The Padagogy Wheel Presentation: China Dec 2015: The Chinese Version
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The Padagogy Wheel Presentation: China Dec 2015: The Chinese Version
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This is an Chinese Version of a presentation given multiple times in China in December 2015. The Padagogy Wheel is a visual model which helps integrate good teaching, innovative thinking and student motivation with technology
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The Padagogy Wheel Presentation: China Dec 2015: The Chinese Version
- 1. 个⼈人简介 • 学习设计师、苹果杰出教育⼯工作者 • 双硕⼠士——教育硕⼠士（在线函授）& 交互式多媒体 • 2012年获澳洲⾼高校杰出教学成果奖 • 2011年获阿德莱德⼤大学优秀教学成果奖 • 出版、⺴⽹网⻚页开发及多媒体教学经历 • 曾就职于⼀一些公司和职业教育于培训部⻔门 • 参观访问过20多个国家并在夏威夷、德克萨斯州 和巴拉圭的⼀一些学校指导教学 • 主讲课程：通信、市场研究、印刷⽣生产、基于互 联⺴⽹网的教育 • 对在线协作和便利化充满热情 曾任教于南澳⼤大利亚阿德莱德⼤大学 Telephone: +61 402468777 Twittter: @allanADL Email: allan@desingingoutcomes.net
- 3. “Not hearing is not as good as hearing, hearing is not as good as seeing, seeing is not as good as knowing, knowing is not as good as acting; true learning continues until it is put into action.” The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. 不闻不若闻之，闻之不若⻅见之，⻅见之不若知 之，知之不若⾏行之；学⾄至于⾏行之⽽而⽌止矣 Xun Kuang Master Xun (Xunzi) was a Chinese Realist Confucian philosopher who lived c 313- c 238 BC 以学习者为中⼼心的学习 ……嗯，或许不是这样？……21世纪的学习⼤大家以为这种理念很新颖
- 4. Padagogy轮 ⼀一个能帮助教师应⽤用技术 整合优质教学、创新思维 和学习动机的可视化模型。 “颠覆性创新不是策略，⽽而 是⼀一种思维⽅方式。” Luke Williams: Disrupt The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
- 5. 你相信吗？ 引⾃自约旦⺩王后Rania youthfortechnology.org • 你相信变⾰革型教学吗？ • 什么是变⾰革型教学？ • 接受过变⾰革型教学的学⽣生 将拥有21世纪所要求的“哪 些能⼒力”？ • 如何开展？ 合格教师致⼒力于传授书本知识。 优秀教师致⼒力于变⾰革学⽣生思维。
- 8. • Constructivist • Adult Learning • Dewy, Kolb, Vggotsky • 学习情景的重要性 • 以学习者为中⼼心 以活动为中⼼心的 范式 以内容为中⼼心的范 式 Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 • Behaviourist • Instructivist • Skinner • 学习内容的重要性 • 以教师为中⼼心 思维⽅方式的变化是⼀一个连续体
- 9. 思维⽅方式的变化是⼀一个连续体 以学习活动为中 ⼼心的背景 以内容为中⼼心的背 景 • Situated approach • 关注学习 • Construct meaning • Learning framed by what learners must do to achieve an outcome • Various ways of knowing something • 学习者通过积极参与有意义 的、真实的活动⽽而获得进步。 这些活动要求学习者探索⾃自 ⼰己的学习⽅方式。 •Detached approach •关注教学 •Learner memorisation •Instruction framed by what instructor deems necessary to know •Absolutism - one way of knowing something •给予的信息=知识；给予 的指令=学习；分离的⽅方 法 Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
- 10. 思维⽅方式的变化是⼀一个连续体 以活动为中⼼心的教 师⾓角⾊色 以内容为中⼼心的教 师⾓角⾊色 • Help students make tacit knowledge explicit • 挖掘学习者的潜在知识 • Midwife-teacher - assist students in birthing ideas • 基于实践 • Content integration • Frame material to support learners •Transmit information •传授教师⾃自⾝身的知识 •Banker-teacher: deposit knowledge into students •基于理论 •Disjointed content •Frame material to cover content Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
- 11. 思维⽅方式的变化是⼀一个连续体 以活动为中⼼心的 学习者⾓角⾊色 以内容为中⼼心的学 习者⾓角⾊色 • Learning through doing • Participatory, Cooperative, Collaborative, Group learning • Content integration • 应⽤用信息解决问题并进 ⾏行以学习者为中⼼心的学 习产出 •Learning by reading •Primarily individual in focus •Disjointed content •有针对性地学习并吸 收相关内容 Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
- 12. 思维⽅方式的变化是⼀一个连续体 以学习者为中⼼心 的评估⽅方式 以内容为中⼼心的评 估⽅方式 • Deep Learning • Some openness regarding “solution” • 项⺫⽬目、档案袋、同伴 或⾃自我评价 •Surface Learning •Typical right or wrong application •以多项选择的⽅方式 进⾏行考核 Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
- 13. 翻转课堂指的是什么？ • 翻转思维：因为思维⽅方式发⽣生了改 变！请使⽤用优质的教学模型 • 翻转计划：先考虑毕业⽣生要达到的要 求，再考虑教学内容 • 翻转⼤大纲：先考虑评估的维度，再设 计教学活动，并嵌⼊入教学内容 • 翻转教学⽅方法：通过JiTT在线推送学 习内容 （1999），使得教师能够将 宝贵的⾯面对⾯面时间⽤用于互动、培养⾼高 层次思维能⼒力 这是倒退还是什么?
