ABSTRACT
Design Thinking (DT) and Maker Education (ME) are pedagogies that aim to equip students with the necessary skills to thrive in the non-linear and constantly evolving contexts of the 21st century. These constructivist learning approaches nurture 21st-century skills through creative, making processes and can be combined as they both involve ideating, creating, and reflecting on experience. By introducing them in early childhood education, students can develop their creative, collaborative, and making skills. However, there are still few implementations of DT and ME in formal, elementary education.
In this paper, we investigate 1) the challenges of implementing a formal DT and ME educational program, the Design Futures curriculum, for students aged 8 to 12 and 2) its impact on these students’ collaborative and creative self-efficacy. We showcase the development of the program which is aimed to be able to be implemented in elementary education within different socio-cultural contexts. The design is guided by 1) the theory of constructive alignment which poses that effective constructivist teaching practices align their learning objectives with their learning activities and assessment procedures, 2) the curricular spiderweb which presents different aspects of education and their relations, and 3) the design thinking process. We present a lesson plan consisting of a sequence of nine lessons that bridges the gap between the educational context and the outside world by teaching students about a problem that society is currently facing. It takes the students through a process of 6 phases in which teams, through research, define a sub-problem that they try to solve by design. Moreover, the students learn about electronic circuits and use basic electronic components in the creation of a mock-up of their design. The teaching activities incorporate DT- and ME-related learning objectives, which get assessed through connected assessment activities that implement both teacher-led assessment and student self-assessment.
We report on preliminary results of a triangulated mixed-methods study in which the Design Futures curriculum gets tested in 20 schools distributed over 4 countries (Romania, Greece, Italy, the Netherlands). We combine data from pre-post test measures on the students’ self-efficacy related to their creative and collaborative skills, user experience surveys from the students’ and teachers’ perspectives, and post-intervention interviews with students and teachers. Quantitative results are evaluated through analysis of variance and measures of central tendency. The interview transcripts are analyzed through inductive thematic analysis. Other materials, such as worksheets, are used to complement the results. Outcomes of the different socio-cultural contexts are compared to find distinctive implementations, trends, difficulties, and reflections from the students’ and teachers’ perspectives.
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
Edu690 m tyrie final project presentation copyMatt Tyrie
This document describes an action research study conducted by Matthew Tyrie to analyze the effect of technology integration on student performance and attitudes in science. The study involved two groups of 7th grade science students, with one group receiving traditional instruction and the other receiving instruction with additional technology-based learning tasks. Both groups were tested before and after to measure changes in performance and attitude. The results showed that the technology integration group improved more in performance but declined slightly in attitude, possibly due to some students preferring non-technology approaches. The study aims to provide insights on effective uses of technology to enhance learning.
Marist Center for Teaching Excellence, Constructing Learning ConstellationsMark Van Dyke
1. The document discusses using a central project site on iLearn/Sakai to connect separate course sites for different classes and sections, in order to break down barriers to collaboration between students.
2. This "collective learning constellation" model brought together 70 students across 4 sections of 2 courses spanning 2 semesters on a single central project site, with links to separate course sites.
3. Students reported increased contact, cooperation, communication, authentic learning experiences, and time on task through the use of the central project site that connected their various course sites.
The presentation summarized a research project on integrating digital learning tools into lessons, which found that students responded positively overall, enjoyed the variation and independence of digital lessons, and appreciated humor and the personal contributions of teachers, though clarity of instruction and preparation were important for students. The presentation then demonstrated an example digital lesson.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework. It describes TPACK as a model that identifies the types of knowledge needed by teachers for effective technology integration based on their content, pedagogy, and the technologies they use. The three main components of TPACK are technological knowledge, pedagogical knowledge, and content knowledge. When these components overlap, they form technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. The TPACK framework helps teachers understand how to teach using technology effectively depending on the subject matter.
This unit outline describes a 6-day lesson plan on geometric transformations for 7th-8th grade students. The unit introduces students to dilations, reflections, rotations, and translations through online activities and worksheets. Students work in groups to create posters on one transformation each and present their posters to the class. The unit aims to help students learn and demonstrate different transformations, use technology to practice math concepts, and present their work. Standards addressed include performing geometric constructions, understanding transformations as rigid motions, and using digital tools to design learning experiences and assessments.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
Edu690 m tyrie final project presentation copyMatt Tyrie
This document describes an action research study conducted by Matthew Tyrie to analyze the effect of technology integration on student performance and attitudes in science. The study involved two groups of 7th grade science students, with one group receiving traditional instruction and the other receiving instruction with additional technology-based learning tasks. Both groups were tested before and after to measure changes in performance and attitude. The results showed that the technology integration group improved more in performance but declined slightly in attitude, possibly due to some students preferring non-technology approaches. The study aims to provide insights on effective uses of technology to enhance learning.
