The document proposes the design of a future elementary school that focuses on meaningful learning through integrated education, individualized instruction, and the use of emerging technologies. Key aspects of the proposed school include problem-based learning, collaborative projects, and digital resources to make learning more flexible and connected to real-world issues. The school envisions using RFID tags, virtual reality, smart classrooms, and data analytics to personalize education and better support students.
Tiferet Academy will be a Modern Orthodox yeshiva on Long Island launching in 2013 that will leverage technology to enhance education and create a sustainable financial model. It will utilize a blended learning model where students rotate between online instruction, teacher-led instruction, and collaborative project-based learning led by an assistant. This model aims to prepare students for the 21st century by focusing on real-world skills through personalized, student-centered learning at each child's own pace.
This document describes plans to launch Tiferet Academy, a Modern Orthodox yeshiva on Long Island that will utilize blended learning. Tiferet Academy aims to leverage technology to enhance students' education, tailor curriculum to individual needs, and create long-term sustainable tuition costs lower than traditional yeshivas. The school will open in 2013 with preK-2nd grade and be committed to excellence in Judaic and secular studies while preparing students for success in the modern world through skills like critical thinking, collaboration and communication. It will implement a blended learning model where students rotate between online instruction, teacher-led instruction, and project-based collaborative activities led by an assistant.
The role of teacher and technology in perspective of classroom teachingAlexander Decker
This document discusses the role of teachers and technology in classroom teaching. It argues that technology should be integrated into the teaching and learning process as a series of actions and changes that bring about learning, rather than as isolated activities. When used effectively, technology can help teachers deliver instruction in a learner-centered way and allow students and teachers to collaborate. However, simply introducing new hardware and software is not enough - technology must be implemented based on educational principles and theories of learning. The document examines how technology can support teachers' productivity and professional practice by allowing them to more easily communicate, collaborate, manage data and enhance instruction.
11.the role of teacher and technology in perspective of classroom teachingAlexander Decker
This document summarizes a journal article that discusses the role of teachers and technology in classroom teaching. The summary is as follows:
1. The article examines the relationship between teachers and technology in classroom instruction and how technology can help teachers perform their many roles more effectively.
2. It discusses how technology, when integrated properly based on sound pedagogical principles, can be used as a tool to enhance the learning process for students and facilitate improved teaching.
3. The article also explores how teachers can better implement technology in their classrooms through training and understanding how to apply technology to support instructional goals and strategies.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
This document provides an overview of a workshop on integrating information and communication technologies (ICT) in education using a multidimensional approach. The workshop aims to consider how teacher and school characteristics interact in ICT integration and how different types of ICT use relate to variables like teacher attitudes, beliefs, and school policies. Participants will reflect on their own beliefs and develop ICT integration plans. Researchers can focus on different research methods used to study these topics. The workshop encourages interactive discussion using various digital tools.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
Tiferet Academy will be a Modern Orthodox yeshiva on Long Island launching in 2013 that will leverage technology to enhance education and create a sustainable financial model. It will utilize a blended learning model where students rotate between online instruction, teacher-led instruction, and collaborative project-based learning led by an assistant. This model aims to prepare students for the 21st century by focusing on real-world skills through personalized, student-centered learning at each child's own pace.
This document describes plans to launch Tiferet Academy, a Modern Orthodox yeshiva on Long Island that will utilize blended learning. Tiferet Academy aims to leverage technology to enhance students' education, tailor curriculum to individual needs, and create long-term sustainable tuition costs lower than traditional yeshivas. The school will open in 2013 with preK-2nd grade and be committed to excellence in Judaic and secular studies while preparing students for success in the modern world through skills like critical thinking, collaboration and communication. It will implement a blended learning model where students rotate between online instruction, teacher-led instruction, and project-based collaborative activities led by an assistant.
The role of teacher and technology in perspective of classroom teachingAlexander Decker
This document discusses the role of teachers and technology in classroom teaching. It argues that technology should be integrated into the teaching and learning process as a series of actions and changes that bring about learning, rather than as isolated activities. When used effectively, technology can help teachers deliver instruction in a learner-centered way and allow students and teachers to collaborate. However, simply introducing new hardware and software is not enough - technology must be implemented based on educational principles and theories of learning. The document examines how technology can support teachers' productivity and professional practice by allowing them to more easily communicate, collaborate, manage data and enhance instruction.
11.the role of teacher and technology in perspective of classroom teachingAlexander Decker
This document summarizes a journal article that discusses the role of teachers and technology in classroom teaching. The summary is as follows:
1. The article examines the relationship between teachers and technology in classroom instruction and how technology can help teachers perform their many roles more effectively.
