This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
This is the 2nd part of the Institute to help teachers scaffold the instruction of online critical evaluation skills students need to conduct research on the Internet. The companion website is:
http://www.lite.iwarp.com/CoiroVT2009.html
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
Monroe Summer Learning Academy-PD-June 12, 2013mschirahagerman
An interactive professional development presentation for summer learning academy teachers that focuses on online inquiry and synthesis processes, plus effective instructional methods that support the development of these skills.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
Monroe Summer Learning Academy-PD-June 12, 2013mschirahagerman
An interactive professional development presentation for summer learning academy teachers that focuses on online inquiry and synthesis processes, plus effective instructional methods that support the development of these skills.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
Random Act of Kindness: The Scientific Fact Behind Kindness, The Doer Of Goo...Debbie Lyn Toomey RN
Random Act of Kindness Benefits More People Than You Know! Learn how it can help boost health, happiness, socialization, "helper's high", decrease depression and isolation, etc. It's a gift that keeps on giving. Debbie Lyn Toomey, RN, Health & Happiness Specialist, CIPP, Positive Psychology Coach, Wellness Coach, & Speaker.
Iniciativa de la Asociación, sin ánimo de lucro, Kurere, palabras que curan.
Nueva plataforma social, escalable, ámbito Internacional, sector salud.
Un espacio para unificar, crear e intercambiar testimonios
positivos, esperanzadores y de superación.
Un punto de encuentro para personas que hayan convivido o estén conviviendo con una enfermedad, anomalía genética, discapacidad/incapacidad, propia o de alguien de su entorno más cercano, y cuya positividad, fuerza y esperanza, ayudarán, sin duda, a otras que estén en una situación similar, pero en un estado de pesimismo y falta de esperanza.
Un lugar donde ayudar y buscar ayuda.
Porque hemos decidido luchar en positivo,
con empatía y con la poderosa arma de nuestras palabras... cuando brotan del corazón.
La informacion mas completa de Mexico, Oaxaca y la Costa chica. Ordena TEE en Oaxaca restituir a síndica de Pinotepa; la amenazaron de muerte. Sitibús, megafraude vandalizado y peligro peatonal.
Earthsoft Foundation of Guidance is an #NGO to guide students for education & career, professionals for soft skill enhancements
Join as mentor & conduct training in yr city
http://www.slideshare.net/rrakhecha/efg-letter-to-all-those-are-interested
Following content available free of cost at http://myefg.in/downloads.aspx
Or at www.slideshare.net (search using key word - earthsoft)
Topics
S No Description
1 Do & don’t – To live simple & happy life
2 To prepare for study, exam, Time Table
3 Education & Career Guidance
4 Personality development
5 Finance- avoiding speculation
6 Vegetarian & health management
7 Basic Religion
8 Project & delivery Management
9 Stop Alcohol
10 Women empowerment
11 Assertiveness
12 Responsibility & ownership
13 Role models
14 Leadership
15 Preparing resume & covering letter
16 Successful Interviewing
17 Selecting life partner
18 Conflict management
19 Stop ragging
20 Effective Communication
21. Teachers training for effective teaching, Understand students
22. Water..critical resource, pollution, pollutants and solution
23. Be happy
24. To be successful
Jak prožít příjemné Vánoce, Aby Vánoce byly štědré, bydlení: Jak připravit interiér pro štědrovečerní večeři, Nebojte se neznámého, Energie dní: týden od 12.12. 2016
Want to know how your effective your social media and advertising campaigns *really* are? Find out some extra information you can get from your Google Analytics account - like the full referrer of a page!
La informacion mas completa de Mexico, Oaxaca y la Costa chica. Salieron de México 48 mil mdd generados por actividades ilícitas. Solalinde: Hay que mirar hacia el sur, dejar de ver embobados a EU; Trump nos hizo un favor, afirma.