Marist Center for Teaching Excellence, Constructing Learning ConstellationsMark Van Dyke
1. The document discusses using a central project site on iLearn/Sakai to connect separate course sites for different classes and sections, in order to break down barriers to collaboration between students.
2. This "collective learning constellation" model brought together 70 students across 4 sections of 2 courses spanning 2 semesters on a single central project site, with links to separate course sites.
3. Students reported increased contact, cooperation, communication, authentic learning experiences, and time on task through the use of the central project site that connected their various course sites.
The presentation summarized a research project on integrating digital learning tools into lessons, which found that students responded positively overall, enjoyed the variation and independence of digital lessons, and appreciated humor and the personal contributions of teachers, though clarity of instruction and preparation were important for students. The presentation then demonstrated an example digital lesson.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework. It describes TPACK as a model that identifies the types of knowledge needed by teachers for effective technology integration based on their content, pedagogy, and the technologies they use. The three main components of TPACK are technological knowledge, pedagogical knowledge, and content knowledge. When these components overlap, they form technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. The TPACK framework helps teachers understand how to teach using technology effectively depending on the subject matter.
This unit outline describes a 6-day lesson plan on geometric transformations for 7th-8th grade students. The unit introduces students to dilations, reflections, rotations, and translations through online activities and worksheets. Students work in groups to create posters on one transformation each and present their posters to the class. The unit aims to help students learn and demonstrate different transformations, use technology to practice math concepts, and present their work. Standards addressed include performing geometric constructions, understanding transformations as rigid motions, and using digital tools to design learning experiences and assessments.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
The document discusses professional learning communities (PLCs) and their impact on student achievement. The three big ideas of PLCs are to focus on learning, create a collaborative culture, and focus on results. PLCs positively impact student achievement when teachers expose and improve strengths and weaknesses by analyzing data, adjusting instruction, and collaborating using specific techniques and protocols. When implemented properly through a collaborative culture focused on learning and results, PLCs can help teachers overcome roadblocks and improve student outcomes.
Listening to Teachers’ Needs: Human-centred Design for Mobile Technologies in...Renée Schulz
This is the presentation for my PhD defense given on the 21st March 2018. The full dissertation should be available in AURA soon (University of Agder/ Universitetet i Agder), Norway.
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
This document discusses dimensions of 21st century learning design for making the Australian curriculum more relevant. It provides descriptions and levels of proficiency for dimensions including collaboration, knowledge building, use of ICT, self-regulation, communication skills, and solving real-world problems. For each dimension, it gives criteria for levels of implementation from 0 to 4, with higher levels indicating greater student engagement, autonomy, use of 21st century skills, and application to authentic contexts. The overall document provides a framework for assessing and improving how well learning activities incorporate 21st century skills.
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
The agenda covers revisiting the TPI and POGIL exercise, reviewing the CIQ, discussing course questions and assignments, and an assignment on why teach. It also covers upcoming readings from Jane Vella and highlights of her learning tasks, as well as preparing for next week's TBL with concept maps, which are graphical tools to visually represent interrelationships between concepts through boxes/circles and connecting lines expressing relationships as statements.
Using Activity theory to study the factors influencing the sustained adoption of e-portfolio curricula by secondary school Visual arts educators in South Africa.
PDST National Meeting December 2017 Online Version 2Stephen Gammell
1. The document summarizes a PDST team meeting in December 2017 about lesson study and structured problem solving.
2. It provides an overview of lesson study and its benefits, including greater teacher collaboration and improved student outcomes.
3. It also describes the process of a structured problem solving lesson, which begins with presenting a problem, followed by individual student work and presenting solutions, and ending with a reflection on students' learning.
Meaningful learning occurs when students actively engage in the topic, rather than passively accept information. To be actively involved in learning, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation, which are not facilitated through traditional lecture. In this session participants will learn about the pedagogies of engagement (i.e. collaborative learning, deep learning, problem-based learning) and how they facilitate meaningful learning experiences. Classroom examples will be provided. Applications to learning activities in a variety of settings outside academia (i.e. training sessions, meetings, outreach) will be explored.
Share System (M3, U4, A2: Project Based Learning)Meka Walters
This document describes a project-based learning activity for kindergarten students called ShareSystem. The goal of the activity is for students to collaboratively design and test systems for fairly sharing new toys amongst the entire class. The activity involves students brainstorming ideas, designing a sharing system, testing their system in real life, revising their system based on feedback, and presenting and reflecting on their work. Through this project, students practice collaboration, communication, and other 21st century skills while designing a system that addresses a real issue in their classroom.