- 14. 翻转课程设置 ⼀一切都是为了学⽣生！ 为了激励他们积极参与、学习、 产出，并最终获得成功！ 1. 毕业⽣生的素养：你想让你的毕业⽣生 拥有什么能⼒力？你也可以问你的学 ⽣生。 2. 学习成果：课程结束时，你希望学 ⽣生学到了什么？ 3. 真实性评价：你如何获悉他们的学 习所得? 4. 学习活动：在这个环节，学⽣生应该 做什么、怎么做才能确保通过考核 5. 教学内容：教授哪些内容？如何编 排这些内容的教学顺序？
- 15. 包容性设计 Greg Alchin Greg is a Inclusive Learning Experience Designer with over 30 years experience as an educator in K - Tertiary contexts. Greg is also an Apple certified Accessibility Consultant and Apple Distinguished Educator In 2015, Greg was invited to join the Apple Distinguished Educator Advisory Board for the Asia Pacific Region as well as invited to address the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) on producing accessible digital books. 正如我们的 DNA或指纹，学习者的个体差异是各不相 同的、独特的。事实上学习者差异是常态，⽽而⾮非例外。 因此，我们应对学习者差异的⽅方式需要翻转，从被动应 变翻转为积极应对，即预测学⽣生可能遇到的各种困难并 提前想好应对⽅方案 Twitter: @ibuddha, Email: gregalchin@me.com Web: www.gregalchin.com
- 16. Padagogy 轮 的演变 整合良好的教学，创新思维 和学⽣生的学习动机与技术。 The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
- 17. Bloom的教育⽬目标分类 Andrew Churches Curriculum Manager Computer Studies & Senior School Learning Innovator Kristin School, Albany Auckland Email: achurches@kristin.school.nz Blog: http://edorigami.edublogs.org Twitter: @achurches http://edorigami.wikispaces.com/
- 18. • 整合了基于Web 2.0开展的活动， 例如：博客 • 增加了62个iPad应 ⽤用程序并根据他们 所适⽤用的教学活动 归类。 Padagogy 轮 V1.0 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. V1.0 Published 080712 Developed by Allan Carrington Designing Outcomes Adelaide South Australia Email: allan@designingoutcomes.net
- 19. V2.0 Published 280513 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. • 增加了该轮的核 ⼼心：毕业⽣生的素 养和能⼒力 • 增加了有助于技 术整合的SAMR 模型 Padagogy 轮 V2.0 Developed by Allan Carrington Designing Outcomes Adelaide South Australia Email: allan@designingoutcomes.net
- 20. Developed by Allan Carrington Designing Outcomes Adelaide South Australia Email: allan@designingoutcomes.net V3.0 Published 090613 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. • 更加强调毕业⽣生的 素养和能⼒力 • 增加了⼀一个科学的 动机模型 • ⾃自主 • 掌握 • ⺫⽬目的 Padagogy 轮 V3.0
- 22. Twist Twitter Twitterific Animation Creator Quick Sketch Blogpress iPhoto Evernote Blogsy Conference Pad iAnnotate Drawing Pad Feeddler Prezi iBooks Keynote Sonic Pics Paper Helper Show Me Wordpress Skitch StoryrobeVoice Thread Join Me Whiteboard HD Popplet Assignments Corkulous Course Notes Data Analysis Dropbox Easy Chart Good Reader Idea Sketch iField Works iStudiez Pro iThoughts myHomework Notes Plus Numbers Outliner PearlTrees Penultimate Polldaddy Priority Matrix Quick Graph Simple Note Flashcard Machine Flashcards Deluxe Multi Quiz Quiz Your Lizard School Notes Awesome Note I Wish Microsoft OneNote OmniFocus TapIt WunderList StumbleUpon FlipBoard Google WolframAlpha Yellow Pages Maptini Inspiration Maps Adobe Ideas Pages My Writing Spot ManuscriptBlackboard Clear Sea Moodle Mobile Skype Conference Pad Edmodo Fring WhatsApp Facebook FB Messenger Google+ iTunes U Touch YouTube Strip Designer Filemaker Go GroupBoard iBrainstorm Roambi Analytics Atomic Browser TED Opera Mini AirBeam CollabraCam i-Prompt Socialcam Splice Story Patch Twitcasting AudioBoom Audiolio Pocket Pod Fotobabble Podcaster Spreaker Toontastic Flipbook Do Ink Animation Express Animation Desk Audiotorium PhosterPhoto Speak iMovie iTimeLapse Explain Everything Garageband Creative Book eBook Creator Use Your Handwriting Big World Simple Mind Jot Understanding Apps that fit into this "understanding" stage provide opportunities for students to explain ideas or concepts. Understanding apps step away from the selection of a "right" answer and introduce a more open-ended format for students to summarize content and translate meaning. Applying Criteria Remembering Apps that fit into the "remembering" stage improve the user's ability to define terms, identify facts, and recall and locate information. Many educational apps fall into the "remembering" phase of learning. They ask users to select an answer out of a line-up, find matches, and sequence content or input answers Applying Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to apply concepts in unfamiliar