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Rewind pause fast forward jeremy richards

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Jeremy Richard's presentation from the Naomi Prawer Kadar International Seminar for Digital Technology in Primary Jewish Education on 1st May 2013

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Rewind pause fast forward jeremy richards

  1. 1. “Rewind, Pause, Fast-Forward” – J. RichardsWorld ORTNaomi Prawer Kadar International Seminarfor Digital Technology in Jewish EducationWednesday 1stMay 2013***Before anything else, here are the links you need, so you don’t have to go looking for them:Khan Academy:https://www.khanacademy.org/talks-and-interviews/key-media-pieces/v/salman-khan-talk-at-ted-2011--from-ted-com(I stopped it at around 7:30, but you can watch more)Professor Walter Lewin:http://videolectures.net/mit801f99_lewin_lec10/ (particularly watch from 45:15)The Tinkering Studio:http://tinkering.exploratorium.edu/about/)BB FlashBack Tutorial:http://www.bbsoftware.co.uk/movies.aspx?name=HowToRecordv3&app=FBExpress2&rid=0My Video Tutorials:http://www.torahschool.co.uk/Tutorials/Tutorials.htmFor a cross section, please try:Tutorial 2: Script letters demonstrationsTutorial 3: Gematria 4 – Ba’al Haturim on the ‘Beis’ of ‘Bereishis’Tutorial 5: Rashi Script Video – Similar and Confusable Letters
  2. 2. REWIND,PAUSE,FAST-FORWARD
  3. 3. With a neighbour, discuss:Which is more true…a. “Technology drivespedagogy.”b. “Pedagogy drives the use oftechnology.”
  4. 4. With a neighbour, discuss:Which should be more true…a. “Technology drivespedagogy.”b. “Pedagogy drives the use oftechnology.”
  5. 5. Khan AcademyBackground:friend told me about KhanAcademy – successfullyrecommends it to hisGCSE / A Level mathsstudents for use at home
  6. 6. Play:Salman Khan talk at TED 2011
  7. 7. …preferred automated cousin,to real cousin
  8. 8. …can pause and rewindtheir cousin
  9. 9. …this content will nevergrow old
  10. 10. …lectures assignedfor homework& what used to behomework now donein the classroom
  11. 11. …pupils can now pauseand repeat their teacher,and watch at their own pacejust as Khan’s cousins did
  12. 12. …removes “one size fits all”
  13. 13. …pupils now work and learnat their own pace at homeand interact withtheir peers in class
  14. 14. …the technology hashumanised the dehumanisingclassroom of children withtheir fingers on their lips……now they’re actuallyinteracting with each other
  15. 15. Dr. Jackie Gerstein(online lecturer, author,specialist in experiential learning)Advantage: lecture basedcontent more easily accessedand controlled by the learner“The FlippedClassroom:The Full Picture”
  16. 16. Advantage: lecturesbecome homework andclass time is used forcollaborative student work
  17. 17. Advantage: allowsstudents with multiplelearning styles andabilities to learn at theirown pace throughtraditional models
  18. 18. Disadvantage: if videolectures drive the instruction,it’s just a repackaging of amore traditional model ofdidactic learning…
  19. 19. … It is not a new paradigm norpedagogy of learning.
  20. 20. Challenge: educators needto be re-educated as towhat to do with the classtime that previously wasused for their lectures.
  21. 21. Two Minute Exercise:In small groups (three is good),consider what effective classroomfollow-up to videos would look like,a) in general,b) in Kodesh context
  22. 22. Harvard Professor, Chris Dede:“It is still, in my mind, the oldperson. It’s still starting withpresentation learning and thentrying to sprinkle somelearning-by-doing on top of it.”
  23. 23. Criticism of Khan Academy“As Frank Noschese notes:The news stories are not showing theopen ended problems the kids shouldbe engaging with once they havemastered the basics…”
  24. 24. … “Instead, they show kidssitting in front of laptopsworking drills and watchingvideos. The focus is on thewrong things…”
  25. 25. “Khan Academy videos arenothing new. MITOpenCourseWare has beenaround for ten years…”
  26. 26. “Walter Lewin’s awesomephysics lectures havebeen available for most ofthose ten years.”
  27. 27. Play:Professor Walter Lewin (MIT)Hookes Law “lecture” . . .
  28. 28. For educators, …aframework is needed toassist them with theimplementation of theFlipped Classroom.
  29. 29. The use of video lecturesneeds to fall within thelarger framework oflearning activities
  30. 30. Tenets of“The Flipped Classroom,The Full Picture”…
  31. 31. Student engagementthrough experientialactivities
  32. 32. Lectures…should support learning,not drive it
  33. 33. The educator becomes afacilitator and tour guide oflearning possibilities –offering these possibilitiesto the learners and thengetting out of the way
  34. 34. Play:The Tinkering studioRead all the subtitles while you watch…Which one do you find most powerful?
  35. 35. The “Tinkering” model putstinkering and exploring at thebeginning of the cycle
  36. 36. Then come videos,to support the learning;
  37. 37. Next, they make meaningfrom their experiences,e.g. a collage, a Wordle
  38. 38. The last stage:in front of a live audience, perform ordemonstrate newly acquired skillsgained through tinkering andexploring.
  39. 39. A learning video does nothave to be part of a“Flipped Classroom”structure…-it’s just another tool.see examples atwww.torahschool.co.uk/Tutorials/Tutorials.htm
  40. 40. BB FlashBack TutorialBB FlashBack Tutorial

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