The document discusses how technology can enhance learning by improving different types of learning activities, such as acquisition, inquiry, practice, discussion, collaboration, and production. It presents an example of how an art gallery learning activity could be enhanced through the use of mobile devices, digital guides, and uploading student responses. The author argues that teaching is a design process and teachers need support to innovate and blend digital technologies into their pedagogies to improve learning. A tool called the Learning Designer is presented as a way for teachers to design technology-enhanced learning sessions.
The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction
The document discusses interventions for teaching mathematics to at-risk non-specialist students from a cybernetics perspective. It analyzes factors that put students at risk for mathematics and discusses cognitive and pedagogical background theories. The document proposes designing interventions based on Kolb's experiential learning cycle and closed-loop lecturing models. It suggests implementing interventions using technology and continuous assessment and evaluating interventions using hybrid methods.
This document contains a lesson plan (RPP) for a statistics class in SMK Diponegoro Juwana. The lesson focuses on measures of central tendency, including mean, median, and mode. The plan outlines the competencies, objectives, materials, approaches, activities and assessment for three lesson meetings. Learning activities include introducing problems, research, group discussions, presentations and evaluations. Students will analyze and solve problems involving single data and grouped data measures of central tendency. The lessons will be conducted using online platforms like WhatsApp, Google Classroom and YouTube due to pandemic conditions.
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
This lesson plan outlines a 30-minute direct instruction lesson for a 5th grade math class on multiplying fractions. The lesson begins with an anticipatory set using a real-world example of planning a cupcake party. Students will then work through a word problem as a class, drawing a picture to represent the fractions. In groups, students will practice drawing pictures to solve other fraction word problems. To assess understanding, students will complete an exit ticket word problem independently. The direct instruction approach is used to help students learn fractions in a relevant context.
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
Applying the High Tech High Approach in the UK | Whole Education Annual Confe...Wholeeducation
This document outlines an agenda for a professional development session on designing REAL (Rigorous, Engaging, Authentic, Learning) projects. The agenda includes deconstructing existing REAL projects, breaking into table groups for discussion, and closing the loop. REAL projects are defined as being rigorous through refinement and assessment of content learning, process quality, and skills; engaging by having a purpose and audience; and authentic by having validity in the real world and requiring students to take on professional roles. The goal of REAL projects is for student learning to be driven by an essential question and creation of a product through making connections between content and skills, rather than teaching being driven by making connections.
2020_09_23 "Supporting teachers as designers with community and learning anal...eMadrid network
2020_09_23 "Supporting teachers as designers with community and learning analytics: a framework, technology and case studies" - Konstantinos Michos (X Jornadas eMadrid)
The document discusses professional learning communities (PLCs) and their impact on student achievement. The three big ideas of PLCs are to focus on learning, create a collaborative culture, and focus on results. PLCs positively impact student achievement when teachers expose and improve strengths and weaknesses by analyzing data, adjusting instruction, and collaborating using specific techniques and protocols. When implemented properly through a collaborative culture focused on learning and results, PLCs can help teachers overcome roadblocks and improve student outcomes.
Listening to Teachers’ Needs: Human-centred Design for Mobile Technologies in...Renée Schulz
This is the presentation for my PhD defense given on the 21st March 2018. The full dissertation should be available in AURA soon (University of Agder/ Universitetet i Agder), Norway.
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
This document discusses dimensions of 21st century learning design for making the Australian curriculum more relevant. It provides descriptions and levels of proficiency for dimensions including collaboration, knowledge building, use of ICT, self-regulation, communication skills, and solving real-world problems. For each dimension, it gives criteria for levels of implementation from 0 to 4, with higher levels indicating greater student engagement, autonomy, use of 21st century skills, and application to authentic contexts. The overall document provides a framework for assessing and improving how well learning activities incorporate 21st century skills.
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
The agenda covers revisiting the TPI and POGIL exercise, reviewing the CIQ, discussing course questions and assignments, and an assignment on why teach. It also covers upcoming readings from Jane Vella and highlights of her learning tasks, as well as preparing for next week's TBL with concept maps, which are graphical tools to visually represent interrelationships between concepts through boxes/circles and connecting lines expressing relationships as statements.
Using Activity theory to study the factors influencing the sustained adoption of e-portfolio curricula by secondary school Visual arts educators in South Africa.
PDST National Meeting December 2017 Online Version 2Stephen Gammell
1. The document summarizes a PDST team meeting in December 2017 about lesson study and structured problem solving.
2. It provides an overview of lesson study and its benefits, including greater teacher collaboration and improved student outcomes.
3. It also describes the process of a structured problem solving lesson, which begins with presenting a problem, followed by individual student work and presenting solutions, and ending with a reflection on students' learning.
Meaningful learning occurs when students actively engage in the topic, rather than passively accept information. To be actively involved in learning, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation, which are not facilitated through traditional lecture. In this session participants will learn about the pedagogies of engagement (i.e. collaborative learning, deep learning, problem-based learning) and how they facilitate meaningful learning experiences. Classroom examples will be provided. Applications to learning activities in a variety of settings outside academia (i.e. training sessions, meetings, outreach) will be explored.
