
    • What are pupils’ and students’ expectations and experiences with (social software) technologies?
    • Which problems will we encounter when we integrate the social web within our ‘closed’ school systems?
    • Which factors are instrumental in contributing to a favourable environment to enhance ‘co- creation’ and ‘co-production’, eventually resulting in a feeling of ‘co-ownership’? Courtesy: Ecole du Magasin
    • Main research question? Courtesy: Friese Poort Which characteristics in successful learning practices implementing the Web 2.0 technology may serve as a role model for redesigning learning environments in similar or less similar contexts?
    • Characteristics of a given learning practice? Motivation and ownership of all participants involved Characteristics of the context Contents of the learning practice Pedagogical strategies Options in media and communications The target Group and other people involved Other conditions Available learning environment contributing to the success
    • Research methodology? Finding examples of successful learning practices Study of literature in which all information on the examined learning practices will be listed Analysis and evaluation of the examined learning practices Video footage of the learning practice showing the characteristics and major success in vision
    • www.studentsvoices.org