2. It discusses how technology, when integrated properly based on sound pedagogical principles, can be used as a tool to enhance the learning process for students and facilitate improved teaching.
3. The article also explores how teachers can better implement technology in their classrooms through training and understanding how to apply technology to support instructional goals and strategies.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
This document provides an overview of a workshop on integrating information and communication technologies (ICT) in education using a multidimensional approach. The workshop aims to consider how teacher and school characteristics interact in ICT integration and how different types of ICT use relate to variables like teacher attitudes, beliefs, and school policies. Participants will reflect on their own beliefs and develop ICT integration plans. Researchers can focus on different research methods used to study these topics. The workshop encourages interactive discussion using various digital tools.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
This document summarizes a presentation about empowering digital transitions in schools. It discusses implementing a framework with a vision for technology readiness, planning, implementation, and assessment. It emphasizes developing 21st century skills like critical thinking, communication, creativity, and collaboration. Blended learning combines different delivery methods including online and face-to-face instruction. Building a personal learning network allows educators to connect, share resources and learn from others online and through social media.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
This document summarizes a teacher's performance on facilitating student learning with technology. It includes 5 sections: 1) facilitating student learning and creativity with technology, 2) designing technology-enhanced learning experiences and assessments, 3) modeling digital-age work and learning, 4) promoting digital citizenship and responsibility, and 5) engaging in professional growth. For each section, the teacher provides examples of projects, discussions, and experiences they facilitated for students that demonstrate their technology skills and align with professional standards.
This document discusses a multidimensional approach to integrating information and communication technologies (ICT) in education. It focuses on how both teacher and school characteristics interact in the complex process of ICT integration. Different types of ICT use will be considered in relation to variables like teacher attitudes, beliefs, and school policies. The workshop aims to provide best practices and reflect on participants' own beliefs regarding technology use and policy development.
This document provides case studies of activities developed by teachers to foster digital literacy skills in their students. The case studies highlight which components of digital literacy - such as creativity, critical thinking, cultural understanding, collaboration and functional skills - were targeted by each activity. The teachers used Becta's framework for digital literacy as a guide for developing tasks that required students to define projects, find and evaluate information, synthesize knowledge, and communicate what they learned. The overall goal was to integrate digital literacy development with subject curriculum learning.
Digital technologies now play a central role in society and young people's cultures. Many children are actively engaging with digital media from a young age by watching videos online, playing games, creating social media profiles, and sharing media they find or create. This means students need skills to navigate multiple modes of information and participate in online networks. Fostering digital literacy in schools can help students understand and benefit from technology while supporting creativity and learning. It also makes education relevant to a society where technology influences communication and meaning-making.
The document discusses how pedagogies that integrate information and communication technologies (ICT) can engage students in new ways and enhance learning outcomes. It notes that today's students have grown up in a technological world and that ICT skills are essential for participation in modern society. When used effectively, ICT can transform teaching methods by supporting interactive and collaborative learning, allowing students to create and share knowledge both locally and globally. However, integrating technology alone does not guarantee improved learning - teachers must select appropriate technologies and activities to motivate students, personalize learning, and develop ICT literacy skills.
This presentation raise questions about which ‘new’ literacies are relevant in school to prepare students for reality in information society and how this is combined within the subject and organisation of collaborative learning activities.
Judith Seipold: Mobile Learning – potential, controversies and implications f...Klaus Rummler
This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
The document discusses Universal Design for Learning (UDL) and its application at Wood-Ridge High School. UDL originated from universal design, which created accessible structures for all users, including those with disabilities. UDL extends this concept to education by designing flexible curricula that meet the needs of diverse learners. The three principles of UDL are providing multiple means of representation, action and expression, and engagement based on the three brain networks of recognition, strategic, and affective learning. Technology plays a central role in implementing UDL and supporting different learning needs. UDL aims to create an inclusive learning environment and customized education through flexible goals, tools, teaching methods and assessments.
Trends in educational technology and learning with increasing values (1)Advanced Academy
The document discusses trends in educational technology, focusing on augmented reality and its benefits for education. It defines augmented reality as technology that overlays virtual objects onto real-world views. The document then lists 10 benefits of augmented reality in education, such as providing access to learning materials, allowing safer practice, and improving content understanding and memory retention. It concludes that augmented reality makes education more engaging and enriches students' skills in an interactive way.