La technologie par chaînage de blocs ou "blockchain" fut utilisée au départ pour permettre la libre circulation d'une cryptomonnaie, le bitcoin, dans un environnement décentralisé avec la garantie qu'aucune escroquerie n'est possible. On a parlé à juste titre de révolution et compris qu'elle permettait de repenser entièrement notre modèle de société et en particulier notre façon de s'échanger de la valeur. Cependant, cette technologie souffre de défauts de structure particulièrement visibles dans le cadre de l'internet des objets à cause des très nombreuses micro-transactions potentielles. Pour résoudre ces problèmes, plusieurs solutions ont été proposées. Nous les passons en revue.
How to Personalize Cancer Diagnostics and Empower Patients in Their FightMicroArts
Learn how MicroArts helped GE Healthcare's Clarient Diagnostics Services build a consumer-facing brand that would provide the education necessary to leverage patient demand.
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
Personal Digital Inquiry: Connecting Learning in Ways That MatterJulie Coiro
Julie Coiro Paper for Symposium Session Presented at CPH 2019 Conference on Literacy in Copenhagen, Denmark The 18th Nordic Literacy Conference & The 21st European Conference on Literacy
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/1sqOwEa
This presentation discusses the future of Colorado, including changes in population and how to meet the needs of all students in education. (there may be errors because it was a Keynote converted to PowerPoint)
Similar to Personal Inquiry & Online Research: Connecting Learners in Ways That Matter (20)
Designing Digital Spaces That Support Online Inquiry & Learning in Grades 3-12Julie Coiro
Conference presentation at the annual meeting of the International Literacy Association 2019 in New Orleans, LA - Recipient of 2018 ILA Irwin Zolt Digital Literacy Game Changer Award
This slide show was used as part of a two day institute that walked teachers through instructional supports for fostering reading skills focused on critically evaluating relevance, accuracy, reliability, and author perspective during the online inquiry process. It has a companion website at http://www.lite.iwarp.com/CoiroVT2009.html
A Beginning Understanding of the Interplay Between Offline and Online Reading...Julie Coiro
This slideshow reports the methods and findings of a sequential mixed-methods study (my dissertation) that: (a) quantitatively investigated the extent to which new skills and strategies may be required to comprehend information on the Internet and (b) qualitatively explored the nature of online reading among three adolescent readers with different levels of proficiency.
This is an introduction to EDC565: Advanced Reading Research Seminar at the University of Rhode Island by way of an interactive jeopardy game. The class is quizzed on their knowledge of Reading Journals & Reports, Reading Handbooks, Reading Researchers, and Methods of Research.
This is an introduction to EDC565: Advanced Reading Research Seminar at the University of Rhode Island by way of an interactive Jeopardy game. Players are quizzed on their knowledge of Reading Handbooks, Reading Journals & Reports, Reading Researchers, and Research Methods.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
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Personal Inquiry & Online Research: Connecting Learners in Ways That Matter
1. PersonalInquiryand
OnlineResearch:
ConnectingLearnersin
WaysThatMatter
Julie Coiro, Ph.D.
Associate Professor
School of Education
University of Rhode Island
jcoiro@snet.net
uri.academia.edu/JulieCoiro/Papers
Jill Castek, Ph.D.
Research Assistant Professor
Portland State University
jcastek@pdx.edu
www.pdx.edu/linguistics/jillcastek
Dave Quinn
Student, Ph.D. in Education
University of Rhode Island
david_quinn@my.uri.edu
Twitter: @eduQuinn
3. We define digital literacy as involving the
skills, strategies, and dispositions to use the
Internet productively to:
• Generate useful questions to solve problems
• Locate information
• Critically evaluate information
• Synthesize information
• Communicate answers/solutions
Leu, Kinzer, Coiro, Castek & Henry (2013). New literacies: A dual-level theory of
the changing nature of literacy, instruction, and assessment. Theoretical Models
and Processes of Reading, Sixth Edition.
4. Others define digital literacy in
slightly different ways
Renee Hobbs
Michael Eisenberg
Doug Belshaw
Henry JenkinsHoward Rheingold
5. Often, these varied definitions
reflect our varied roles in teaching
and learning
Classroom
Teachers
Librarians and
Library Media
Specialists
Community
Media Makers
Educational
Researchers
6. But…we have much in common (in
addition to special areas of
expertise)!