circumstances. Analyzing Apps that fit into the "analyzing" stage improve the user's ability to differentiate between the relevant and irrelevant, determine relationships, and recognize the organization of content.. Evaluating Apps that fit into the "evaluating" stage improve the user's ability to judge material or methods based on criteria set by themselves or external sources. They help students judge content reliability, accuracy, quality, effectiveness, and reach informed decisions. Creating Apps that fit into the "creating" stage provide opportunities for students generate ideas, design plans, and produce products. Developed by Allan Carrington Designing Outcomes Adelaide SA Email: allan@designingoutcomes.net The Padagogy Wheel V4.0 Published 010315 from the APPitic App Lists for Education Website App Selection Criteria Scan to Email Allan How to use the Padagogy Wheel: It’s All About Grey-matter Grids A methodology to get the best results with this teaching model The Padagogy Wheel V4.0 Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. is a comprehensive online directory of apps for education, developed by Apple Distinguished Educators (ADEs) and is available in 19 languages. The website identifies 400 Apps by the Blooms Cognitive Domain Categories with 122 of the most popular apps individually linked from the Padagogy Wheel Remembering Criteria Understanding Criteria Evaluating Criteria Creating Criteria This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, For V2.0 an V3.0 I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps For the major revision that is V4.0 I have to thank the team of ADEs who created APPitic the App Lists for Education Website. Analyzing Criteria http://tinyurl.com/posterV4 http://appitic.com
- 23. 同⾏行专家认可 This connection of theory, practice, and application makes the Padagogy Wheel an invaluable resource that should be on the wall of every classroom”. Padagogy轮将理论、实践和应⽤用相结合，是⼀一个 宝贵的资源。因此，推荐每位教师将其引进课堂。 Matt Harris博⼠士是美国国际教育技术协会 （关于ISTE）董事会当选主席。Matt将于 2016年接任董事会主席，成为第⼀一位不在 美国居住和⼯工作的主席。 In Support of Excellence: http://tinyurl.com/alsltblog Dr Matt Harris is Chair-elect of the Board of Directors for the International Society for Technology in Education (About ISTE). Matt will take over as Chair of the Board in 2016, becoming the first person to hold the post while living and working outside of the United States.
- 24. An Endorsement "In my experiences as an EdTech leader, I find that contemporary educators are passionate about using technology to extend and deepen learning. Most recognise the changing landscape of “the real world” and the modern pedagogies needed to prepare students for that world. However, more often than not, they find challenges in applying these new concepts with specific tools. With Allan Carrington’s Padagogy Wheel Model, teachers have an at-hand reference that ties apps to specific learning outcomes directly connected to modern pedagogies and theories. They can easily sit with the wheel during lesson planning time to find tools that will best aid their students or use it during class time to extend or deepen learning towards a specific 21st century skill or content area. This connection of theory, practice, and application makes the Padagogy Wheel an invaluable resource that should be on the wall of every classroom”. “我在EdTech担任领导期间，发现当代教育家热衷于使⽤用技术来扩展和深化学习。他们中的⼤大多数⼈人意识到 “现实世界”在不断变化，⽽而现代教育学需要帮助学⽣生在进⼊入那个世界之前做好充分准备。然⽽而，他们在使⽤用 特定⼯工具实现这些新概念时经常遇到困难。Allan Carrington 的Padagogy轮模型正是为教师提供了⼀一个简易的 使⽤用指南。该指南将apps和基于现代教育学和理论的学习产出相联系，⽅方便教师在备课时从Padagogy轮查找 最适合⾃自⼰己学⽣生的⼯工具，或者在课堂上使⽤用该轮扩展或深化对某个21世纪技能或领域的学习。Padagogy轮将 理论、实践和应⽤用相结合，是⼀一个宝贵的资源。因此，推荐每位教师将其引进课堂。 Matt Harris博⼠士是美国国际教育技术协会 （关于ISTE）董事会当选主席。Matt将于 2016年接任董事会主席，成为第⼀一位不在 美国居住和⼯工作的主席。 In Support of Excellence: http://tinyurl.com/alsltblog Dr Matt Harris is Chair-elect of the Board of Directors for the International Society for Technology in Education (About ISTE). Matt will take over as Chair of the Board in 2016, becoming the first person to hold the post while living and working outside of the United States.