The document provides notes from chapters 1-5 of a textbook on using technology in the classroom. [1] It discusses how technology can enhance learning through tools like tutorials, educational games and multimedia that engage students. [2] Technology also allows students to take more responsibility for their learning through activities like electronic portfolios, data collection and online research. [3] The internet specifically is highlighted as a tool that can facilitate communication, collaboration and higher-order thinking through resources like email, mailing lists and online conferences.
A review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play an important role in teaching and learning through e-learning by motivating learners and representing authentic real-world contexts.
11.a review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play a big role in effective teaching and learning through e-learning.
This document discusses integrating technology, pedagogy, and content knowledge in teacher preparation programs. It examines the technological pedagogical content knowledge (TPCK) framework for integrating technology into teaching and learning. Examples are presented of learning activities that could be incorporated across a physical education curriculum. A project-based learning experience is described as an alternative for preparing pre-service teachers. The purpose is to develop activities that emulate real-world problems and promote learning through construction and reflection with technology tools.
The document describes a study that developed an e-assessment model to evaluate students' collaborative knowledge building using the social content network Diigo. Four students participated in a 10-day task tagging resources, adding their own interpretations, and working to combine ideas into solutions. The results showed students effectively engaged in adding meaning but faced challenges switching to proposing collaborative solutions.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Synthesis Matrix for Literature ReviewJennifer Lim
The document provides a literature review matrix summarizing key themes, definitions, pedagogical principles, rationales, skills required, and challenges of personal learning environments (PLEs) according to various academic sources. The matrix covers topics such as how PLEs support self-regulated and informal lifelong learning, their role in providing learner control and autonomy over the learning process, and challenges around integrating PLEs within existing institutional systems.
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.
This document discusses blended learning models and theories that combine face-to-face and online learning. It defines blended learning as an approach that combines the best aspects of both methods to create an innovative learning experience. The document outlines several blended learning models including the supplemental model, replacement model, and emporium model. It also discusses emerging trends in personalized and mobile learning that will shape students' expectations in the near future.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
This document summarizes a presentation about empowering digital transitions in schools. It discusses implementing a framework with a vision for technology readiness, planning, implementation, and assessment. It emphasizes developing 21st century skills like critical thinking, communication, creativity, and collaboration. Blended learning combines different delivery methods including online and face-to-face instruction. Building a personal learning network allows educators to connect, share resources and learn from others online and through social media.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
This document summarizes a teacher's performance on facilitating student learning with technology. It includes 5 sections: 1) facilitating student learning and creativity with technology, 2) designing technology-enhanced learning experiences and assessments, 3) modeling digital-age work and learning, 4) promoting digital citizenship and responsibility, and 5) engaging in professional growth. For each section, the teacher provides examples of projects, discussions, and experiences they facilitated for students that demonstrate their technology skills and align with professional standards.
This document discusses a multidimensional approach to integrating information and communication technologies (ICT) in education. It focuses on how both teacher and school characteristics interact in the complex process of ICT integration. Different types of ICT use will be considered in relation to variables like teacher attitudes, beliefs, and school policies. The workshop aims to provide best practices and reflect on participants' own beliefs regarding technology use and policy development.
This document provides case studies of activities developed by teachers to foster digital literacy skills in their students. The case studies highlight which components of digital literacy - such as creativity, critical thinking, cultural understanding, collaboration and functional skills - were targeted by each activity. The teachers used Becta's framework for digital literacy as a guide for developing tasks that required students to define projects, find and evaluate information, synthesize knowledge, and communicate what they learned. The overall goal was to integrate digital literacy development with subject curriculum learning.
Digital technologies now play a central role in society and young people's cultures. Many children are actively engaging with digital media from a young age by watching videos online, playing games, creating social media profiles, and sharing media they find or create. This means students need skills to navigate multiple modes of information and participate in online networks. Fostering digital literacy in schools can help students understand and benefit from technology while supporting creativity and learning. It also makes education relevant to a society where technology influences communication and meaning-making.
The document discusses how pedagogies that integrate information and communication technologies (ICT) can engage students in new ways and enhance learning outcomes. It notes that today's students have grown up in a technological world and that ICT skills are essential for participation in modern society. When used effectively, ICT can transform teaching methods by supporting interactive and collaborative learning, allowing students to create and share knowledge both locally and globally. However, integrating technology alone does not guarantee improved learning - teachers must select appropriate technologies and activities to motivate students, personalize learning, and develop ICT literacy skills.
This presentation raise questions about which ‘new’ literacies are relevant in school to prepare students for reality in information society and how this is combined within the subject and organisation of collaborative learning activities.