Classroom
Teachers
Community
Media Makers
Librarians and
Library Media
Specialists
Educational
Researchers
7. Turn and Talk (5 minutes)
• Introduce yourself and identify your role.
• What does digital literacy mean to you?
• Identify a similarity and a difference compared to your
partner’s definition.
Is there enough in common to support each other in
designing productive learning experiences?
How might you capitalize on your individual areas of expertise?
8. Where (and how) does
STUDENT-DRIVEN INQUIRY
fit into digital literacy?
• Quick context setting: Engaging Today’s Learners
• What is important to consider when planning
opportunities for personal (student-driven) inquiry?
• What role does the teacher play in the inquiry process?
• How can we choose technologies that can be used in
meaningful ways as part of the inquiry process?
• What does Personal Digital Inquiry look like in
classrooms across different grade levels?
• It is the core of everything!
9. The Challenge:Connecting Learnersin Ways
That Matter
• Move beyond industrial model of universal school toward
new era focused on lifelong learning and individual
choice – or lose learners emotionally & physically (Collins
& Halverson, 2009: Rethinking Education in the Age of Technology)
Gallup Poll (2012) - 500,000 US students, Gr. 5-12
10. • If we engage learners with rigorous academic content
and expect them to know why, when, and how to apply
knowledge to answer questions & solve problems
(National Research Council, 2012)
• “Lessen achievement gap in ways that lead to positive adult
outcomes for more young people”
• High school students engaged in deep, relevant, and
personal (student-driven) learning opportunities:
• Demonstrated higher levels of interpersonal and
intrapersonal skills (American Institutes for Research, 2014)
• Achieved better outcomes in every aspect of life, including
academic, career, civic, and health (Center for Public Education,
2009)
Optimistic Findings
11. Personal vs. Personalized:
What’s the differencewhenit comesto
studentdirected learning?
• “Personalized” is about a top-down designed or
tailored approach to learning; customized for the
student, but still controlled by the teacher (serve up
learning based on a formula of what a child needs)
• “Personal” is something human where the learner
initiates and controls the learning process; often
emerges from engagement with others about one’s
personal wonderings.
True personal learning:
It’s all about who’s doing it!
(Sarah Pasfield, 2013; Wendy Ng, 2010)
13. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.
14. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.Turn and talk
some more…
15. Are we asking the right questions?
Hey, that’s
cool!
1.
How could
I use that?2.
Hmmm…how
might this
connect with
what I teach?
3.
But how? Which
parts and why?
For whom?
How will your students
actively engaged with
this tool? To what end?
What will your
students know,
understand,
and be able to do
before/during/after
using this tool?
16. What if we refocus and flip the sequenceof
our planning questionsfor teaching with
technology?
1 2 3
What will my
students know,
understand, and be
able to do?
How will my students
be actively engaged in
a way that allows them
to use their own voice?
Which digital tool(s)
would work best and
in what ways?
1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
3. Then…make
purposeful
choices about
technology (or no
technology)
1. Hey that’s
cool!
2. How could I use
that?
3. How might this
connect with what I
teach?
RATHER
THAN…
17. A critical piece is still missing…
A safe classroom culture that
values curiosity and honors student
voices while encouraging
collaboration, problem solving,
risk taking, and reflection.
Building a culture of inquiry is key!
18. 1. Set learning
outcomes
2. How will my students be
actively engaged in a way
that allows them to use their
voice?
3. Then…make purposeful
choices about technology
(or no technology)
trust and respect
risk-taking
problem-solving
collaboration
19. What might a culture of inquiry feel like in a
digitalage?(Foursetsofcorepractices)
Personal Digital Inquiry (PDI) Framework
20. Inquire
• Inquiry: “Learning that starts with lived
experience…where people actively shape their own
learning as they work on real problems in their own
communities” (Bruce & Bishop, 2008; Dewey, 1938)
• Generating their own wonderings about these
problems helps students connect their own
interests to real-life issues in ways that can lead
to real change (Hobbs & Moore, 2013)
• Opportunities for purposeful, self-directed inquiry
become personally fulfilling learning
experiences (Drive by Daniel Pink, 2009)
21. VariedLevels of [Digital]Inquiry
• Modeled inquiry: Students observe models of how
the leader asks questions and makes decisions.