Share System (M3, U4, A2: Project Based Learning)Meka Walters
This document describes a project-based learning activity for kindergarten students called ShareSystem. The goal of the activity is for students to collaboratively design and test systems for fairly sharing new toys amongst the entire class. The activity involves students brainstorming ideas, designing a sharing system, testing their system in real life, revising their system based on feedback, and presenting and reflecting on their work. Through this project, students practice collaboration, communication, and other 21st century skills while designing a system that addresses a real issue in their classroom.
The document discusses how technology can enhance learning by improving different types of learning activities, such as acquisition, inquiry, practice, discussion, collaboration, and production. It presents an example of how an art gallery learning activity could be enhanced through the use of mobile devices, digital guides, and uploading student responses. The author argues that teaching is a design process and teachers need support to innovate and blend digital technologies into their pedagogies to improve learning. A tool called the Learning Designer is presented as a way for teachers to design technology-enhanced learning sessions.
The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction
The document discusses interventions for teaching mathematics to at-risk non-specialist students from a cybernetics perspective. It analyzes factors that put students at risk for mathematics and discusses cognitive and pedagogical background theories. The document proposes designing interventions based on Kolb's experiential learning cycle and closed-loop lecturing models. It suggests implementing interventions using technology and continuous assessment and evaluating interventions using hybrid methods.
This document contains a lesson plan (RPP) for a statistics class in SMK Diponegoro Juwana. The lesson focuses on measures of central tendency, including mean, median, and mode. The plan outlines the competencies, objectives, materials, approaches, activities and assessment for three lesson meetings. Learning activities include introducing problems, research, group discussions, presentations and evaluations. Students will analyze and solve problems involving single data and grouped data measures of central tendency. The lessons will be conducted using online platforms like WhatsApp, Google Classroom and YouTube due to pandemic conditions.
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
This lesson plan outlines a 30-minute direct instruction lesson for a 5th grade math class on multiplying fractions. The lesson begins with an anticipatory set using a real-world example of planning a cupcake party. Students will then work through a word problem as a class, drawing a picture to represent the fractions. In groups, students will practice drawing pictures to solve other fraction word problems. To assess understanding, students will complete an exit ticket word problem independently. The direct instruction approach is used to help students learn fractions in a relevant context.
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
Applying the High Tech High Approach in the UK | Whole Education Annual Confe...Wholeeducation
This document outlines an agenda for a professional development session on designing REAL (Rigorous, Engaging, Authentic, Learning) projects. The agenda includes deconstructing existing REAL projects, breaking into table groups for discussion, and closing the loop. REAL projects are defined as being rigorous through refinement and assessment of content learning, process quality, and skills; engaging by having a purpose and audience; and authentic by having validity in the real world and requiring students to take on professional roles. The goal of REAL projects is for student learning to be driven by an essential question and creation of a product through making connections between content and skills, rather than teaching being driven by making connections.
2020_09_23 "Supporting teachers as designers with community and learning anal...eMadrid network
2020_09_23 "Supporting teachers as designers with community and learning analytics: a framework, technology and case studies" - Konstantinos Michos (X Jornadas eMadrid)
1. The document discusses the use of digital media in education, focusing on using, sharing, and producing digital content as well as collaboration.
2. It outlines different models of learning like inquiry-based learning and emphasizes that the focus should be on supporting learners' learning processes.
3. The rapid pace of technological change is transforming education and there is a need for new pedagogical approaches that engage students and prepare them for jobs that have not yet been created.
This document outlines elements and strategies for conducting research in a digital world. It discusses frameworks like project based learning and POGIL that encourage collaboration. It provides tools and strategies for defining tasks, conducting searches, evaluating resources, organizing information, synthesizing writing, and evaluating work. The goal is to update the research process by incorporating digital tools and emphasizing common vocabulary, differentiated roles, and feedback throughout the process.
This document outlines elements and processes for conducting research in a digital world. It discusses frameworks like project based learning and POGIL that encourage collaboration. It also provides examples of digital tools that can aid different stages of the research process, from developing search strategies and locating resources to organizing, synthesizing, and presenting information. The goal is to update the traditional research model to incorporate more student-driven learning and digital tools that facilitate sharing and feedback.
Role of Technology in influencing teaching and learning in K-12 spaceAmina Charania
Technology inclusion in schools often go as a welcome of resources. Are the teachers and administrators equipped to ask the right questions, choose and participate in what technology is used in their classrooms? This presentation highlights some of the frameworks as guidelines to educators, teachers and administrators in making technology integration decisions for their schools and classrooms.
