9.30Welcome Short theoretical intoduction in teaching methods 10.00Assignment 3 in expert groups: Elevator Pitch for your workshop 11.00Elevator pitches and feedback 11.15Coffee break 11.30Assignment 4 in expert groups: Design of your workshop 13.00Lunch Break 14.00Continue to work on assignment 4 in expert groups 15.00Expert Group presentations and discussion 16.15Plenary: looking back and looking forward 16.30EndDrinks
Decide which methods and activities are part of your workshop Find materials to use in your workshop Make a scheme of your workshop and write down what you are going to do in the workshop. Write down what document you have to prepare before the workshop and what materials you need. Think about the how you are going to test your learrning onbjectives and work out a concept of this test. Make sure you are ready to try out (a part of) your workshop tomorrow.
9.30Welcome and preparing for workshops 10.00Workshop 1: Information Literacy and feedback 10.45Workshop 2: Visual Literacy and feedback 12.00Workshop 3: New media Literacies and feedback 12.45Lunch Break 14.00Workshop 4 News Literacy 15.00Expert Group presentations and discussion 15.45Plenary: feedback on the workshops and on the seminar, fill out evaluation form 16.30End
Media literacy for the information professional 2
Good morning! Media Literacy for the Information Professional Day two Tuesday 4 May 2010
The Program for TodayTeaching MethodsAssignment: Elevator Pitch11.15 Coffee BreakAssignment: Design Workshop13.00 – 14.00 LunchAssignment: Design WorkshopLooking Back and Looking Forward16.30 End of Workshop: Drinks
Teaching MethodsAbout LearningDeep learning• Actively looking for meaning• Asking questions• Processing critically• Relating theory to practice Superficial learning • Learning for test • Memorizing • No bigger picture
Teaching MethodsAbout Learning E valuation Bloom’s taxonomy Classification of S ynthes is forms and levels of learning A nalys is A pplic ation C omprehens ion Knowledge Bloom B S (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay
Teaching MethodsDesigning a Workshop Who Starting point Target groupare you teaching? Why Link with ‘real life’ Learning needshould they learn? Whatshould they learn? Preferred behavior Goal Whatshould they learn? Elements of behavior Objectives How Learning Activitiesshould they learn?
Teaching MethodsDesigning a Workshop Who Base for learning Target groupare you teaching? “The most important single factor influencing learning is what the learner already knows" Ausubel in Novak, 1998, p.71
Teaching Methods Designing a Workshop Why Link with ‘real life’ Learning need should they learn?Formulate need for learning:• What problems will they experience if they don’t join the workshop?• What makes your workshop essential for participants?
Teaching MethodsDesigning a WorkshopWhy goals and objectives?• Design: content, activities and assessment• Manage expectations• Transferability and continuity Whatshould they learn? Preferred behavior Goal Whatshould they learn? Elements of behavior Objectives
Teaching MethodsDesigning a WorkshopHow to formulate goals and objectives?• At the end of the workshop the participant can…• Content and behavior Whatshould they learn? Preferred behavior Goal Whatshould they learn? Elements of behavior Objectives
Teaching Methods Designing a WorkshopFormulate goal of workshop:• What are participants able to do at the end of the workshop?• At the end of the workshop the participant can…• Content and behavior What should they learn? Preferred behavior Goal
Teaching Methods Designing a WorkshopFormulate learning objectives of workshop:• Which specific knowledge, skills and attitudes should participants gather?• Cut goals in smaller parts• Make sure that the objectives help you design!! What should they learn? Elements of behavior Objectives
Teaching Methods Designing a WorkshopUse verbs like:Describe, name, explain, predict, demonstrate, analyze, compare,combine, relate, justify, evaluate Avoid verbs like: Know, understand, see What should they learn? Elements of behavior Objectives
Teaching MethodsDesigning a WorkshopObjectives and activitiesorganized inBloom’s taxonomy
Teaching Methods Designing a WorkshopDecide on learning activities for workshop:• Translate the objectives into activities for participants• Plan these activities• Remember: leave space for processing How Learning Activities should they learn?
Assignment 3:Elevator PitchUntil 11.00In expert groupPrepare an elevator pitch for your workshop• Formulate learning need(s).• Decide on main topics and formulate one main goal.• Formulate learning objectives closely connected to this main goal.• Don’t forget to use yesterday’s work!• Prepare a pitch for your workshop: who are you going to teach what and why is it important for them to learn this?
Elevator Pitches!! Listen critically and write down feedback and questions
Coffee Break Talk about the ideas you have heard
Assignment 4:Design WorkshopUntil 13.00 and 14.00 – 16.00In expert groupDesign your workshop• Decide on methods and learning activities• Make an overview: what are you going to do when?• Which documents and materials do you need?Prepare for try-out of (a part of) your workshop tomorrow!!
Looking Back and Looking ForwardTodayWrite down:What is the most important thing that I have learnt today?
Looking Back and Looking ForwardTomorrowStart 9.30 Final preparations for the workshops11.00 Demonstrations of the workshopsInformation LiteracyVisual Literacy13.00 – 14.00 LunchNew media LiteraciesNews Literacy16.00 Evaluation
Looking Back and Looking ForwardTomorrowThe final assignment: Design WorkshopTurn in on paper:• Full design of workshop: all steps of design and the context• One part of the workshop fully prepared• List of used sourcesTry-out:• One part of the workshop• 30 minutes
Are we ready for tomorrow? Now… drinks in room