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Cognitive Tools-qais

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This presentation describes some pros and cons of laptops and devices as learning tools. Its not technology that drives learning.

This presentation describes some pros and cons of laptops and devices as learning tools. Its not technology that drives learning.

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  • Question 1 – Independent educationQuestion 2 – Learner needs in the futureQuestion 3 – Shift in Private education
  • We stay connected at all timeConnect to resources, people, all wired all the time.Knowledge rest in the strength of connections . “Not what you know but who you know”.

Cognitive Tools-qais Cognitive Tools-qais Presentation Transcript

  • Leveraging Learning ToolsVincent JansenLower Canada CollegeQAIS Heads PresentationApril 22, 2012.
  • Thoughtstream Analysis 1:1 is not about computers… 1:1 is not just about learning 1:1 is a new culture of working Thoughtstream analysis – live Thoughtstream ppt
  • Thoughts…1. Technology is Transforming our Students 2.70 (1)2. Learners will demand Self-directed, Experiential Learning 2.92 (1)Students Technological Proficiency will be higher than teachers 2.45 (2)Greater Demand for Differentiated Instruction 3.00 (3)Policy and TechnologyFace to Face and Online (Blended Learning)3. Traditional Needs will Intersect innovation 3.54 (1)Shifting to Teacher as Facilitator 2.69 (2)
  • Technology in Learning Why should we include technology in learning?http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
  • http://www.schrockguide.net/bloomin-apps.html
  • http://mindshift.kqed.org/2011/12/21- things-that-will-be-obsolete-in-2020 1. Desks (21st century does not fit in rows, neither to students) 2. Language labs (on your smartphone!) 3. Computers (what form is this device?) 4. Homework (24/7 environment, learn more, not more school) 5. Differentiated instruction (customizable content, personalized) 6. Wikipedia (Get over it– it is the primary reference tool) 7. Paperbacks (Digital Learning Content) 8. IT Departments (cloud computing, security, analytics) 9. Organization by Grade (individualized, peer interest groups) 10. Outsource PD (leverage internal experts, self-directed)
  • A. Laptop (Device) Program What are the pros and cons of a laptop (tablet) program? What is preferred model of the laptop program? What are the classroom changes that occur with digital tools? What change do you have to make in your school? Realizing the Benefits of Learning (Devices)
  • Needs Assessment Analysis Goals and Objectives Financial Planning Device Procurement and Deployment End User Support Curricular Integration Marketing and communication Faculty Development Infrastructure Development
  • Surveys © Project Tomorrow 2011
  • Issues for laptops as learning tools
  • Models of Implementation 1:1 laptop / tablet programs or BYOD programs  Standardized school program vs BYOD  Lease vs buy  Proprietary software vs Open source  Warranty vs no warranty  Helpdesk Support  Insurance claims  Machine type: Mac vs PC vs iPad  Single type vs mixed environments
  • D. Classroom Management Strategies Why is this important in a computer classroom?  Level of distraction…. How often are you finding yourself distracted when you use your laptop? In class At home Never Rarely Once in a while Some of the time All of the time
  • Classroom Management Strategies Why is this important in a device-enabled classroom?  Level of distraction..  Level of focus..  Level of controls.. How do we make it a positive experience  Not controls  Not by limiting access  Not by restricting usability functions  Engage them in real-world tasks  Keep research to minimum and focused, timed  Show results via screen capture or shared leads Teacher vs Technology
  • “Gap Analysis”Institution – administrator – teacher – student “Where are we now”?  Texting  Chat - collaborate  Communication  Comfort with technology  Curriculum  Use of media  Searching for content online  Posting online  Reading digital text  Making a home video  Connecting with friends  Learning OnlineComfortable UnComfortable
  • B. Shift in Learning Paradigms Ubiquitous access (always connected, access resources) Flipped classroom (Learn at home-work at school) etextbooks (Flexbooks) (digital learning content) OER materials, OCW course materials (open resources) Search and research (develop skills to filter, validate, literacies) Creativity (more media, the facetime generation Organization (curation skills, fragments of learning content) Communication (IM is not good enough) Blended Learning (f2f with online)
  • Visible Learning Learning is centered around the interests of the learner This learning is immersive – learning by doing The device connects the learner to the rest of the world Learning is where the learner is…in the classroom ? Key is learning content, not classroom or tools
