The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Mummies, War Zones, and Pompeii: the use of tablet computers in situated and ...tbirdcymru
I presented this at the ALT-C Conference in Manchester, UK, on 12 September 2012. The work is now being evaluated in the Places project http://www.le.ac.uk/places-mlearn
Mummies, War Zones, and Pompeii: the use of tablet computers in situated and ...tbirdcymru
I presented this at the ALT-C Conference in Manchester, UK, on 12 September 2012. The work is now being evaluated in the Places project http://www.le.ac.uk/places-mlearn
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
John Cook: Using Design Research to Explore the Use of Mobile Devices and Social Media to Mediate ‘Informal Learning’
http://www.ld-grid.org/workshops/ASLD11
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html
Presentation shared at Governors State University on June 6, 2011. Examines how participating in digital media compelled me to transform my online and face to face classes through podcasts, VoiceThreads, a collaborative wiki activity, and more.
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
MOOC research focus on Seamless Learning or on Self-Directed Learning?Inge de Waard
Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.
John Cook: Using Design Research to Explore the Use of Mobile Devices and Social Media to Mediate ‘Informal Learning’
http://www.ld-grid.org/workshops/ASLD11
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html
Presentation shared at Governors State University on June 6, 2011. Examines how participating in digital media compelled me to transform my online and face to face classes through podcasts, VoiceThreads, a collaborative wiki activity, and more.
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
Understanding emerging digital behaviours and their impactLawrie Phipps
Understanding how students behave online,
how their 'digital literacies' manifest and how
they are developing online strategies around
information seeking and collaboration is key
to how institutions support learning. Based on
the ongoing work of the Digital Visitors &
Residents project this session will explore the various 'modes of engagement' students operate in online for their learning and their perceptions of credibility in the digital environment.
This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
4. Aims and Outcomes
Learning Intentions
To explore the pedagogical skills used to support language
learning
Success Criteria
Revisit the way we teach by exploring how we learn
Investigate teaching as a “Design Science”
Explore pedagogical models of learning associated with
practice
Question how we can promote non-formal learning
5. "Teaching is more like a design science because it
uses what is known about teaching to
attain the goal of student learning , and
uses the implementation of its designs to keep
improving them”
(Laurillard 2012; 1) (my emphasis)
7. Active mobile broadband subscriptions by region in 2010 and 2011
(2011 figures are estimates)
The
Developed Developing Arab Asia &
Global Africa CIS Europe Americ
nations nations States Pacific
as
Active mobile
broadband
subscriptions 1,093 635 458 27 42 422 87 226 279
2011 (millions)
Per 100 people 15.7
2011 51.3% 8.0% 3.3% 11.7% 10.7% 31.3% 36.5% 29.7%
%
Active mobile
broadband
subscriptions 773 516 256 14 26 281 63 174 206
2010 (millions)
Per 100 people
2010 11.2% 41.8% 4.5% 1.8% 7.4% 7.3% 22.5% 28.2% 22.1%
via:
Source: International Telecommunication Union (June 2012)
mobiThinking
8. What it takes to learn
Associative Conceptual
Learning Learning
Experiential Collaborative
Behaviourism
Learning Learning
Cognitive Construction
Learning -ism
Social
Constructivism
9. A comprehensive account of
what it takes to learn?
Teaching Self – directed Learning
Behaviourism Experiential learning
Associative learning Social constructivism
Cognitive learning Conceptual learning
Constructionism
Collaborative learning
10. The Teacher – Learner partnership
Behaviourism
Learner learns to exhibit certain behaviours
“operant conditioning”
Reinforcement after a behaviour is demonstrated
Associative learning
“Connectionism” (ie connecting events) – more useful than
“operant conditioning”
Important that teacher optimally sequences tasks required
for learning (eg) literacy (Frith 2007)
Cognitive Learning
Importance of meaningfulness of learning activities to the
learner
11. Technology + Learning Teaching
Teaching is supported through ‘technology’
Historically
Books, blackboard, chalk
Currently
Internet supported, computer mediated
12. A comprehensive account of
what it takes to learn?
