Media learning
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Managing your child's media interests
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Media learning
- 1. Managing Your Child’s Media Interests Selecting, monitoring and using video games, phone apps and the internet to boost your child’s learning. Wi-Fi: LDSHZ88 Password: Pioneer47
- 2. A Vision of Today’s Student By Michael Wesch and his Anthropology 101 students 2007 Kansas University Anthropology Department
- 4. How we learned How they will learn Teach by Telling vs Learn by Creating ©taitcoles.wordpress.comFound at edtech101reez.wordpress.com
- 5. How they will learn Through interactions Make interpretations Be participants In real life context Through real life problems With a community Appling past knowledge Using their own approach Justifying their solution
- 7. Digital Media – The game-changer Individualize Connect Create Share
- 8. Mastery Learning (Khan Academy) ©KahnAcademy.org
- 9. Mastery Learning vs. Class-Paced Learning (Kahn Academy) Modified from ©KahnAcademy.org
- 10. Mastery Learning vs. Class-Paced Learning (Kahn Academy) Modified from ©KahnAcademy.org
- 11. Mastery Learning vs. Class-Paced Learning (Kahn Academy) Modified from ©KahnAcademy.org
- 12. Mastery Learning vs. Class-Paced Learning (Kahn Academy) Modified from ©KahnAcademy.org
- 13. Digital Media – The game-changer Individualize Connect Create Share
- 15. Digital Media – The game-changer Individualize Connect Create Share
- 17. Collaboration Beyond cooperation Takes a conscious effort through media. ©opensourceway @ Flickr
- 18. Minecraft
- 19. Digital Media – The game-changer Individualize Connect Create Share
- 21. Miscellaneous Motivation Be challenged Be an asset Be recognized Ethics of overly motivating media My two favorite predictors: Parent expectations Time on task
- 22. Media Management Plan Goals? Steps? Resource allocation? https://unt.az1.qualtrics.com/SE/?SID=SV _4VCzjNZumZnnQfH
- 23. Evaluating Media Align with goals? Individualize education? Represent real-life? Encourage collaboration? Allow creation? Motivate (appropriately)? Age appropriate? Have parent reports?
- 24. Favorite Educational Games Oregon Trail Brainpop Starfall Dreambox Learning PBS Kids Minecraft IXL Khan academy Chinese Made Easy (iPad)
Editor's Notes
- 4:45
- 2:00 Michael Wesch’s Anthropology students are trying to tell us that they are different than we were. They have different priorities different ways of doing things, and yet they are part of an educational system that was established during the Industrial Revolution – designed to produce as many uniform students or “products” as possible. When we were in school, the teacher collected and organized information then attempted to transfers it into our minds in the appropriate structure using flashcards, timelines, narratives, symbols. It was a “teach by telling” strategy. Those who were able to learn through the teacher’s methods were considered bright, and the students who didn’t grasp the concepts, were considered just not capable of learning them. Constructivism – 1990s. Experts began to think we learn differently – Instead, they reasoned, that learning is the process that occurs as each person constructs their own interpretation of reality through experience and through socially navigating meaning, in other words, through sharing and discussing information in order to understand it from different perspectives and then agreeing up an interpretation. This is a very different view of learning. There is not a linear path to understanding our world. Learning is a complex and individual pursuit, and the learner is the central most active person in the process.
- 2:00 The research generally supports that this is an improvement on past learning theories, although it is more time intensive and resource consuming. According to this theory, learning happens best As they interact to Create their own interpretation of reality in real-life context and with real-life problems Interact and collaborate with a community of learners Build on their prior knowledge and apply what they already know to new circumstances. Learners approach the problem in any way they want, and they are given the opportunity to justify whatever solution they arrive at. This implies that there is not just one right answer.
- STORY: In contrast with the old teaching methods in which the teacher did the work and the learner absorbed the information, this new learning theory recommends that students are involved in finding the content, organizing the content, then collaboratively creating something of value. They will access their information and human networks: Wikipedia, YouTube, online libraries, experts (Twitter, podcasts), peers (Facebook, email), families. Then piece all that the gathered together into a the equivalent of a personalized textbook. They may compare notes with other students in the class and compile the information into a common location creating a class textbook. Imagine a class where the teacher sits down with each student and the student makes a plan for what they will learn, how, and with what resources. Then the student goes ahead and tells the teacher how they can measure whether the student reached those goals. The student is the most active person in the learning process. Most of us in this room probably already knew that this is how we learn best. When we give a talk or a lesson, we often say that we as the teacher learns the most. This learning theory supports what many of us have always known.
- As I said, this is a time intensive and resource consuming way of learning. Technology is how we will make this possible. Technology will allow each learner to be the researcher, the creator, the teacher. It can individualize education – supporting us “differently-abled” people It connects learners to information and to other people It allows students to use what they know to create something meaningful, beautiful, and memorable – which will have lasting impact on their ability to recall the information and apply it to new circumstances. It allows students to teach others as they share their understanding and experiences.
- This is a graph showing self-paced progression of students through Kahn Academy modules (An organization similar to IXL that contains an organized database of instruction and practice problems). This is what we call Mastery Learning. The students move on when and only when they have mastered the prior material. The vertical axis shows the material completed, and the horizontal axis shows a timeline in days ending at 80 days. Notice that some students mastered the initial material very quickly, but tended to slow down from days 20-40. They all end up with a wide range of skill mastery at the end of the 80 days. According to Sal Khan (founder of Khan Academy), this is a pretty typical class progression when students are self-paced.