Judith Seipold: Mobile Learning – potential, controversies and implications f...Klaus Rummler
This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
The document discusses Universal Design for Learning (UDL) and its application at Wood-Ridge High School. UDL originated from universal design, which created accessible structures for all users, including those with disabilities. UDL extends this concept to education by designing flexible curricula that meet the needs of diverse learners. The three principles of UDL are providing multiple means of representation, action and expression, and engagement based on the three brain networks of recognition, strategic, and affective learning. Technology plays a central role in implementing UDL and supporting different learning needs. UDL aims to create an inclusive learning environment and customized education through flexible goals, tools, teaching methods and assessments.
Trends in educational technology and learning with increasing values (1)Advanced Academy
The document discusses trends in educational technology, focusing on augmented reality and its benefits for education. It defines augmented reality as technology that overlays virtual objects onto real-world views. The document then lists 10 benefits of augmented reality in education, such as providing access to learning materials, allowing safer practice, and improving content understanding and memory retention. It concludes that augmented reality makes education more engaging and enriches students' skills in an interactive way.
The document provides notes from chapters 1-5 of a textbook on using technology in the classroom. [1] It discusses how technology can enhance learning through tools like tutorials, educational games and multimedia that engage students. [2] Technology also allows students to take more responsibility for their learning through activities like electronic portfolios, data collection and online research. [3] The internet specifically is highlighted as a tool that can facilitate communication, collaboration and higher-order thinking through resources like email, mailing lists and online conferences.
A review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play an important role in teaching and learning through e-learning by motivating learners and representing authentic real-world contexts.
11.a review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play a big role in effective teaching and learning through e-learning.
This document discusses integrating technology, pedagogy, and content knowledge in teacher preparation programs. It examines the technological pedagogical content knowledge (TPCK) framework for integrating technology into teaching and learning. Examples are presented of learning activities that could be incorporated across a physical education curriculum. A project-based learning experience is described as an alternative for preparing pre-service teachers. The purpose is to develop activities that emulate real-world problems and promote learning through construction and reflection with technology tools.
The document describes a study that developed an e-assessment model to evaluate students' collaborative knowledge building using the social content network Diigo. Four students participated in a 10-day task tagging resources, adding their own interpretations, and working to combine ideas into solutions. The results showed students effectively engaged in adding meaning but faced challenges switching to proposing collaborative solutions.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Synthesis Matrix for Literature ReviewJennifer Lim
The document provides a literature review matrix summarizing key themes, definitions, pedagogical principles, rationales, skills required, and challenges of personal learning environments (PLEs) according to various academic sources. The matrix covers topics such as how PLEs support self-regulated and informal lifelong learning, their role in providing learner control and autonomy over the learning process, and challenges around integrating PLEs within existing institutional systems.
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.
This document discusses blended learning models and theories that combine face-to-face and online learning. It defines blended learning as an approach that combines the best aspects of both methods to create an innovative learning experience. The document outlines several blended learning models including the supplemental model, replacement model, and emporium model. It also discusses emerging trends in personalized and mobile learning that will shape students' expectations in the near future.
The document describes the Catalyst Charter Middle School's blended learning approach, which includes (1) project-based learning integrated into the curriculum, (2) technology integration for global understanding, and (3) inquiry-based, multi-age learning communities. It provides details on the school's math, world languages, art, and PE instruction, as well as examples of student projects and the technology used to support flipped lessons.
The document describes the Catalyst Charter Middle School's blended learning approach which includes:
1) Project-based learning integrated into the curriculum using technology and collaboration.
2) Standards-based math, reading, and seminar classes as well as electives like band, choir, and world languages.
3) A focus on STEM, global citizenship, and digital literacy through differentiated instruction and student-directed projects.
The document describes the Catalyst Charter Middle School's blended learning approach, which includes (1) project-based learning integrated into the curriculum, (2) technology integration, (3) inquiry-based and multi-age learning, and (4) standards-based seminars and projects. It provides details on courses, schedules, technology used, examples of student projects, and resources for implementing a flipped classroom model.
The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
E-Learning in a Changing Landscape of Emerging Technologies and PedagogiesIain Doherty
This is the presentation that I gave at the Opening Plenary Panel of the 2012 CITE Research Symposium at The University of Hong Kong. I guess that my aim was to start people off thinking a little bit about how higher education has made use of technologies for teaching and learning. I also wanted to send a positive message about what might be done.