This document summarizes a teacher education workshop that used design thinking and play-based learning approaches. Over the course of 4 days and 22 hours, 30 participants engaged in activities like:
- Writing love letters or breakup notes to their university or profession.
- Rapidly prototyping solutions to teaching challenges using LEGO bricks.
- Discussing the benefits of unstructured play and makerspaces for learning.
Participants provided positive feedback, noting the value of creative expression and equal participation. The workshop models were aimed at developing innovative pedagogies for vocational education.
The document discusses integrating technology into teaching and describes it as a "wicked problem" that requires creative solutions. It introduces the TPACK framework, which represents the intersection of teachers' technology, pedagogy, and content knowledge. Developing TPACK requires addressing challenges such as preparing digital immigrant teachers and outdated school environments and curricula. Creative solutions to integrating technology should be novel, effective, and whole. Examples are provided, along with a link to a TPACK framework activity.
Here are some examples of how to apply TPACK:
Content: American History
Strategy: Summarizing and note taking
Tool: Google Docs
Activity: Students work in groups to summarize key events of the Civil War era and take notes in a shared Google Doc.
Content: English
Strategy: Cooperative learning
Tool: Edmodo
Activity: Students collaborate on Edmodo to analyze a novel and discuss themes, posting questions and comments to help each other develop a deeper understanding.
Content: Science
Strategy: Nonlinguistic representations
Tool: ThingLink
Activity: Students create digital images using ThingLink to represent scientific concepts and share their creations to teach their classmates.
This document discusses current issues in learning design. It covers topics such as templates versus embedded content, moving from learning design to curriculum design at different levels, linking activity descriptions to pedagogical descriptions, challenges like lack of awareness and time demands for implementation, and opportunities around educational reform. It suggests areas for further progress include more templates with advice, content partnerships, simpler tools, and marketing, and that learning design has potential to contribute to educational goals in the future.
The importance of co creation in learning space design - presentationGreg Bold
The document discusses engaging students and staff in the design of learning spaces on campus. It provides examples of projects where students and staff were involved in the design, testing, and evaluation of new classrooms and library spaces. Student and staff feedback was gathered, and in some cases led to redesigns that simplified the spaces. Principles for engagement were developed that emphasized ease of access, simplicity of design, and allowing purposes and spaces to evolve based on user needs. Overall the document advocates for meaningful involvement of both students and staff in the co-creation of new learning environments.
Marianne Georgsens presentation "Exploring new pedagogies" at CAL11ellwordpress
The document discusses integrating ICT into teaching practices to build teacher competencies. It summarizes three phases of ICT development in Danish schools and identifies what is still missing - ways to develop teacher qualifications in pedagogical ICT use closely related to teaching practice. Two studies of teacher ICT projects are described that find reflection space is important, support from others crucial, and teachers progress differently depending on circumstances. The document concludes more conceptual work is needed to create a model for school-based competence building using ICT.
This document discusses the impact of ICT (information and communication technology) resources on an educational institution. It describes how teachers are at different stages of integrating ICT - from entrance stage focused on traditional tools, to implementation, adaptation, and creation stages incorporating more technology. It notes challenges teachers face at each stage and compares later stages. The document provides recommendations for search engines, planning effective ICT lessons, changing teacher roles, and motivating teachers through support, appreciation, workshops, and fulfilling their needs. It acknowledges the increased workload for teachers and importance of continuous professional development to support successful ICT integration.
This document presents a TPACK framework for designing a curriculum to effectively integrate technology into the teaching and learning process. The curriculum focuses on water education for foreign language students. Key elements of the curriculum include:
1) Developing students' conceptual understanding of water cycles and properties through collaborative activities using technologies like Cacoo, Powtoon, and Facebook.
2) Students will create a conceptual map on water, develop online discussions on water issues, and participate in surveys to demonstrate learning.
3) The curriculum aims to develop students' critical thinking, problem solving, communication and collaboration skills through technology-integrated activities assessed through rubrics and observations.
This document presents a TPACK framework adapted to include concepts of science, technology, and society for designing effective technology-integrated lessons. It provides contextual information and questions to guide a project on water conservation titled "Water is a Source of Life...Take Care of It." The project will use tools like Cacoo, Powtoon, and Facebook to develop students' 21st century skills while learning about water properties, the water cycle, and water treatment. Students will create conceptual maps, online discussions, and messages about water issues. Formative and summative assessments including rubrics and behavior observations will evaluate students' participation and strategy application.
This document presents a TPACK framework adapted to include concepts of science, technology, and society for designing effective technology-integrated lessons. It provides contextual information and questions to guide a project on water conservation titled "Water is a Source of Life...Take Care of It." The project will use tools like Cacoo, Powtoon, and Facebook to develop students' 21st century skills while learning about water properties, the water cycle, and water treatment. Students will create conceptual maps, online discussions, and messages about water issues. Formative and summative assessments including rubrics and behavior observations will evaluate students' participation and strategy application.