- 25. 为什么是英⽂文版的？ 我的假设：⼈人在⽤用他们⼼心中的语⾔言（即，⺟母语）思考的时候，往往更 有可能使⽤用⾼高层次思维能⼒力去进⾏行创造性思考。 FrenchPortuguese Russian DutchCatalan English NorwegianGermanSpanish Chinese Filipino Korean Greek Irish Turkish Italian JapaneseIndonesian Arabic
- 26. 合作的⼒力量 张翼然 教育学院 湖南农业⼤大学 湖南⻓长沙 电⼦子邮件：ranrancc@gmail.com 我们⼀一直使⽤用微信进⾏行联系 焦建利博⼠士 教育技术学教授 苹果杰出教育家 未来教育研究中⼼心主任 华南师范⼤大学, ⼲⼴广东⼲⼴广州 电⼦子邮件： jiaojianli@126.com 中国队
- 27. 是由苹果杰出教育⼯工作者（ADEs）开发的⼀一个全⾯面的 教育Apps在线⺫⽬目录。⺫⽬目前推出了19种语⾔言版本。 该⺴⽹网站依据Bloom的认知领域教育⺫⽬目标收录了400个 Apps，⽽而Padagogy轮则专⻔门列出了其中最受欢迎的122 个Apps。 模拟是培养毕业⽣生素养和能⼒力以及激发学习者动机的 最有效的教学法。请浏览这些沉浸式学习资源，它们 将能帮助您设计出有吸引⼒力的沉浸式学习案例。 Padagogy轮 V4.0 啪啪 Animation Creator *Quick Sketch 博客⼤大巴 微博HD iAnnotate *Drawing Box *Prezi *iBooks *Keynote *Sonic Pics Paper Helper *Show Me *Voice Thread *Popplet 蝉游记 微调查 Data Analysis Easy Chart Good Reader *Ideament 推事本 个⼈人版 作业帮 iThoughts 家庭作业 *Notes Plus Microsoft Excel Outliner 墨笔 *Polldaddy Any.Do Quick Graph *Simple Note *Flashcard Machine *Flashcards Deluxe Quiz Your Lizard School Notes *Microsoft OneNote 百度 HD 达答 Wolfram Alpha Maptini *Inspiration Maps *Pages My Writing Spot 乐顺备忘录 Blackboard Clear Sea Moodle *Skype 美刻 *Edmodo ⼈人⼈人HD QQ空间 腾讯朋友 UC浏览 器HD YY HD *iTunes U *WeChat （微信） *QQ国 际版 图⽜牛 Filemaker Go *iBrain storm Roambi Analytics QQ浏览器HD ⺴⽹网易公 开课 ⽶米聊 AirBeam CollabraC am *Splice Story Patch *AudioBoom Audiolio *Fotobabble *Flipbook *Do Ink AC Express Animation Desk Audiotorium *Photo Speak *iMovie iTimeLapse Explain Everything Garageband Use Your Handwriting 有道云笔记HD 3A 思维 导图 Jot! 参⻅见：Using The Padagogy Wheel: It’sAllAbout Grey-matter Grids (GGs) 这种教学模式的最佳应⽤用⽅方法 鸣谢 Allan Carrington设计的Padagogy轮获知识共享署名 - ⾮非商业性使⽤用 - 相同⽅方式 共享4.0国际许可。该轮的设计基于http://tinyurl.com/bloomsblog上的⼯工作。 这个不带apps的分类学轮，最早源于Paul Hopkin的教育咨询⺴⽹网站 mmiweb.org.uk。该轮是Sharon Artley基于Anderson和 Krathwohl (2001) 对 Bloom (1956) 的修订版⽽而创作的。感谢Kathy Schrock 在她的⺴⽹网站 bloomin apps 所做的创造性⼯工作，使我产⽣生了修订第2和第3版以便适⽤用于移动设备（特 别是iPad）教学的想法。⽽而我在第四版进⾏行的重⼤大修改则得益于ADEs团队的 APPitic the App Lists for Education⺴⽹网站。 http://tinyurl.com/posterV4CHI http://appitic.com 位于此轮核⼼心的沉浸式 学习便是新的教学设计。 http://tinyurl.com/ILMSimulations 摘⾃自APPitic App Lists for Education⺴⽹网站 App筛选标准 ⾖豆瓣FM *bookPress *微直播 优酷拍客 ⼩小影 *Book Creator喜⻢马拉 雅FM Join Me LOFTER ⽩白板HD WPS Office *圈点 鲜果 RSS 印象笔记 新浪博客 Doit.im HD *Paper by 53 ⼤大众点评 HD 鲜果 百度云HD 南澳阿德莱德设计成果咨询公司Allan Carrington著 Email allan@designingoutcomes.net英⽂文版 V4.0发布于 2015.03.01 中国版V4.0 发布于2015.07.07 相关⽂文字的翻译⼯工作和app的筛选为我们整个团队共同努⼒力的结 果。