ORT Argentina's educational project focuses on implementing a Pedagogical Model 2.0 with technological education and Jewish education. The model emphasizes student-centered learning through ubiquitous access to technology, collaborative projects, and positioning students as producers rather than just consumers of knowledge. ORT has developed a virtual campus platform to support this model, providing online resources, monitoring of student work, and opportunities for teachers to develop educational content. The implementation is being evaluated through metrics on student and teacher online productions to refine the model and guide its expansion.
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
Web 2.0 technologies are being adopted across universities in a bottom-up, non-systematic way. There is no single blueprint for implementation. Critical issues include ensuring all students, faculty and staff have access to technology and information literacy skills. Ongoing drivers of change include tradition, environmental factors, diversity, richer educational experiences, open source materials, and skills development. Over time, the relationship between faculty and students may change to recognize each other's expertise and work together, with students driving this change through their experience with online communities.
1. The document discusses connectivism and lifelong learning skills needed for vocational education and training (VET). It emphasizes deep, ubiquitous, and learner-centered learning.
2. Ubiquitous learning involves authentic learning environments that utilize information and communication technologies, open cloud services, and social media. Learners build knowledge capital through social and collaborative learning networks.
3. Connectivism views learning as a network-forming process augmented by digital technologies. Learning is social, physical, and virtual, involving distributed intelligence across a network of connections.
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
Cognitive theory focuses on how people think and process information. It replaced behaviorism and looks at how the mind works through thinking, knowledge, memory, and problem solving. Key people who developed aspects of cognitive theory include Paivio, Gagne, Gardner, and Bloom. Classroom implications for teachers include using hands-on activities, scaffolding lessons, addressing multiple learning styles, and challenging students' thinking. Technology can also support cognitive theory through educational games, information mapping, research tools, and interactive software.
This document discusses using IT-based projects to develop higher-order thinking skills through constructivist learning approaches. It outlines 4 types of projects: 1) Resource-based projects where students find their own information; 2) Simple creations to develop creativity; 3) Guided hypermedia projects as instructive or communication tools; and 4) Web-based projects where students create web pages. Key elements of constructivism are the teacher establishing the learning environment and giving students tools/facilities while facilitating learning. The focus is on the learning process rather than products.
Universal Design for Learning (UDL) in Practice was implemented at Algonquin & Lakeshore Catholic District School Board. The document discusses constructivism as an educational model and how technology can help develop constructivist classrooms. It describes how UDL was used in a classroom, including tools like SMARTBoards, laptops, and software. Student and teacher skills developed through participating. UDL allowed for inclusive, accessible education for all students.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
This document summarizes a presentation given by Prof. dr. Frederik Questier to the University of Cuenca in Ecuador on improving teaching and learning with information and communication technologies (ICT). It discusses evolving technologies and learning theories, models for constructive learning environments using ICT, and strategies for educational innovation including teacher training, developing an expertise center, disseminating best practices, and facilitating communication and projects. The overall message is that ICT can transform and improve education when used to support intentional, collaborative, complex learning in authentic contexts.
Despite requirements for constant innovation in Higher Education, the application of
knowledge management constitutes a recent research field in this sector while a wide range of e-learning
tools - like open source learning management systems (LMS) - constitute a basic part of universities
infrastructures at present. As knowledge derived from direct experiences is one of the most important
sources for innovations, this paper presents two approaches for experiential knowledge production in the
Higher Education teaching-learning processes: (1) the managerial production approach and (2) the open
production approach. In accordance with these approaches, the paper also describes how Moodle and Sakai -
two of the most widely used open source LMS - support experiential knowledge production and concludes
that: (1) these LMS don’t have first class constructs to manage experiential knowledge production related
concepts; (2) experiential knowledge related constructs can be represented through existing artifacts included
in these LMS but this approach presents many limitations to support explicit connections between these
constructs and; (3) LMS can extend current capabilities of tags or similar artifacts to represent high level
meaning structures that link content from different LMS tools.
The document discusses flexible pedagogies for disruptive technologies in education. It defines disruptive technologies as new, lower-cost technologies that eventually displace established ones. The author examines how technologies like mobile phones and chat rooms can disrupt traditional classroom norms. She outlines principles for flexible pedagogies based on constructivism, sociocultural approaches, and collaborative learning to maximize opportunities from evolving communications technologies. A case study of her graduate course demonstrates blending physical and online learning, learner-shaped structures, and using technologies like blogs and wikis to support communication and assessment.
