Working with digital technology to enhance inquiry learning | 25 June13

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In support of a short workshop at Mana Education.

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  • Introductions > you and your passion > if you were a student, what would fire you up? > interview each other in pairs, 3 mins each.....
  • Image: ontheroadwithlisad.blogspot.com
  • Building a culture of inquiry also means recognizing, supporting and teaching the role of metacognition. Metacognitive skills are part of the “ learning to learn ” skills that are transferable to new learning situations, in school and out of school. Through reflecting on the process during inquiry-based learning activities, students are given opportunities to explore and understand both the cognitive and affective domains of “ learning to learn ” (Hacker, 1999; Kuhlthau, 1988). Understanding and dealing with thoughts and feelings makes inquiry-based learning a powerful learning experience for students and teachers Imgfe http://farm6.staticflickr.com/5094/5476978037_ebe90afb4a_o.jpg
  • engaging them?
  • In the context of learning areas, students ’ needs; students ’ strengths; legitimate contexts
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  • Image http://farm5.staticflickr.com/4140/4767700249_1318fca82f_o.jpg
  • Return to our SOLO questions... Aligning learning experiences to SOLO also allows teachers to identify the thinking and ICT interventions that target individual student learning needs at each level. For example, coding the complexity of thinking interventions used in schools against SOLO Taxonomy allows teachers to more effectively target the thinking tools and strategies that will help students to “ bring in ideas ” , “ link ideas ” and “ take linked ideas into another context ” in students ’ SOLO coded learning experiences.  Refer Thinking interventions Insert Figure XX The design framework also foreshadows the integration of ICT in the SOLO coded “ bringing in of ideas ” , “ linking ideas ” and “ taking linked ideas into another context ” learning experiences of inquiry with triggers for: ICT to enhance conditions for unistructural/ multistructural information gathering: For example, directories/ search engines, Google map; concept mapping; word processing; databases/ spread sheets; environmental probes Web 2.0 based: image storing, word processing, social bookmarking ” to do ” lists, notetaking, calendars, group mapping, aggregators, RSS feeds, blogs, wikis, forums, synchronous/synchronous communication, peer to peer networks, podcasting, SMS text, ism, email, fax, telephone, listservs, newsgroups; ICT to enhance conditions for relational understanding: For example, concept mapping, graphic organisers, simulations, domain specific modelling software; microworlds spreadsheets, collaborative authoring, Grokker, wikis, forums; ICT to enhance conditions for creating, evaluating, communicating and reflecting: For example, multimedia hypermedia authoring software, argument mapping software, PowerPoint, asynchronous/synchronous communication; Peer to peer networks, podcasting, SMS text, ism, email, fax, telephone, listservs, newsgroups, blogs, wikis ICT to enhance performance for understanding: For example, any of the above// Mapping ideas.. similarities differences what if we had loads of time/money what if your partner was was blind
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  • Working with digital technology to enhance inquiry learning | 25 June13

    1. 1. Working with Digital Technology toEnhance Inquiry LearningKaren Melhuish Spencer | 25 June 2013 Twitter tag for the morning #inquiry #coreed
    2. 2. What’s your passion project?
    3. 3. scope of themorning
    4. 4. “We have to recognize that human flourishing is not a mechanicalprocess; its an organic process. And you cannot predict theoutcome of human development. All you can do, like a farmer, iscreate the conditions under which they will begin to flourish.”- Ken Robinson, 2010
    5. 5. New ZealandCurriculum
    6. 6. “Inquiry is thedynamic process ofbeing open towonder andpuzzlements andcoming to know andunderstand theworld”- Galileo Educational Network,2004
    7. 7. Inquiry-based learningprovides opportunities forstudents to:•develop skills they willneed all their lives•learn to cope withproblems that may not haveclear solutions•deal with changes andchallenges to understandings•shape their search forsolutions, now and in thefuture.
    8. 8. Picture your class...
    9. 9. Picture your class...Universal Design for Learning :http://www.cast.org/udl/
    10. 10. learnspace2013.blogspot.com
    11. 11. Propel me #engageImaged: CC http://www.flickr.com/photos/52972003@N03/5240348548/sizes/m/Go to #engage> Padlet
    12. 12. Scope our inquiryPost an image to the blog and tag #scope
    13. 13. Invite and frame #scopeDevelop questions that will help us adaptthe space for our partners
    14. 14. #Find and filterhttp://www.flickr.com/photos/29388462@N06/5790844543/sizes/l/in/set-72157626745938089/Post sources on learning environments to #find
    15. 15. #Consider & connecthttp://farm4.staticflickr.com/3665/8881478443_c63148e5ed_z.jpg
    16. 16. Creating. #Act. Share• What can you add thatmight make a differencefor your partner?• Do it!• Record it.• Upload it #acthttp://fc04.deviantart.net/fs70/i/2011/277/e/3/solaris__create_your_dream_by_dariatl-d4bu174.jpg
    17. 17. #Evaluate• How well did you meetyour partner’s needs?• What went well withthe inquiry?• What would youimprove for next time?http://farm5.staticflickr.com/4013/4376443940_8d505894d8_o.jpg
    18. 18. ReflectHow did it compareto the way you usuallywork?How did you adjustyour design inresponse to theirneeds?What part of theprocess could you use inschool- and how?

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