感谢以下团队成员——澳⼤大利亚：阿德莱德饶洁敏和⺩王尔 吉；中国：湖南⻓长沙湖南农业⼤大学张翼然，以及⼲⼴广东⼲⼴广州华南 师范⼤大学焦建利教授和他的优秀团队。他们的付出使得中⽂文版 的Padagogy轮得以出版。请访问我们的中⽂文版博客“⽀支持卓越”查 看更多关于Padagogy轮的资讯。 http://www.chinesepw.com Padagogy轮在语⾔言教学中的应⽤用 Anderson & Krathwohl等⼈人(2001)修订的布鲁姆教育⺫⽬目标 分类的六个层次从低到⾼高依次为识记、理解、应⽤用、 分析、评价和创造，它们构成了⼀一线教师课堂教学 设计的基础。如Padagogy轮所⽰示，语⾔言教师在备课 过程中，可以根据具体的教学⺫⽬目标及其对应的⾏行为 动词，设计相应的教学活动，选择图中满⾜足该活动 需求的Apps，形成系统的教学设计⽅方案，并应⽤用该 ⽅方案实施基于移动终端的语⾔言教学活动。 例如：在英语读写教学中，为了提⾼高学⽣生对⽂文章的 理解能⼒力，教师选⽤用了“理解”层次的⾏行为动词——“总 结”和“解释”，并选⽤用该层次所推荐的“Mindmanager”开 展“制作思维导图”活动来展⽰示⽂文章的提纲和细节。之 后为了加深学⽣生对⽂文章的理解，并为写作输出做好 准备，教师可以基于⽂文章设计相关讨论话题并组织 学⽣生开展头脑⻛风暴式讨论。此时，教师可选⽤用“评价” 层次中的⾏行为动词——“发表意⻅见”和“发帖”开展“评论” 和“提出观点”等活动，让学⽣生使⽤用“新浪微博”或者“微 信”发表⾃自⼰己的⻅见解和评论。 推荐阅读： Web2 4 Languages Teachers: iPad Apps http://web2-4languageteachers.wikispaces.com/iPad+apps Teaching Languages with iPads https://teachinglotewithipads.wordpress.com 加(*)的apps可能对语⾔言教学有较⼤大的帮助。 应⽤用：该层次的Apps帮助学习者展⽰示⾃自⼰己运⽤用所学到 的流程和⽅方法的能⼒力；同时也注重培养他们运⽤用概念 解决新问题的能⼒力。 分析：该层次的Apps能提⾼高学习者区分相关和 不相关信息、确定各部分之间的关系、提炼内 容结构的能⼒力。 评价：该层次的Apps能够提升学习者使⽤用⾃自⾝身或 他⼈人设置的标准来评估材料或⽅方法的能⼒力。它们 帮助学习者判断内容的可靠性、精度、质量、效 益，并做出有理有据的决策。 创造：该层次的Apps帮助学习者激发创意、设计 ⽅方案和创作作品。 应⽤用层次筛选标准 理解层次筛选标准 评价层次筛选标准 创造层次筛选标准 分析层次筛选标准 理解：该层次的Apps能够为学习者提供阐述观点，明晰 概念的机会。这个层次的Apps不在于为学习者提供“标准” 答案，⽽而在于帮助他们采⽤用更加开放的形式来总结内容、 诠释意义。 识记：该层次的Apps能够帮助学习者提升定义术语、识别事实、回顾知 识和查找信息的能⼒力。许多教育类的Apps都属于这个层次。学习者可以 在这些Apps上做选择题、配对题、排序题或简答题。 识记层次筛选标准 http://tinyurl.com/gmginteraction *扇⻉贝单词 *百词斩 ZAKER 格志 ⽇日记 勺⼦子 *百度翻译 ⽇日记相机 百度贴吧 Tower.im 知乎 焦建利，教育技术学博⼠士，⼲⼴广州华南师 范⼤大学教育信息技术学院副院⻓长，未来 教育研究中⼼心主任。 Email：jiaojianli@126.com 个⼈人博客：http://www.jiaojianli.com/ Flipboard 锤⼦子便签 *同步 ⽩白板 *Visio Prompt 美图秀秀 Voice Record
- 29. 有效使⽤用Padagogy轮模型，使其价值达到最⼤大化 Prompts or Grids: 不妨将其视为指导整个教学过程（从计划到实施）的⼀一系列提⽰示或⺴⽹网格。 The Attributes Grid: 素养⺴⽹网格：这是学习设计的核⼼心。你必须不断重新审视道德、责任和公民 ⾝身份等问题。问问⾃自⼰己这个问题：“学完这个课程的⼈人将’取得什么进步’？” 即，是什么特质让别 ⼈人认可他们的成功？问⾃自⼰己：我在教学过程中是如何培养这些素养和能⼒力的？ The Motivation Grid: 动机⺴⽹网格：问问⾃自⼰己：“我在教学设计和教学过程中如何培养学习者的⾃自 主、掌握和⺫⽬目的？” The Blooms Grid: Bloom的教育⺫⽬目标⺴⽹网格：这个⺴⽹网格能帮助你制定旨在于培养⾼高层次思维能⼒力的 教学⺫⽬目标。请尝试⾄至少从每个类别中挑选⼀一个教学⺫⽬目标，以便为随之的技术增强教学做好准备。 The Technology Grid: 技术⺴⽹网格：问⾃自⼰己：“这些应⽤用程序对于实现我的教育学有什么帮助？”其 实，虽然列举了这么多应⽤用程序仍然挂⼀一漏万。因此，我们⿎鼓励⼀一线教师主动去发现⼀一些更好的 程序，或者在⼀一些教学活动中整合使⽤用多个程序。 The SAMR Model Grid: SAMR模型⺴⽹网格：这个⺴⽹网格涉及的是“你将如何使⽤用你所选择的技术？” 如何充分使⽤用Padagogy轮