1. [2012-2] Education for the Future
2040,
Future Elementary School
Team 초교공
신하은 권효은 박나은 손재원
2. Index
I. Introduction
1. Problems of Current Elementary Education
2. Solution through the Future Education
II. Design of Future School
1. Meaningful Learning
2. Direction of Future School
III. Future School Scenario
1. Basic Assumptions
2. Building Design
3. Scenario : Day of XX
IV. Conclusion
1. Expectations for Future Student
2. Controversial Points and Preparation
3. I. Introduction
I. Introduction
1. Problems of Current Elementary Education
2. Solution through the Future Education
4. I. Introduction
Problems of Current Elementary Education
1) Lack of relation between learning contents and reality
Current education is focusing on 3RS(Read, Write, Arithmetic) based on indoctrination.
Many parts of textbooks are not corresponding with reality.
5. I. Introduction
Problems of Current Elementary Education
2) Standardized education focusing on majority than individual
Too large class is an obstacle to individual learning system.
Standardized classes are predominant than creative thinking model classes.
6. I. Introduction
Problems of Current Elementary Education
3) Actual developments of technologies are not applying to
education field immediately
Many kinds of teaching tools and learning contents are digitalized.
However, actual uses of technology are uncommon.
7. I. Introduction
Problems of Current Elementary Education
4) Disconnection among subjects
Students learn subjects that are too specifically divided without
any connection, even though today’s society requires integrated perspective.
8. I. Introduction
I. Introduction
1. Problems of Current Elementary Education
2. Solution through the Future Education
9. I. Introduction
Solution through the Future Education
1) Lack of relation between learning contents and reality
Solutions
Providing experience based learning with highly developed technology,
enforce the relation between learning contents and reality.
Refine subjects with criteria based on the future skills, 7C (Critical
thinking and problem solving, Creativity and innovation, Collaboration
and leadership, Cross-cultural understanding, Communication, ICT
literacy, Career and life skills).
10. I. Introduction
Solution through the Future Education
2) Standardized education focusing on majority than individual
Solutions
”Individualized instruction and management”
Running individualized instruction that can develop individual capacity
with diminishing student number.
11. I. Introduction
Solution through the Future Education
3) Actual developments of technologies are not applying to
education field immediately
Solutions
Compose learning environment that can be changed immediately with developments
of technologies
12. I. Introduction
Solution through the Future Education
4) Disconnection among subjects
Solutions
“Overcome disconnection by integrated education”
Facilitate students’ creativity through topic-based approach and
integrated education.
13. II. Design of Future School
II. Design of Future School
1. Meaningful Learning
2. Direction of Future School
14. II. Design of Future School
Meaningful Learning
At curriculum
- Creative Thinking
All the curriculums - Self-initiated Study
/ Home Schooling
At curriculum
- Critical Thinking
At curriculum At curriculum
- Problem Solving - Communication and Decision Making
- Virtual Experience & Leadership and Teamwork
- Combined Classwork
15. II. Design of Future School
II. Design of Future School
1. Meaningful Learning
2. Direction of Future School
16. II. Design of Future School
Direction of Future School
Future
School
Academic Non-Academic
Content Method Environment Content Method Environment
•Problem Solving •Integrated Education •RFID Electronic Tag •School life •Ubiquitous •RFID Electronic Tag
Skills •Problem Solving •Virtual Reality Zone Management Technology •Attendance Check
•Critical Thinking /Project Learning •Electronic Board •Indoor Environment •RFID Technology with Gate Pass
•Leadership and •Collaborative Learning /Smart wall Supporting •Context-aware •Smart Monitoring
Teamwork •Individualized Learning •Smart Podium/Desk •Student Security Design •Smart School Zone
•Communication •U-learning •Smart Pen/Brush Management •Cleaning Robot
and Decision •Partial •Personal Tablet PC •Student Health Care •Automatic light
making Home-Schooling •Web-based controller
•Creative Thinking •Virtual/Augmented textbook and •Automatic
•Job Searching Reality Learning Contents thermostat
•Knowledge Database
(CIC, Semantic Web)
17. II. Design of Future School
Direction of Future School
1) Contents of Academic Part
• Problem Solving Skills
• Critical Thinking
• Leadership and Teamwork
• Communication and Decision making
• Creative Thinking
Curriculum of Future School will be designed in form of integrated education with
the mixture of current subjects, focusing on facilitating capacities for future
society.
These curriculum can be changed flexibly, containing real life problems and
reflecting the situation of present era. Also, instructor capability can affect to the
curriculum.
18. II. Design of Future School
Direction of Future School
2) Methods of Academic Part
Future Education will be performed
based on these methods.
• Integrated Education
: The wall between subjects will be collapsed. Many contents of diverse field will be
integrated. Education will be focusing on facilitating capacity for future society.
