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Toward a new learning ecology


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Toward a new learning ecology

  1. 1. Toward a New Learning Ecology: Teaching & Learning in 1:1 Environments<br />
  2. 2. A new learning ecology for a new educational era.<br /><br />
  3. 3. The future is already here--it’s just not evenly distributed.<br /> --William Gibson<br /><br />
  4. 4. Innovation Scale up<br />Took over 50 years for the electrification of America <br /><br />
  5. 5. A Sample 1:1 Learning Technology Initiative <br />
  6. 6. Theoretical Grounding for “New Learning Ecology”<br />John Seeley Brown (1999) introduced a knowledgeecology by using the definition of “an open system, dynamic and interdependent, diverse, partially self-organizing, and adaptive” (p. 3). <br />Barron (2006) defined a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning,” which may include formal and informal settings (p. 195).<br />Spires, Wiebe, Young, Hollebrands, & Lee (2009) defined a new learning ecology as an emergent concept that is being prompted by 1:1 learning environments.<br />Greenhow, Robelia, & Hughes (2009) referenced a learning ecology perspective as useful in conceptualizing learning & teaching across Web 2.0 spaces of home, school, work, and community.<br />
  7. 7. Four NLE Conditions for Consideration<br />
  8. 8. Theoretical underpinnings for each of the four conditions<br />Immediate and Constant Access to Information and a Global Community<br />Students' pervasive digital connectedness and production (Spires, Lee, Turner, and Johnson, 2008).<br />Intensity, Relevance, and Personalization of Learning<br />Resulting from a shift to a student-centric approach using dynamic, Web 2.0 tools, tapping into networks of imagination <br /> (Senges, Brown and Rheingold, 2008).<br />Active pursuit of learning as productive inquiry (Little and Ray, 2005).<br />Developing both semantic and personal significance (Wesch, 2008).<br />
  9. 9. Theoretical underpinnings for each of the four conditions<br />Highly-Developed Teacher Capacities<br />In addition to content expertise, teachers must have highly-developed capacities for facilitation, improvisation, coaching, and consultation.<br />Teaching 2.0 is emerging in response to a 21st century convergence of forces that includes a knowledge-based global workforce, an evolving understanding of how people learn, and a widespread adoption of collaborative teamwork in the workplace (Carroll, 2007).<br />Highly-Developed Learner Dispositions<br />Defining the learner through dispositions and worldviews rather than just expertise in a content area (e.g., self-direction & self-regulation balanced with curiosity and creativity).<br />Recognition of learning as a social practice that evolves around learner interests (Jenkins, Clinton, Purushotma, Robinson, and Weigel, 2006)<br />
  10. 10. Educational Challenges??<br /><br />
  11. 11. Technology Integration… The Extremes<br />Technology…The Extremes<br />
  12. 12. Technological Pedagogical Content Knowledge (TPACK)<br />Technological <br />Pedagogical Content Knowledge<br />Technological <br />Pedagogical Knowledge<br />Technological <br />Content Knowledge<br />Pedagogical Content Knowledge<br />Context<br />Mishra, & Koehler, 2006<br />
  13. 13. Project-Based Inquiry: Can it get us to where we need to be in terms of complex thinking?<br />Spires, Wiebe, Young, Hollebrands, & Lee<br />
  14. 14. Revised Bloom’s Taxonomy <br />Evaluation<br />Synthesis<br />Analysis<br />Application<br />Comprehension<br />Knowledge<br /><ul><li>Creating
  15. 15. Evaluating
  16. 16. Analyzing
  17. 17. Applying
  18. 18. Understanding
  19. 19. Remembering</li></ul>Anderson & Krathwol, (2001)<br />
  20. 20. Any Value in Inverting Revised Bloom’s Taxonomy?<br />
  21. 21. Performance-Based Assessment<br />
  22. 22. Global Skills Set<br />A New Global Skill Set<br />
  23. 23. Professional Learning Communities<br />Professional Learning Communities<br /> & Networks<br />