- 30. 1. 活⼒力、激情和热情 (enthusiastic & passionate) 2. 认可他⼈人 (give credit to others) 3. 换位思考、⾼高效⼯工作、能适应不同⼯工作⽅方式 (empathetic) 4. 为⼈人坦率、诚实 (transparent & honest) 5. 横向和创新思维能⼒力 (creative) 6. 忠于⾃自⼰己的价值观和道德观 (true to values & ethical) 7. 决策之前倾听多⽅方意⻅见 (listens before deciding) 8. 正视⾃自⼰己的优势和劣势 (understands own strengths & limitations) 9. 时间管理能⼒力 (manages time well) 10. 毅⼒力 (perseveres) 11. 擅于吸取教训 (learn from errors) 12. 擅于吸取经验 (learn from experience) 13. 遇事冷静 (calm under pressure) 14. 有效的⼝口头和书⾯面沟通能⼒力 (good communicator) 15. 获取信息和分析信息的能⼒力 (access & analyse information) 企业对毕业⽣生的能⼒力要求 Please visit the blog post and listen to the podcast episode at: “If you exercise these capabilities.. you will be employed!” 企业CEO和⾼高层领导（雇主）的要求，也即他们对⾼高校毕业⽣生 的能⼒力要求。 Prof. Geoff Scott UWS
- 31. Will this thinking work in China? Fiona’s PhD Thesis “Connecting Higher Education and the Chinese workplace: What makes a Chinese graduate with an Australian qualification employable in China”? Victoria University, Melbourne 2011. Link • Complete Episode 12.43 mins Link • Highlight Clip : 2.36 mins Link A podcast episode with Dr Fiona Henderson The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. Fiona Henderson Dr Fiona Henderson is a Senior Lecturer in Academic Language and Learning (ALL) & Coordinator of the Student Learning Unit (SLU) in the Academic support & development department, Victoria University. Fiona received a Carrick (now OLT) Citation in 2007, a Victoria University College Award in 2011 and a VC Citation in 2012. Email: Fiona.Henderson@vu.edu.au Skype: fionabh1
- 32. 当今的学习者需要拥有的技巧和素养 • 思辨能⼒力和解决问题的能⼒力 (critical thinker) • 多⽅方协作和引领能⼒力 (collaborator) • 随机应变 (agile & adabtable) • 主动性和创业精神 (shows initiative) • 有效的⼝口头和书⾯面沟通能⼒力 (communicator) • 获取信息和分析信息的能⼒力 (analyzer) • 好奇⼼心和想象⼒力 (imaginative) • 换位思考和全局管理能⼒力 (empathetic) • 毅⼒力 (grit) • 适应能⼒力 (resilient) • 希望、乐观主义 (optimistic) • 洞察⼒力 (visionary) • ⾃自我调节 (self regulator) Includes: Tony Wagner’s Seven Survival Skills as defined by business leaders in their own words Jackie Gerstein
- 34. Padagogy轮核⼼心： • 提⾼高了参与度 • 评估并 毕业⽣生的素养 和能⼒力 • 遇到的问题、解决⽅方案 和结果 旨在于提⾼高参与度 的沉浸式学习 Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. 靶⼼心！
- 35. 素养和动机 • 建⽴立⼀一个优秀毕业⽣生档案 • 招募学⽣生参与 • 请参与者给所建⽴立的档案提供反馈意⻅见 • 制订学习合同 • 使⽤用动机⺴⽹网格过滤你的每⼀一个教学想法、活动和评估⽅方案 建⽴立⼀一个内含学⽣生承诺书的优秀档案 有效使⽤用Padagogy轮模 型，使其价值达到最⼤大化 Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
- 36. Updated Padagogy Wheel Tackles The Problem of Motivation in Education “The new version of the Padagogy Wheel tackles a major question that is lurking in the back of everyone’s mind. If it’s not … it should be. It’s about the problem of motivation in education. How do we motivate students, teachers, parents, and everyone else to get excited about learning? How do you stay motivated? What works and what doesn’t?” Jeff Dunn Editor Edudemic