1) The document describes a professional development program called Project AIM that teaches elementary school teachers strategies to promote productive mathematical discourse in their classrooms.
2) One strategy discussed is called "Bet Lines", adapted from literacy education, where students make predictions about what will happen next in a word problem. When used correctly, this strategy engages students and elicits their prior knowledge to motivate engagement with the task.
3) A video example shows a teacher successfully using Bet Lines to launch a lesson, with students making predictions about the problem and quantities involved. The strategy prepares students for problem-solving and discourse.
This workshop aims to help participants understand how to use information and communication technologies (ICT) to enhance learning and student-centered assessment. Participants will learn about different ICT configurations in teaching and how to plan strategies for integrating new technologies. They will also discuss myths around ICT integration and what is required to successfully implement new technologies, such as having a shared vision, strategic planning and building teacher capacity. Participants will do activities to identify ways they have used ICT and ideas for future lessons that integrate technology. The presentation also covers how ICT can support new approaches to classroom management and student-centered assessment.
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6. 1. What are the challenges of implementing a
formal DT and ME program for students 8 to 12 in
different socio-culteral contexts?
PATT38 2021
Research Questions
Introduction
9. PATT38 2021
Core-beliefs
Introduction
Be-greifbarkeit: To make connections between the abstract and
concrete (Maker Education).
Imagineering: To invent and create yet unknown products that relate to
personal life worlds (Design Thinking).
(Katterfeldt & Schelhowe, 2015)
10. PATT38 2021
Core-beliefs
Introduction
Be-greifbarkeit: To make connections between the abstract and
concrete (Maker Education).
Imagineering: To invent and create yet unknown products that relate to
personal life worlds (Design Thinking).
Self-efficacy: To gain the confidence to contribute to the world.
“The personal belief of having the power to produce desired effects
(Bandura & Locke, 2003; p. 87) which has a positive effect on motivation
and performance (Bandura, 1997).”
(Katterfeldt & Schelhowe, 2015)
11. 1. What are the challenges of implementing a
formal DT and ME program for students 8 to 12 in
different socio-culteral contexts?
2. What is the impact of a formal DT and ME
program on these student’s collaboration and
creativity self-efficacy?
PATT38 2021
Research Questions
Introduction
15. Design Requirements
41 teachers
Semi-structured Interviews
Teachers
• Training for teachers
• Support reflective learning in students
• Both students and teachers need to develop 21st century skills
• Special attention to field research, making, and presenting
17. Design Requirements
41 teachers
Semi-structured Interviews
Teachers
• Training for teachers
• Support reflective learning in students
• Both students and teachers need to develop 21st century skills
• Special attention to field research, making, and presenting
19. Design Requirements
Students
34 students
Workshop:
- Current curriculum
- Positive experiences
- Preferences for a new curriculum
- Interactive activities, such as games.
- Collaboration
- Activities outside the classroom
- Focus on making with both simple making
materials combined with more complex
technologies
22. Curriculum structuur
9 LESSONS
45 MINUTES
LESSON
STRUCTURE
Game (optional)
Learningactivity (1 or 2)
Reflection (at school or as homework)
(55 minutes with the game)
1
2
3
Design
Structure
PATT38 2021
48. Learning objective
What should the students know /
do / feel?
Learning activities
How will the
students learn?
Assessment activities
How will the achievement of the
learning objectives be measured?
PATT38 2021
Theoretical underpinning
Constructive Alignment
(Biggs, 1996)
58. “It is really impressive that children
desire a change, and they are eager
to try to make it happen, at least, at
the ideation level. So, our role here
was to strengthen and support their
imagination.” (Teacher 3, RO)
“The students started taking actions
fast - for example, they turned down
the lights and unplugged electronics
in the household.” (Teacher 1, NL)
PATT38 2021
Preliminary Results
Experience: Impact
59. “The topic of energy was a bit difficult
for some students - they were more
used to recycling and we had to spend
more time with them to explain [the
topic].” (Teacher 2, RO)
“…specifically defining the problem -
they all worked on the energy [topic]
and [the] kids had a hard time to say
what the problem was since they did
not have a good understanding of
fossil fuels.” (Teacher 2, NL)
PATT38 2021
Preliminary Results
Difficulties: Topic
60. “I really liked the ‘We research’ and ‘We
make’ phases - those where the ones in
which the kids had the best time. And
we even got feedback from parents
who liked to be interviewed by their
kids.” (Teacher 3, RO)
“The process was really nice, the way
the project was structured. I was able to
include it in some of the other classes:
we let the students fill in their journals
during communication [class].”