- Contrast that with this hypothetical classroom which moves as a group, and does not take into consideration individual progress. Students all move on, whether they are bored out of their socks, or have not yet mastered the material. This leaves some students unchallenged and unmotivated, while others have gaps in their understanding of the fundamental principles. I would suspect that those with knowledge gaps spanning the fundamentals would end up mastering even less material than when they were self-paced. Let’s look at some of the individual student progressions in the self-paced mode. Sal Khan liken class-paced learning to riding a bike – all students receive the same lecture on how to ride a bike. They all practice with the same degree of expert help. And at the end of the week, they are assessed. Some students can ride and get an A. Others lose their balance after the first few pedal rotations and receive a C. On Monday, all students’ bikes are replaced with unicycles.
- Here is a student who raced through the beginning material, but stagnated on some concept that stumped several of the students. Once the student mastered that, he/she then continued on at a good clip. You might say that this was an exceptionally bright student. A teacher in a traditional class might put him/her in a special math class for gifted and talented students so that the student can continue that trajectory. Let’s compare the blue student with another.
- In orange, you see a learner who struggled with the introductory material. The orange student was at the bottom of the class for the first 10 days. In a traditional class, this student may be labeled “slow” or “not a math person”. They might even be placed in a remedial math class. And yet in the self-paced class, the student overcame those initial struggles and went on to achieve just as much as our “gift and talented” blue student. These premature classifications could likely impact that students self-confidence and enjoyment in math and destine them for failure in math throughout school and beyond. But, clearly, there was no mental incompatibility with this student and the math concepts, he/she simply got hung up at a different point than our blue student. In fact, if in a traditional class, the student likely would have struggled with math concepts for the rest of the 80 days because they would have been pushed past the basics before they had mastered them. Now let’s look at one of those who finished the 80 days near the bottom.
- In green, we see a student who struggled consistently with all the concepts --- until day 80. They had an ah-ha moment. Something clicked and they started rapidly making up ground. Just imagine if this graph continued for another 80 days. Imagine where the student in green might be. This is the magic of individualized learning. But I need to explain that Khan Academy, to date, lacks diversity in their delivery methods. They offer a video and practice problems. So the individualization applies only to students’ pace. Imagine if the green student had access to other forms of the content that better fit his/her learning style (games, virtual labs, live tutors, chat room with peers, etc.). To me, this phenomenon reduces the value of, what we would call “a knack for” math or a particular talent for math.
- So that’s the value of individualized learning. For the sake of time, I’m confident that you can just imagine the many ways – primarily through the internet that we connect with people and information. What are they? (social networking, bookmarking, feeds, etc)
- We can revisit our image of the networked learner to envision how our children can utilize their connections to learn.
- I want to point out that up to this point, I have been teaching you this information using the “old methods” - the way we were taught – by telling and showing you. That’s because we don’t want to be here all night, and direct instruction is much quicker than the individualized, collaborative approach. But let’s switch gears and try some of the more student-centered strategies.
- You’ve maybe seen this pyramid before. I know a teacher at HIS used to have it posted on the wall outside the classroom. It is based on a theory that students remember what they are taught more when they are actively involved. When we think of this pyramid in terms of the educational media that our children use, in which category do these media fall? Watching TV/movies Searching web Playing video games Playing multiplayer games Programming games (teaching the computer) Disseminating learning (crowdsourcing)
- Collaboration is a “a coordinated synchronous activity that is the result of a continued attempt to construct and maintain a shared concept of a problem” (Roschelle & Teasley 1995, p. 70). This is not cooperation in which people divide up tasks and then piece them together for a final product. Collaboration is a vital skill for future business interactions. Unless the interaction occurs at the same time and in the same virtual space (synchronously), collaboration is very difficult to achieve. I learned this with my classmates. We were writing a chapter for a book on using technology for teaching. Even though we are all very motivated to work together and create a cohesive, high quality product, we were limited by our different time zones and schedules. We divided up the topics in the paper and wrote them independently (notice this fits the definition of cooperation). In the end, we were each experts with our particular sections, but we did not all have a vision of the big picture. It took several synchronous phone calls to properly coordinate the chunks of the paper. If it was difficult for us, with our very real pressure to produce something of high quality and of value, you can imagine how difficult it is to convince students to truly collaborate online – to build understanding as a group.
- Minecraft comes to mind as a powerful environment in which young people can safely create and collaborate. It is a Massive Multiplayer Online Game. Players do not have assigned roles or missions, but they build structures and can play to in survival mode to survive the system-supplied villains and challenges of the night. Does anyone have any experiences with or feelings about Minecraft as an educational tool? What skills and traits can it help your child develop? (teamwork, persistence, self-expression, exploration, collaboration)
- We’re seeing more and more student-created glossaries, textbooks, presentations, videos (Dr. Wesch – from the introductory video – is crowdsourcing a collection of videos created by his students to represent the modern student), some teachers have even crowdsourced grading as students are required to review their peers’ work and evaluate it according to a rubric or simply through a 1Star to 5Star approach, This peer teaching not only helps the students tasked with teaching others, but it helps solve big problems and supply the world with rich information and interpretations from a range of perspectives.
- · What are your goals for your child's learning? (i.e., self regulated learner, life-long learner, top tier university) · What assumptions must prove true in order to achieve those goals? (i.e. practice making decisions, practice self-governance, practice effective study strategies, curiosity fostered and encouraged, learning beyond the classroom) · How are/will you allocate your resources (time, money, energy, etc.) to support those goals? o How many of your resources are currently going into media that detracts from those goals? o How can you manage media to your benefit?