Teaching Self – directed Learning
Behaviourism Experiential learning
Associative learning Social constructivism
Cognitive learning Conceptual learning
Constructionism
Collaborative learning
13. Experiential Learning
Dewey (1938) – learning through experience
Learner’s own organisation of the problem situation is
what enables them to develop new knowledge within a
curriculum, just as they do in their untaught, informal
learning
Learner will continually develop their knowledge through
attempting to work through realistic, experiential
problems
Ideas are formed, the resulting conditions observed, facts
and ideas created for future use
14. Collaborative Learning
Experiential learning that requires the learner to
produce an output by acting on the world in some way
More than discussion, argument, question or answer
Demands group consensus on producing an output
Output may be represented in different ways – essay,
report, presentation, performance, proposal …
Group collaboration creates output as a ‘shared
understanding’ (agreed output) and requires each learner
to reflect on the others’ ideas in order to critique of extend
them
15. Social Constructivism
Learning happens automatically in the brain for our evolved
capabilities
Skills and knowledge developed by other individuals must be
learned through imitation, discovery or communication
Communication is enhanced through the use of language which can
express complex ideas
Dewey & Vygotsky emphasised the role of language and social
interaction
Through discussion between learner, teacher & each other,
they develop ideas in ways that are different from the
learning they do through practice & experience
See also Frith 2007, 2011
16. Conceptual Learning
Deep and Surface level processing (Marton & Säljö, 1976)
Deep approach
Seek meaning
Looking at the broad picture
Relating ideas to previous knowledge & experience
Looking for patterns & underlying principles
Checking evidence & relating it to conclusions
Examining logic & argument cautiously & critically
Monitoring understanding as a learning process
Engaging with ideas & enjoying intellectual challenge
(Entwhistle & Peterson, 2004)
19. Subject – specialist pedagogy
[It is] ‘a fact that different ways of knowing
and understanding demand different ways of
learning and teaching. Mathematical,
linguistic, literary, historical, scientific, artistic,
technological, economic, religious and civic
understanding are not all the same. Some demand
much more than others by way of a grounding in
skill and propositional knowledge, and all advance
the faster on the basis of engagement with existing
knowledge, understanding and insight’.
(Alexander (2000, 561) in Coffield et al, 2004, 144)
Slide 19
20. Non-formal language learning
“People are constantly learning everywhere and
at all times. Not a single day goes by that does not
lead to additional skills, knowledge and/or competences
for all individuals. For people outside the initial
education and training system, adults in particular, it is
very likely that this learning, taking place at
home, at the workplace or elsewhere, is a lot
more important, relevant and significant than the
kind of learning that occurs in formal settings”
(OECD)
22. Technology + Teaching Learning
“Knowledge technology” shapes what is learned by
changing how it is learned
23. Constructionism
Laurillard (2012; 54) summarises this as:
Learning through experience
Learning through practice
Learning by doing
Learning by constructing
Situated learning
Learning through a practice environment (Papert 1980)
learners learn more deeply because the actions they take to
produce something elicits results that feed back
information about how to produce their next action
(similar to situated learning)
24. How could we use the
internet to support non-
formal second language
learning?
25. Disruptive Technologies
Smartphones and Tablets
Apps
Engage with authentic language speakers
Networking, Video conferencing
Hear authentic language spoken
Podcasting
YouTube
We can customise information to come to us
Widgets
RSS feeds
News aggregators
29. Online Services
The BBC
http://www.bbc.co.uk/podcasts/series/tae
http://www.bbc.co.uk/worldservice/learningenglish/
30. Minds on Fire …
“The places that are globally competitive are those that
have robust local ecosystems of resources
supporting innovation and productiveness … these
ecosystems must … provide support for
continuous learning … Nor is it likely that the
current methods of teaching and learning will suffice to
prepare students for the lives that they will lead in the
twenty-first century”
(Seeley Brown & Adler, 2008; 16)
31. Contact details
Robin Trangmar FHEA, FIfL, FRGS, M.Ed., CharteredMCIPD
@yrathro
http://yrathro.wordpress.com
Head of Education and Training, Coleg Llandrillo ,
Colwyn Bay LL28 4HZ
01492-546666 x427
r.trangmar@gllm.ac.uk
Presentation at http://goo.gl/nOsqy
32. References
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K.,
(2004) Learning styles and pedagogy in post-16 learning:
A systematic and critical review. LSDA, London
DeJong, T., & Ferguson-Hessler, M., 1996. Types and
Qualities of Knowledge. Educational Psychologist, 31(2),
105-113.
Dewey, J. (1938) Experience and Education, New York:
Collier Books (see http://www.infed.org/thinkers/et-
dewey.htm)
33. References
Entwistle, N. and Peterson, E. (2004). Conceptions of learning
and knowledge in higher education: relationships with study
behaviour and influences of learning environments.
International Journal of Educational Research. 41 (6), p.407-
428
Frith, C., (2007) Making up the mind: How the brain creates
our mental world. Oxford, Blackwell Publishing
Frith, U., (2011) Brain Waves 2: Neuroscience: implications for
education and lifelong learning, London, The Royal Society
available at http://royalsociety.org/policy/projects/brain-
waves/education-lifelong-learning/ accessed 15 October 2012
34. References
Laurillard, D., (2012) Teaching as a Design Science:
Building Pedagogical Patterns for Learning and
Technology. London, Routledge
Marton, F & Säljö, (1976) On Qualitative Differences in
Learning: I—Outcome and Process British Journal of
Educational Psychology, Volume 46, Issue 1, pages 4–11,
February 1976
35. References
OECD. Recognition of Non-formal and Informal
Learning. downloaded from
http://www.oecd.org/document/25/0,3343,en_2649_392
63238_37136921_1_1_1_37455,00.html 28 February 2013
Papert, S., (1980) Mindstorms: Children, Computers, and
Powerful Ideas. Brighton, The Harvester Press
Seeley Brown, J., & Adler, R., EDUCAUSE Review, vol. 43,
no. 1 (January/February 2008): 16–32
Wertheimer, M., (1959) Productive Thinking. Michigan,
Harper