• Problem Solving/Project Learning
: Learners will get basic knowledge and information individually from home schooling and
knowledge cloud. In School, learners will participate in personal or group-based project
learning which requires creative thinking and ability to solve unconstructed problems.
• Collaborative Learning
: Collaboration learning among colleagues, class, grades, parents and local community
will form learning community that can result collective intelligence.
19. II. Design of Future School
Direction of Future School
2) Methods of Academic Part
• Individualized Learning
: Personalized learning that can be adjusted to each learner’s interest, aptitude and
academic achievement will be implemented.
• U-Learning
: With Web, Augmented Reality, Networking, ubiquitous learning will be possible,
wherever learner is, whenever learner want.
• Partial Home-Schooling
: Not all function of school will be transformed to home schooling, but network between
school and home will be enhanced. Learners can review their learning contents at home,
with taking intensive learning to supplement personal weakness.
• Virtual/Augmented Reality
: Learners can have diverse experience with virtual/augmented reality.
20. II. Design of Future School
Direction of Future School
3) Environments of Academic Part
Future School will be realized based on these
environments
• RFID Electronic Tag
: In name tag, there’s a electronic chip which contains student’s information about
academic achievement, learning status, portfolios. It can be a basic source to provide
individualized learning for students
• Virtual Reality Zone
: With augmented reality and 4D technology, learners can have experience which is
hard to be attained through real life.
• Smart Podium/Desk
: Since smart podium and smart desks provide interworking, instructor and leaner can
share learning contents in real time.
21. II. Design of Future School
Direction of Future School
3) Environments of Academic Part
• Smart Pen/Brush
: Smart pen and smart brush help instructor and learner express their idea on smart
wall or smart desk.
• Electronic Board/Smart wall
: Smart wall perform the function of wall and electronic board. It can display diverse
multimedia and it helps instructor and learner to represent their thoughts through
writing, drawing, recording. Also, smart wall provides immediate interaction among
podium, student desk and tablet PC.
• Personal tablet PC
: Personal tablet PC makes U-learning possible in every where, every time. Also it can
supplement printed textbook which is hard to be revised after it is printed. Learners can
borrow e-book from digital library with personal tablet PC and use it as a dictionary.
22. II. Design of Future School
Direction of Future School
3) Environments of Academic Part
• Web-based textbook/Learning Contents
: Web-based textbook and learning contents supplement the weakness of current
printed textbook, since it can be revised flexibly. New information and knowledge can
be updated everyday providing just-in-time learning.
• Knowledge Database (CIC, Semantic web)
: Knowledge database, also called as Collaborative Information Center is run by
Ministry of Education and it provides theory based knowledge through the network
between school and home. Using artificial intelligence, CIC help student to find proper
information through semantic web. CIC is available of real time Q&A service and
feedback. This database make individualized learning and home schooling possible
and substitute traditional role of instructor.
23. II. Design of Future School
Direction of Future School
4) Contents of Non-Academic Part
Future School guarantees comfortable, safe,
and convenient life in learning environment
with ubiquitous technologies.
• School life Management
: Electronic Attendance Checking, Electronic Bulletin Board System, Student Monitoring
• Indoor Environment Supporting
: Automatic Cleaning System (Cleaning Robot),Automatic Light Controller
• Student Security Management
: School Violence Prevention System, Traffic Safety Program (Speed Guidance, Speeding
Controlling, Safety Monitoring)
• Student Health Care
: Personal Physical Checkup, Obesity and Fitness Management, Diet Scheduling
24. II. Design of Future School
Direction of Future School
5) Methods of Non-Academic Part
Future School’s Non-Academic life system
will be realized based on these methods.
• Ubiquitous Technology
: With interaction among individual-environment-mobile device, it is possible to figure out
learner’s requirements and information in real time, and learners can get service or
information whenever they want.
• RFID Technology
: With RFID technology, managing information of diverse individual can be possible.
Since micro-miniature chip can contain large amount of information, this technology can
be used in electronic name tag. RFID technology will be helpful to manage school
facilities systematically.
• Context-aware Designing
: In context-aware designing, emotional information, surrounding information of learner
are reflected in system designing. This makes individualized supporting based on
personal, environmental situations and profiles can be possible.
25. II. Design of Future School
Direction of Future School
6) Environments of Non-Academic Part
Future School’s Non-Academic life system
will be realized based on these environments.
• RFID Electronic Tag
: Just one RFID electronic tag, it is possible to manage all information about learner. All
student managements such as attendance checking, safety monitoring, fitness checkup
and diet scheduling are based on this electronic tag. Moreover, it provides GPS function
in 100 meter around a school, so it is able to figure out the location of learner.
