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3 schools | 1 day


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3 schools | 1 day

  1. 1. Seeing ourselves in the big pictureKaren Melhuish Spencer e-Learning Consultant @ CORE
  2. 2. connect to learn I m ag e : b y lu c le g ay
  3. 3. community-wide, shared story of learning I m ag e : fu ri o u s g e o rg e 81
  4. 4. ...what is effective e-learning?...what do we mean by ‘futureschooling’?...what might this look like inour schools? I m ag e : F re e D i g i talP h o to s .n e t
  5. 5. Yo u r e-learning storyA journey(and how do you know you’ve arrived?)A roadmap(where to next, & why, & how?)A roadblock, as a question(what’s in the way?)
  6. 6. Part 1: What’s trending? S o u rc e : g ap i n g vo i d .c o m
  7. 7. education as a human right I m ag e b y ve n k ylu x ; O L P C
  8. 8. Trend 1: mobile & tablets I m ag e s b y ale x n ad e rh i g g i n s .c o m ; g u ard i an .c o .u k ; atlan ti c .c o m O L P C o n w i k i p e d i a; n ate rk an e .c o m
  9. 9.
  10. 10. trend 2: social web
  11. 11. who’s in control? I m ag e s b y ti m e .c o m
  12. 12. participate | contribute | relate to others D e ve lo p i n g s tu d e n ts ’ c ap ab i li ty to m ak e e ffe c ti ve b lo g p o s ts
  13. 13. the need to be a filter-feeder I m ag e : ve rb e e ld i n g s k r8 - fli c k r 14
  14. 14. trend 3: connectivity & clouds
  15. 15. S o u rc e : D e re k W e n m o th , C O R E
  16. 16. T h e b e n e fi ts o f u ltra-fas t b ro ad b an d
  17. 17. On the Horizon H o ri z o n R e p o rt: Au s trali an T e rti ary 2 01 2
  18. 18. IHow do these trendstouch YOUR life?How do they - or mightthey - touch yourclassroom or schoolstory?
  19. 19. Part 2: Future-focused learning “wicked problems... highly complex, uncertain, and value-laden” S o u rc e : F ram e an d B ro w n (2 008, p . 2 2 6).; i m ag e fro m g ap i n g vo i d .c o m
  20. 20. • personalised learning• equity, diversity, inclusivity• learning to learn• rethinking our roles• a culture of continuous learning• new partnerships: de-siloed schools n e w te c h n o lo g i e s c o llab o rati ve p rac ti c e s
  21. 21. “ learners”
  22. 22. .......
  23. 23. Text n d i n g E m p o w e ri n gE m e rg i n g E n g ag i n g E x te
  24. 24. ✓finding out ✓planning ✓investigating✓teacher-directed✓ICT as supplement
  25. 25. ✓trialing ✓establishing✓increased focus on learning ✓growing awareness and use
  26. 26. ✓aligned & strategic ✓integrated✓focus on learning ✓authentic use ✓shared roles✓whole community
  27. 27. ✓sustained ✓ubiquitous ✓24/7 ✓higher-order✓community driven ✓networked & blended
  28. 28. Text n d i n g E m p o w e ri n gE m e rg i n g E n g ag i n g E x te
  29. 29. Text
  30. 30. Part 3: e-Learning pedagogy “Pedagogies integrating ICT can do more than enhance learning – they have the potential to transform learning. ICT provide tools and environments that support interactive conceptual learning, focussed on constructing and creating knowledge”
  31. 31. the theory a pedagogy approaches that the that that bring to life learner describes the principles for makes their principles learningown meaning for learning
  32. 32. • new audiences• access expertise,• rapid data management• new modes of expression & publishing• transform visualisations of concepts• enable new approaches to learning, e.g. Massive Open Online Courses (MOOC) and connectivism• a catalyst that challenges the status quo• stimulate the evolution of  learning theories, for example cognitivism I m ag e :
  33. 33. • feel motivated and engaged• enhance thinking, communication and creation skills• enhance social & collaborative skills• scaffold and differentiate their content knowledge H am (2 01 0)
  34. 34. W H AT w e le arnT h e p ro p e rti e s o f H O W w e le arn IC Ts context
  35. 35. U s i n g S to ryb i rd to i m p ro ve li te rac y
  36. 36. W H AT w e le arnT h e p ro p e rti e s o f H O W w e le arn IC Ts context
  37. 37. context
  38. 38. fo rm ati ve as s e s s m e n t o b s e rve . talk . i n q u i re .I n q u i re i n to , re fle c t o n an d o b s e rve yo u rs e lf o b s e rve . talk . o b s e rve . talk . i n q u i re . i n q u i re .
  39. 39. Part 4: Big themes
  40. 40. what’s c o o k i n g ? I m ag e :
  41. 41. T ran s fo rm i n g te ac h i n g an d le arn i n g
  42. 42. • Your strategy, aligned to the curriculum• Professional learning: Teacher’s role is crucial• Digital citizenship and cybersafety• The quality of platform and content• Access and equity• Managing the infrastructure and environment• The legitimacy of your online learning I m ag e :
  43. 43. B e n e fi ts i P ad s p ro vi d e fo r s tu d e n t le arn i n g
  44. 44. • iPads or another tablet?• Leadership strategy for BYOD• Access, equity and affordability• The quality of the apps• Making and creating meaning• Storage: hardware, software• Digital Citizenship I m ag e :
  45. 45. e -le arn i n g as i n q u i ry
  46. 46. • What do my students - and I - need?• What technologies (and PCK) will meet those needs?• How can I integrate ICTs into learning?• What happened? What needs to change next time? Next steps?
  47. 47. 3 s c h o o ls | 1 d ay:• K n o w : Cue yourprior knowledge• R e cogn ise :Explore newunderstanding• D 0: Apply new ideasto your context I m ag e : M J R i c h ard s o n
  48. 48. 3-2-1-out! • 3 ideas • 2 next steps • 1 actionKaren Melhuish Spencer / @virtuallykarene-Learning Consultant
  49. 49. References• Enabling e-Learning:• Supporting future-oriented learning & teaching (NZCER):• Pedagogy strategy: Learning in an online world:• TPACK:• Ham, V. (2009). Outcomes for Teachers and Students in the ICT PD School Clusters Programme 2005-2007 - A National Overview. Wellington, NZ: Ministry of Education.• Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice (UNESCO):