(Teacher 4, RO)
PATT38 2021
Preliminary Results
Experience: connections
62. Future work
Follow-up project
Enable teachers to create their own
Design Thinking and Maker
Education projects based upon the
Design Futures method.
Enable teachers to embed learning
goals from their national curriculum
within these projects.
63. PATT38 2021
www.designfutures.eu
Combining Design Thinking and Maker
Education in elementary education across
Europe
Annemiek Veldhuis, Aakash Johry, Tilde Bekker, Ina Conkic, Emer
Beamer, Georgia Safouri, Ioanna Gaferi, Silvia Remotti, Madalina
Bouros
Editor's Notes
Thank you so much, Noora. My name is Annemiek Veldhuis, I am from Eindhoven University of Technology. Today I will present the research that we are doing within the Design Futures project, an European project that is aimed to combine Design Thinking and Maker Education in elementary education.
So why do we want to implement DT and ME education in elementary education? Because these pedagogical processes can support students with developing the necessary skills to thrive in the complex context of the 21st century. They nurture 21st-century skills through creative, making processes. So through these processes, students are enabled to discover knowledge, instead of receiving it passively.
Design Thinking in education, also known as Design-based Learning) is a step-based process that aims to help students with dealing with complex problems through supporting critical problem understanding and the creation of various solutions.
ME is a type of project-based learning where students learn new technical concepts and skills through the production of physical objects.
And these pedagogies can be combined as they both involve ideating, creating, and reflecting on experience. By introducing them in early childhood education, we hope that students can develop their creative, collaborative, and making skills. However, there are still few implementations of DT and ME in formal, elementary education.
Therefore, we set out to find what the challenges are of implementing these pedagogies in elementary education in different socio-cultural contexts,
Moreover, we take inspiration from the core beliefs of the TechKreativ workshops by the The “Digital Media in Education” research group of the Universität Bremen: Be-greifbarkeit, Imagineering and self-efficacy.
Begreifbarkeit refers to making connections between the abstract and concrete through tangibility and body interaction. We have chosen electronic circuits through analogue electronics to be the abstract concept to become begreifbar.
Imagineering refers to inventing and creating yet unknown products that relate to the personal life worlds. We aim to brigde the gap between the educational context and the outside world by having students try to solve a problem that society is currently facing. For this we selected the UN’s Sustainable development goals, These are broad enough, so the students are able to define their own sub-problem within the topic and because they are so general, they are relevant to the students’ own community.
Lastly, in constructionist understanding of education, the experience of self-efficacy is the basis for personal development. It refers to the students’ personal belief of having the power to produce desired effects. The impact of Design Thinking and Maker Education activities on the students’ self-efficacy is therefore a core indicator of its success.
Therefore, our second question revolves around the impact is of these pedagogies on the students’ collaboration and creativity self-efficacy.
To find answers to these questions we designed an educational program, the Design Futures program. And we tested it with elementary schools in 4 European countries: Greece, Romania, Italy and the Netherlands.
When designing an educational program, you have to take stakeholders at different levels into account.
To get design requirements, we gathered the perspectives from three levels: school board, teachers, and students.
We interviewed 41 teachers over the 4 countries. First we found that we needed to provide training for teachers
The level of acquaintance and experience with DT and ME differs a lot across the countries. The teachers in the Netherlands have more experience as these methods have been given more attention by policy makers. While Italy and Greece have centralized education systems and thus they don’t have much flexibility for adopting new practices.
The teachers also expressed the need for reflective learning in students, the development of 21st century skills in both teachers and students, and special attention to field research, making and presenting as those seems to be the most challenging for students.
To gain insights from the student perspective we hosted workshops with 34 students. The workshop consisted out of three parts: getting insight in the students’ experience of the current curriculum, their positive experiences, and preferences for a new curriculum.
In all countries student’s mention that they want to include more interactive activities in their curriculum and they mentioned to prefer or have positive experiences with collaborative work.
All students mentioned that they would prefer to have activities outside of the classroom and they want to focus on making with a preference for both simple making materials combined with more complex technologies
Based on these requirements, we designed the Design Futures program. The main components of the program are: the lessonplan, a teacher’s training workshop and manual, a student reflection booklet and other assessment materials.
The lessonplan consists out of step-by-step guidelines for implementing the program.
The program consists out of 9 lessons of 45 to 55 minutes.
It takes the students through a process of 6 designphases.
In the first lesson, they get a design brief and get accainted with the technology that they will us: in this case, electronic components.
The two themes that were selected for this pilot are Clean Energy and No Poverty
While working in teams the students research the topic and they define a sub-problem.
Which they try to solve through design.
The students use the basic electronic components in the creation of a mock-up of their design,
which they then evaluate
and present to their peers.
Tools that are provided to the teachers are: premade presentations, premade worksheets and a maker kit, which includes the various basic electronic components.
