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elearning and literacy


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This slideshow supports the workshop given at the NZATE English teachers conference in July 2010.

It explores why we use technology, offers a framework for planning and teaching - and explores some teaching ideas.

Published in: Education, Technology
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elearning and literacy

  1. 1. eLearning and literacy: Powerful learning, not 'busy work' Karen Melhuish Online Professional Learning © Learning Media Ltd., Wellington, New Zealand
  2. 2. . Why are we here today? What do we hope to learn? By the end of the session, we will…. “ Give one, get one” <ul><li>Surfaced and explored what we think about using </li></ul><ul><li>technology in literacy contexts </li></ul><ul><li>Understood how to use a framework to guide our decision-making </li></ul><ul><li>Learn what this might look like </li></ul>
  3. 3. <ul><li>Think of one example of when you have used, or been involved with, the use of digital technology as part of your literacy (reading, writing, speaking) teaching. </li></ul><ul><li>Describe what you did to a partner (2mins) </li></ul>Starting with what we do…. Exploring what we think…
  4. 4. Looking more closely at what we do… <ul><li>Consider the example you explained: </li></ul><ul><li>What was the impact on the students’ behaviour ? </li></ul><ul><li>How do you know? </li></ul>What was the impact on the students’ literacy ? How do you know? Exploring what we think…
  5. 5. Knowing the global context <ul><li>The world in which our students live… </li></ul><ul><li>Digital reformation </li></ul><ul><li>Lifelong, ‘21st Century’ learning </li></ul><ul><li>User-focused paradigms </li></ul><ul><li>Quis custodiet ipsos custodes? </li></ul><ul><li>Economic and social drivers e.g. KAREN </li></ul>
  6. 6. Alignment with the wider context <ul><li>Pedagogy: ‘ …e-learning can support the teaching approaches’ </li></ul>‘ Connected …lifelong learners…’ ‘ Using language, symbols and texts… intellectual curiousity …participating and contributing..’ English: ‘learn to deconstuct and critically interrogate texts..make and create meaning’ ‘ Each learning area has its own language’ LLP: ‘…develop their literacy expertise … purposefully , in meaningful contexts. a framework for decision-making
  7. 7. a framework for decision-making
  8. 8. A scenario to critique: Miss Smith gives it a go <ul><li>How did she decide on </li></ul><ul><li>… what it was important to teach ? </li></ul><ul><li>… strategies ? </li></ul><ul><li>… digital content ? </li></ul><ul><li>… How to integrate digital content and construct new learning? </li></ul><ul><li>What happened ? </li></ul><ul><li>Next steps ? </li></ul>a framework for decision-making
  9. 9. An exemplar scenario: War Poetry Focusing Inquiry <ul><li>Over-arching concepts: </li></ul><ul><li>What is the impact of war on people and environments? </li></ul><ul><li>Context: ’Dulce et decorum est’ / WW1 </li></ul><ul><li>My students’ learning needs? </li></ul><ul><li>The literacy demands of the poem (language/structure/context/prior knowledge) </li></ul><ul><li>Elearning needs?: </li></ul><ul><li>How media literate are they? What Web 2.0 tools can they use? </li></ul><ul><li>What are my own needs? </li></ul><ul><li>I need to understand how to support students’ literacy needs </li></ul><ul><li>I need to make sure I can scaffold their elearning needs </li></ul><ul><li>I need to know the affordances of suitable technology </li></ul>What might the process look like?
  10. 10. An exemplar scenario: War Poetry Teaching Inquiry <ul><li>Teaching strategies to help them engage with the poem and the over-arching question: </li></ul><ul><li>Engage prior knowledge </li></ul><ul><li>Make connections </li></ul><ul><li>Ask questions </li></ul><ul><li>Test hypothesis </li></ul><ul><li>Understand main idea, audience and purpose </li></ul><ul><li>Infer, analyse, evaluate </li></ul>Would digital content help this? How will I choose this? What might the process look like?
  11. 11. An exemplar scenario: War Poetry Teaching and Learning <ul><li>Engage prior knowledge : respond to the inquiry question using Freemind/Inspiration; make a conceptual plan </li></ul><ul><li>Make connections : WW1 Webquest; comparison of WW1 and modern war articles </li></ul><ul><li>Ask questions : collaborate on three-level guide style questions and post to wiki for collaborative response </li></ul><ul><li>Understand main idea , audience and purpose: shared/guided reading, watch and critique a Youtube version, use Wordle as a starting point for imagery and vocabulary, students select images from Google Images/Creative Commons to illustrate and explain the meaning of different sections. </li></ul><ul><li>Infer, analyse, evaluate : formulate and discuss the main question via blog/online forum/Voicethread </li></ul>What might the process look like?
  12. 12.
  13. 13. An exemplar scenario: War Poetry Learning inquiry <ul><li>How can I monitor/notice the impact on students’ learning? </li></ul><ul><li>Classroom observation </li></ul><ul><li>Analysis of poem in an essay/digital essay/collaborative wiki response - look at Aos and assessment schedule </li></ul>What are the next steps for their learning, and for my learning? What have I learned about the integration of digital content? What do I need to change or learn? What might the process look like?
  14. 14. Return to your own example <ul><li>What would you keep? </li></ul><ul><li>What would you change? </li></ul>Exploring what we think…
  15. 15. Have we met our success criteria? <ul><li>Review the initial direction we set ourselves….[slide 2] </li></ul>Exploring what we think…
  16. 16. Where to now? 3-2-1-out! <ul><li>3 ideas that are worth exploring further </li></ul><ul><li>2 things you have learned </li></ul><ul><li>1 point for action , for yourself or your school </li></ul>
  17. 17. A final thought… <ul><li>Youtube: Dulce et Decorum Est </li></ul><ul><li> </li></ul>
  18. 18. Image sources: <ul><li>Slide 1: ‘Adrian on the computer’ by Bombardier (Flickr CC) </li></ul><ul><li>Slide 3: ‘Students working on class assignments in the computer lab’ by ExtraKetchup (Flickr CC) </li></ul><ul><li>Slide 4: by ‘Playing with magnifying glass’ Somegeekintn (Flickr CC) </li></ul><ul><li>Slide 5: It’s future is in our hands by aussiegall (Flickr CC) </li></ul><ul><li>Slide 7: from Literacy Online TKI: elearnng as inquiry </li></ul><ul><li>Slide 11: Bluff Signpost by Rob Young </li></ul><ul><li>Slide 12: 'Different sides’ by JP<3 </li></ul><ul><li>Slide 13: Question mark and arrow by laurakgibbs </li></ul><ul><li> </li></ul>