• Structured Inquiry: Students make choices which
are dependent upon guidelines and structure given
by the leader (may vary).
• Guided Inquiry: Students make choices during
inquiry that lead to deeper understanding guided
by some structure given by the leader.
• Open Inquiry: Students make all of the decisions.
There is little to no guidance.
Alberta Inquiry Model of Inquiry Based Learning (2004)
22. Collaborate & Discuss
• Learning is social! Today’s learners prefer and
expect opportunities to collaboratively construct
meaning and support each other’s thinking in ways
that lead to action (Schofield & Honore, 2010).
• Expand discussion based reading practices such
as reciprocal teaching (Palinscar & Brown, 1984),
collaborative reasoning (Anderson et al, 2013), quality talk
(Wilkinson, Soter, & Murphy, 2012), and CORI (Guthrie, Wigfield, &
Perencevich, 2004) to support satisfying one’s personal
wonderings while working with peers to co-
construct new knowledge in complex digital
spaces.
23. Collaborate & Discuss
Cognitive
Social
Social Practices: Request & give information;
jointly acknowledge, evaluate, & build on partner’s
contributions
Cognitive Strategies: Read, question, monitor, repair, infer,
connect, clarify, and interpret
24. Participate & Create
• Student action through creation and participation
is the ultimate goal of learning (Casey, 2013)
• When students investigate personally meaningful
problems in their community they want to make
positive changes or build awareness by creating
a digital product (Hobbs, 2011).
• Through participation, individuals assert their
autonomy and ownership of learning (Zhao, 2009);
in turn, their inquiry becomes more personal and
engaging while seeing meaningful connections
between home, school, and community (Ito et al.,
2013)
25. ReneeHobbs(2013)
The Life Of A
Homeless Person
(after a photo walk
Discovery)
Discussion…
Research….
Composition…
Revision…
10 page
Comic book
Participate
& Create
26. Reflect
• Final stage = reflection; but also the beginning
stage!
• Inquiry should lead to a student’s next burning
question (Thomas & Brown, 2011)
• Reflecting on action enables students to reframe
problems, identify gaps in their knowledge, and
decide what additional inquiries may be necessary
(Casey & Bruce, 2011).
• It also challenges students to develop and consider
social and ethical impacts of their creation and
ideas (Hobbs, 2010).
28. 1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
3. Then…make
purposeful
choices about
technology (or no
technology)
INQUIRE
COLLABORATE
& DISCUSS
PARTICIPATE & CREATE
REFLECT
29. Knowledge-Based Learning Outcomes
How will studentsuse their knowledge?
Knowledge
Acquisition
Acquire knowledge as a first step toward
knowledge building
Knowledge
Building
Build their content & process knowledge
Knowledge
Expression
Express/share convergent and/or divergent
understanding of content
Knowledge
Reflection
Publicly and/or privately discuss what they
brought to the content and what ideas they
constructed
Adapted from Harris & Hofer (2009)
30. Inquiry Practices
How activelyengage withlearning outcomes
acrossdifferent stages of inquiry?
Inquire Generate personal wonderings
Collaborate
& Discuss
Co-construct understanding and/or
new knowledge (which type?)