Before the pilot, teachers are trained through a workshop. They are given a training manual with the theoretical background, and they can find training videos on the projects’ website.
Because often, what is valued in education is to a large part determined by what is measured. So we also provide the teacher with assessment materials.
These materials can be used for the teacher to assess themselves, assess the students or for the students to evaluate themselves.
We provide self-reflection materials based on Gibbs’ reflective model for teachers,
And competency assessment tools based on Pierce et al’s competencies for facilitators.
Moreover, we support summative assessment through an assessment rubrics that assesses the students’ final prototype, reflections and end-presentation,
And we support formative assessment through a guide with feedback prompts for every project phase related to different learning levels.
The student's self-assessment is based on ipsative assessment, which is supported through competency self-assessment
and self-reflection based on Rolfe’s 3 question model.
This self-assessment is done in a reflection booklet
The students evaluate themselves based on four competencies: collaboration, research, creativity and making.
The students reflect on their learning after key lessons and at the end of the project.
We took a theory inspired approach to designing this program. First for the design process, we took the double diamond model as starting point. The diverging and converging elements of this model represent different thinking modes.
Divergent Thinking: is a way of thinking that focuses on the exploration of different alternatives. It encourages students to explore options and be open to new input.
Convergent Thinking: is a mindset that focuses on the evaluation and selection of the best alternatives, in order to move forward and make progress in the design process.
These two ways of thinking are therefore the building blocks of the entire process and are alternated to help students move from problem to solution in a structured way.
On which we based our design process. In this diagram, you can see how the double diamond is embedded within the process.
A tool that we used to reflect on the internal consistency and balance of the various components of the educational program is the Curricular Spiderweb. It consists out of 10 components that are integral to curriculum design.
We found that in other DT and ME practices the stated Aims and Objectives, Learning activities, and Assessment Activities often weren’t connected and learning objectives were only occasionally assessed. To be able to create a consistent program that can be implemented in a formal educational setting each component of the program needs to be balanced and aligned with each other.
The theory of constructive alignment therefore states that a deliberate alignment between the planning of learning activities, the learning outcomes, and the way these learning outcomes are assessed needs to be made.
Learning objectives are statements that quantifiably specify what students will know or be able to do as a result of a learning activity. When defining these learning objectives, the growth of the students’ development needs to be taken into account. We used the Bloom Taxonomy to provide a systematic way of describing how a student’s performance grows in complexity when mastering
The teaching methods we choose need to engage students in activities that are likely to require them to perform in the way nominated in the curriculum objectives.
In deciding the assessment tasks, it is necessary to judge the extent to which they embody the target performances of understanding, and how well they lend themselves to evaluating individual student performances. As Design Thinking and Maker Education activities are full of change and only few methods for assessment of Design Thinking/Maker Education processes are know, we decided to look at multiple forms of assessment.
We focused on three types of assessment: Summative assessment, which is mainly used to compare students and report progress through tests or assessment rubrics. Formative assessment which can be rsed to gain insight into learners' knowledge and skills to guide instruction. And ipsative assessment which can be used to activate students to become owners of their learning. Through, for example competency self-assessment or self-reflection.
To assure this alignment we took these aspects together to compose the DT and ME Curriculum Blueprint, which we used underlying framework for constructing our educational program.
We implemented the program in the 4 countries.
30 elementary school teachers are involved and approximately 700 students ages 8 to 12.
To answer our research questions, we have taken a triangulated mixed-method approach. And we collect data from both the teacher and the student perspective.
For the teacher, we look at their experience and the challenges they faced when implementing the program.
To do that, we gather data through questionnaires, an implementation diary and focus groups with the teachers per country.
For the students, we are interested in their experience and the impact of the program on their collaboration and creativity self-efficacy
For these we use questionnaires with scales for difficulty, enjoyment, clarity, and contentless with learning, post-program interviews and pre- and post program self-efficacy scales to gather data.
We are still gathering data as COVID has delayed our study. However, I would like to share some preliminary insights with you. But first, I have some students who want to share their work with you.
This is data from the student experience questionnaire of one school. Surprisingly, students enjoyed the we learn phase the most. But this might be the novelty effect.
The first reflections from the teachers that we have received showed that they have seen that their students became more aware of the societal problems around them which altered their behavior.
However, the topic was difficult for the students. In order for a design project to work with children, the topic has to be something that is close to their experiences.
The teachers did enjoy the process. Some of them could connect parts of it to other courses, others connected it with the environment outside of school.
For future work, we are of course waiting for all the data to come in so we will be able to do the entire data analysis.
Lastly, we are looking to create a follow up project in which we aim to enable teachers to create their own DT and ME projects based upon the Design Futures method and enable them to embed learning goals from their national curriculum within these projects.
Thank you for listening. You can follow the progress of the project on our website on which you can also download all the designed materials.