- 37. 动机来源：关于动机来源的惊⼈人真相 • ⾃自主 • 掌握 • ⺫⽬目的 Dan Pink关于动机的教学的欧式漫画版 10.48 mins 14,298,987 views
- 38. 重塑 技术允许创造全新的任务及以 前未发现的 增强 变⾰革 教室⾥里的信息与通信技术 修改 技术允许对重⼤大任务进⾏行再 设计 增强 技术扮演⼀一种替代的⼯工具，在 功能予以提升 替代 技术扮演⼀一种替代的⼯工具，在 功能上⽆无变化 Ruben R. Puentedura, Ph.D. 为什么使⽤用SAMR模型 3.55 mins
- 39. App筛选标准 摘⾃自APPitic App Lists for Education⺴⽹网站 识记层次筛选标准 识记：该层次的Apps能够帮助学习者提升定义术语、识别事实、回顾知 识和查找信息的能⼒力。许多教育类的Apps都属于这个层次。学习者可以 在这些Apps上做选择题、配对题、排序题或简答题。 理解层次筛选标准 理解：该层次的Apps能够为学习者提供阐述观点，明晰概念的机 会。这个层次的Apps不在于为学习者提供“标准”答案，⽽而在于帮助 他们采⽤用更加开放的形式来总结内容、诠释意义。 应⽤用：该层次的Apps帮助学习者展⽰示⾃自⼰己运⽤用所学到的流程和⽅方法 的能⼒力；同时也注重培养他们运⽤用概念解决新问题的能⼒力。 应⽤用层次筛选标准 分析：该层次的Apps能提⾼高学习者区分相关和不相关信息、确定各 部分之间的关系、提炼内容结构的能⼒力。 分析层次筛选标准 评价：该层次的Apps能够提升学习者使⽤用⾃自⾝身或他⼈人设置的标 准来评估材料或⽅方法的能⼒力。它们帮助学习者判断内容的可靠 性、精度、质量、效益，并做出有理有据的决策。 评价层次筛选标准 创造：该层次的Apps帮助学习者激发创意、设计⽅方案和创作作 品。 创造层次筛选标准 Understanding: Apps that fit into this "understanding" stage provide opportunities for students to explain ideas or concepts. Understanding apps step away from the selection of a "right" answer and introduce a more open-ended format for students to summarize content and translate meaning. Applying Criteria Remembering: Apps that fit into the "remembering" stage improve the user's ability to define terms, identify facts, and recall and locate information. Many educational apps fall into the "remembering" phase of learning. They ask users to select an answer out of a line-up, find matches, and sequence content or input answers Applying: Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to apply concepts in unfamiliar circumstances. Analyzing: Apps that fit into the "analyzing" stage improve the user's ability to differentiate between the relevant and irrelevant, determine relationships, and recognize the organization of content.. Evaluating: Apps that fit into the "evaluating" stage improve the user's ability to judge material or methods based on criteria set by themselves or external sources. They help students judge content reliability, accuracy, quality, effectiveness, and reach informed decisions. Creating: Apps that fit into the "creating" stage provide opportunities for students generate ideas, design plans, and produce products. Remembering Criteria Understanding Criteria Evaluating Criteria Creating Criteria Analyzing Criteria App Selection Criteria from the APPitic App Lists for Education Website