Participate
& Create
Express knowledge to build awareness
and/or make positive changes
Reflect Reflect on action during and/or after
Coiro, Castek, & Quinn (in press)
31. Purposeful Technology Use
Howcantechnologysupportorenhance…
Teachers
Giving
Use technology to give information (direct
instruction; digital resources); students
passively acquire information
Teachers
Prompting
Use digital tools, prompting questions, and
selected materials to guide knowledge
building
Students
Making
Use digital tools/technologies to make/create
new content that expresses their knowledge
Students
Reflecting
Use digital tools/networked technologies to
examine content learned and reflect on
choices made during inquiry to improve
Adapted from Hammond & Manfra (2009)
32. VariedPurposesfor Using Technologyto
Support DigitalInquiry
Knowledge-Based Learning
Outcome (adapted from
Harris & Hofer, 2009)
Curricular-Related Purposes of
Technology Use (adapted from
Hammond & Manfra 2009)
Knowledge Acquisition Teachers Giving
Knowledge Building Teachers Prompting
Knowledge Expression Students Making
Knowledge Reflection Students Reflecting
Choices in inquiry-based learning can progress from teachers
using technology for giving information and prompting knowledge
toward students actively using technology to make and reflect on
new content
34. PersonalDigitalInquiryPlanningGuide
Learning
Outcomes
Self-Directed Inquiry
Practices
Purposes of
Technology Use for
Teaching and/or
Learning
Curricular:
Participatory:
Inquire:
Collaborate & Discuss:
Participate & Create:
Reflect:
Giving:
Prompting:
Making:
Reflecting:
Useful for building curriculum-based models of how personal
inquiry, online research, and digital tools can connect and engage
young learners in ways that matter
39. In Summary
• The Personal Digital Inquiry (PDI) Framework can serve as
a springboard to inspire ways of engaging learners in the
full range of digital inquiry practices while planning
strategically for how students use technology to acquire,
build, express, and reflect on new knowledge gained during
their inquiry.
Learning
Outcomes
Self-Directed Inquiry
Practices
Purposes of Technology
Use for Teaching and/or
Learning
Curricular:
Participatory:
Inquire:
Collaborate & Discuss:
Participate & Create:
Reflect:
Giving:
Prompting:
Making:
Reflecting:
40. Possibilities: Using Inquiry and Technology
to Enhance Wondering, Dialogue,
Participation & Reflection in Kindergarten
41. Opportunities to learn more this week:
• Organizing Learning: Extending Collaboration, Cognition, &
Connection (Jill Castek) Tuesday Promising Practices
• 20 Time Projects (Dave Quinn) Wednesday Research Roundtable
• Designing Supports for Digital Inquiry (Julie Coiro)
Thursday Tips and Tools
To read more:
PersonalLearningandOnlineResearch:ConnectingLearnersinWays
ThatMatter(Julie Coiro, Jill Castek, & Dave Quinn, in press, The
Reading Teacher)
Personal Digital Inquiry (PDI) Framework
43. Things to consider when planning a lesson
• Context: Your personal values about
teaching and learning; learner
needs, school resources and values
• Purpose: Curricular goals and learning
standards
• Materials: Texts, tools, and technologies
• Pedagogy: Organizing instructional strategies to
shape learning (informed by your values and beliefs)
• Assessment: Work products and criteria for
judging quality
Prior to Mozilla, Doug worked at Jisc infoNet and is a former teacher and Senior Leader in UK schools. Doug holds a BA (Hons) in Philosophy from the University of Sheffield, an MA in Modern History from Durham University, and an Ed.D. (also from Durham). His doctoral thesis is online at http://neverendingthesis.com and his personal website is at http://dougbelshaw.com.
Take a quick poll to see how many in each area
Collins & Halverson: Rethinking education in the age of technology
Collins & Halverson: Rethinking education in the age of technology
Learning outcomes
Active, engaged self-directed learners
Purpose driven use of technology
SITS WITHIN A CULTURE of Inquiry
Learning outcomes
Active, engaged self-directed learners
Purpose driven use of technology
SITS WITHIN A CULTURE of Inquiry
Learning outcomes
Active, engaged self-directed learners
Purpose driven use of technology
SITS WITHIN A CULTURE of Inquiry
Learning outcomes
Active, engaged self-directed learners
Purpose driven use of technology
SITS WITHIN A CULTURE of Inquiry
Schon: Reflection in action; Reflection on action - http://mycourse.solent.ac.uk/mod/book/view.php?id=2732&chapterid=1113
Ask questions; do “research” offline and online; brainstorm how to create and share what they learned with others
Pedagogy: “the way teachers organize learning, underpinned by the values and beliefs that they have regarding teaching and learning”
“Any conscious activity by one person designed to enhance learning in another (Watkins & Mortimer, 1999, p. 3)
Connect to other slide show where Julie introduces the elements, Jill reviews with the Eco-Toys task, then Rhys reviews with his example, and then Mary reviews her example while participants fill in the Flower Model on paper