  • Fragmentation of InformationGeorge Siemens: handbook of Emerging Technologies 2009
  • Blooms Taxonomy Toolset Add views of tools and blooms taxonomy.
  • Learning Content Platforms Learning Management System (LMS)  Angel, BlackBoard, Schoology, Saywire… Content Management System (CMS)  Finalsite, Moodle, Edmodo… Communication Systems  First Class, Google Apps… Curriculum Repository  Curriki, LearnQuebec, Open Educational Resources, E-texts Wiki/Blog/Websites  Wikispaces, blogger, Rjenda…
  • Tech Resources… NetvibesAmerican School of Bombay
  • Acceptable Use Policy (in the modern era) AUP must be adapted to include, Web 2.0 LCC IT Policy Social and Network policy
  • Restrict = Protect ? There is a wide range of restrictiveness with regard to Internet access in schools Blocking and filtering harmful sites is one way (Students can bypass) Another way is to teacher children to be responsible, while also blocking and filtering some sites. It‟s about choice –teach responsibility Federal, State (Provincial), School Policy and Laws – tend to prohibit or inhibit School with less restrictive environments distinguish behavior between age groupings of students
  • Safety/Access Web 2.0 applications, use of mobile phones, social networking sites access, Facebook, Google + SOPA, PIPA , COPPA… other privacy acts How do we adjust our thinking, revise our polices in the knowledge age, where we are always connected. How do we promote use of technologies and still provide safe and secure environment.. Where is the balance?
  • Digital Footprints Digital Literacy – real vs online world Privacy Laws –sharing passwords, details online Copyright vs Creative Commons (OER) Intellectual Property (DRM) SOPA and PIPA Plagiarism detection IM/Chat sites SPAM and bots
  • Towards Responsible Use Greater awareness and instruction (Turnitin.com) Publishing Policy – promoting responsible use Creative Commons video and images  YouTube CC channel  Flickr CC images  Search.creativecommons.org  Wiki Commons Music site  Jamba  Liberty MusicTrax.com Open Educational Resources (OER)
  • AUP in Web2.0 and Mobile Era Policies are created in two dimensions:  1. to ensure students are protected from harmful materials on the internet  2. enable student to access to extensive resources on the Internet
  • 1. Social Networking Policies How does the policy differ in a connected society?  Policies are principles or rules that are intended to shape decisions and actions.  Policy provide a framework (what and why)  Stated in broad terms  Procedures are ways that organizations implement policies (how, who and when)  Operational terms What are polices on use of the school laptop for personal use? Commenting on blogs? Setting up personal websites? Intellectual property rights?...
  • 2. What are some approaches to develop an AUP?  Individual or IT based – working independently  Easier, more efficient, faster and more inclusive  Better ownership by the students  Committee of stakeholders or community input  Acceptable use policies vs responsible use policies  Does policy include social networking, mobiles (personal devices?)  Does it follow CIPA?  Do you educate students on appropriate online behavior?
  • 3. How does provincial/school board regulations affect Internet policies pertaining to filtering, AUP‟s, cyberbullying and mobile use?  Schools and school board have enacted rules for bullying, hazing and harassment in real and virtual spaces.  How has social networking (FB, twitter) impacted the current policies?  How has BYOD impacted current policy?
  • 4. Are you regularly updating the policies (for faculty and Students)? Updating school policy for mobiles and social networking.  Are you relaxing policies or making them closed? Are you updating the policy annually?  Do you have faculty/students sign the form annually. Does policy cover school owned and personal devices? Specific use of Web 2.0 tools, blogs, wikis, published material on the web. Is less restrictive necessarily better? Or worse?
  • Trends in Learning
  • From this… © BlackBoard Inc
  • To this… www.tomorrow.org%2Fspeakup%2Fpdfwww.tomorrow.org /speakup.pdf
  • „Textbooks‟ to Digital Learning Contenthttp://www.nextisnow.net/blog/e-textbook-market-remains-on-course-to-pass-25-by-2015.html
  • Ipads vs laptops apps vs text ipad-vs-textbooks-which-is-best-for.html
  • Blended Learning (Next gen) © Project Tomorrow 2011
  • Open Educational Resources
  • Flipped Classroomhttp://www.coolinfographics.com/blog/2011/9/13/the-flipped-classroom-infographic.html
  • Connect Mehttp://www.scienceguide.nl/201202/%E2%80%9Cthe-rwa-is-dead%E2%80%9D.aspx
  • Curation http://www.mentormob.com/
  • Mobile Learning© ProjectTomorrow2011
  • Online Learning© ProjectTomorrow2011
  • Digital Learning Content