- 42. 覆盖教育内容 使⽤用增强现实技术和地理标记等功能去 查找物理世界⾥里的教育内容和学习活动。 例如：Aurasma 帮助重新定义物理世界 • ⾏行动研究项⺫⽬目 • 要求学⽣生完成⼀一个任务并评论⾃自⼰己的作品， 之后分享他们学到了什么 • 使⽤用Aurasma制作他们⾃自⼰己的⽂文章中被覆盖 的内容 • 请所有学⽣生在iPads上查看全班的⾃自我评论
- 47. 学习顺序 • 使⽤用多个apps开展⼀一系列学习活 动。 • 基于相关学习理论对其进⾏行有机增 整合。 • 链接⾄至SAMR模型优秀使⽤用案例 • 基于教学理念选择相关教育技术 （apps) • 类似于学习活动管理平台 （LAMS）于2003年设计的学习过 程。查看相关信息请访问： LessonLAMS.com3.49 mins 即，多个App的有机整合
- 49. ⾏行动研究项⽬目 • 4位教师 • ⼩小学科学课程 • 116位学⽣生 • 11-12岁 • Padagogy轮：旨在于培养个性化学习 • 使⽤用iTunesU开展数字化学习，即电⼦子档案袋 • 80%的学⽣生反映说：喜欢这种学习⽅方式，且学习 所得多于传统教学 Maria Montessori b1870 - d1952 新南威尔⼠士州伊斯特伍德区 圣凯⽂文天主教⼩小学：2014年5⽉月 对于教师来说，最成功的⼀一个标志是……能够做到⾃自信地 说：“学⽣生现在能够不再依赖我，能够⾃自主学习了。” Maria Montessori（1870-1952）
- 50. 英语学科核⼼心素养（⾼高中英语课 程标准修订, 2015） • 语⾔言能⼒力 language competence • ⽂文化意识 cultural awareness • 学习能⼒力 learning ability • 思维品质 thinking quality
- 55. 对科研⼯工作者的贡献 ⼀一个采访Ian Green博⼠士的视频播客 Ian Green Dr Ian Green coordinated the Research Careers section of the Researcher Education & Development unit, at the University of Adelaide. Ian also teaches into the Linguistics program, and has coordinated courses in Language & the Ethnography of Communication as well as Language and Communication Planning. He is an Apple Distinguished Educator Class of 2009. Email: iangreen@icloud.com Twitter: @ianxgreen Skype: ian2512 iPad拓宽了研究思路；该设备及其所有功能使得现在的研 究者能够轻松将各种研究活动进⾏行嵌⼊入、整合和调整。 Ian Green 15.44 mins Clip 4.08 mins
- 56. Cultivating Real World Skillsets for 21st Century. A Keynote delivered April 18 at the "2105 Collaborative Experience: A Symposium for Parents & Professionals" coordinated by the Commission of Deaf, DeafBlind, and Hard of Hearing Minnesota 对聋⼈人学校教学的帮助 Susan Elliott 聋⼈人学校的教师需要考虑基于项⺫⽬目的学习的价值，以及学⽣生如何将技术作为 ⼀一种思维⼯工具进⾏行应⽤用。基于问题的学习（PBL）以及教育技术的应⽤用有助 于培养⾼高层次思维能⼒力。Padagogy轮能帮助教师实现这些⺫⽬目标。 Clip: 12 mins Original Video: 1 hr 14 mins Susan has taught and coordinated programs for Deaf and Hard of Hearing students in Colorado public schools at every level from 1977-2014. She was selected as Colorado Teacher of the Year 2009 and National Finalist. Born with a progressive hearing loss, she became profoundly deaf as a teenager. She holds two Masters degrees and is a PhD candidate Email: susan.elliott@waldenu.edu Skype: susanelliot3
- 59. 感知⽅方式异于他⼈人信仰⽅方式异于他⼈人思维⽅方式异于他⼈人做事⽅方式异于他⼈人感知⽅方式异于他⼈人信仰⽅方式异于他⼈人思维⽅方式异于他⼈人做事⽅方式异于他⼈人与众不同与众不同 充满互动 引⼈人⼊入胜紧扣⽣生活 让你的教学 你可以通过微信或者邮件联 系我。 wechat id: allanadl email: allan@designingoutcomes.net 引⾃自Steve Jobs1.10 mins