• Attendance Check with Gate Pass
: With RFID electronic tag, when student pass the gate and classroom, attendance can
be checked automatically.
• Smart Monitoring
: With learner’s RFID electronic tag and network between school and home, school level,
individual level monitoring is available. School zone monitoring like prevention of school
violence, illegal parking, traffic safety monitoring can be possible.
26. II. Design of Future School
Direction of Future School
6) Environments of Non-Academic Part
• Smart School Zone
: By integrating ubiquitous technology to present school zone, children traffic safety can
be enhanced. RFID reader, speed sensor, panorama camera will provide diverse traffic
safety service.
• Cleaning Robot
: Cleaning robot can manage school environment comfortable and clean based on
instructor and learner’s requirements.
• Automatic Light Controller
: Controller can provide comfortable light environment, reflecting the requirements of
instructor and students automatically. It also helps to prevent waste of resources.
27. III. Future School Scenario
III. Future School Scenario
1. Basic Assumptions
2. Building Design
3. Scenario : Day of XX
28. III. Future School Scenario
Basic Assumptions
• In the Future School, grades will be divided in three group.
Each is called, Beginner(age 8-9), Intermediate(age 10-11) and
Advancer(age 12-13) grade.
• In Each grade, there are 4 classes.
• In Each classes, there are 12 students.
29. III. Future School Scenario
III. Future School Scenario
1. Basic Assumptions
2. Building Design
3. Scenario : Day of XX
30. III. Future School Scenario
Building Design
3 Grades
-Beginner grade (age 8~9)
-Intermediate grade (age 10~11)
-Advanced grade (age 12~13)
Each grade has 4 classes
Each building has 4 floors
33. III. Future School Scenario
Building Design
1st floor has classrooms
of each grade
4 classes / grade
12 students / class
Walls of each classrooms
are movable
→ combined class is possible
35. III. Future School Scenario
Building Design
Fan-shaped classroom
→students can see both side of smart wall without moving
Interactive networking between smart walls and desks
3 groups : each group consist of 4 students
36. III. Future School Scenario
Building Design
Each classroom has its own
outdoor activity zone
Glass walls
→ Teachers can see students at anytime
Electronic display
→used as bulletin board, showing announcement
Students can do simple exercises
(such as jump rope, ball game, gymnastics, etc.)
There is vegetable garden for each class
37. III. Future School Scenario
Building Design
_ 3D Structure of Classroom & Outdoor Activity Zone
38. III. Future School Scenario
Building Design
2nd floor is ‘Community Zone’
Students can meet and communicate
with friends of other classes
40. III. Future School Scenario
Building Design
3rd floor has ‘Special Activity Zone’
and green terrace
The themes of each building’s 3rd
floors are art zone, healing zone,
and practicing zone
• Art zone : music room & art room
• healing zone : counseling room
& nurse’s office
• Practicing zone : science lab
& practical room
(for cooking, woodworking…)
Students move to each building
according to what their classes need.
42. III. Future School Scenario
III. Future School Scenario
1. Basic Assumptions
2. Building Design
3. Scenario : Day of XX
43. III. Future School Scenario
Scenario : Day of XX
_ Commuting to School
I went to school with electronic name tag. This card has variety of function, such an
attendance checking, scanning, GPS. When I went into school zone, I felt more safety than
outside, because traffic safety system is working in this zone. Few minutes later, I could see
the gate of my school. When I passes the gate, it automatically checked my attendance. Soon,
I arrived at my classroom. Since I am intermediate grade, 10-11 years old students are my
classmates. Some classmates said ‘Hi’ to me when I entered the classroom.
44. III. Future School Scenario
Scenario : Day of XX
_ Weekly Timetable of Future School
Mon Tue Wed Thu Fri
1 Problem Solving
2 Critical Thinking
3 Leadership and Teamwork
Lunch Break
4 Communication and Decision making
5 Creative Thinking
45. III. Future School Scenario
Scenario : Day of XX
_ 1st period : Problem Solving
On the board
Today’s Topic
: Think about the space-junk problem that can be occurred by residence in Mars.
And then talk about the ways to solve the problems.
<Article for reference>
According to the government’s ‘Mars Development Project’, migration to Mars will
be started in 2041 officially. However, the problem is, there were no sufficient
discussions about environmental pollution that migration will bring about. ….
46. III. Future School Scenario
Scenario : Day of XX
_ 1st period : Problem Solving
After I read the question, I found some media resources related to the Mars migration
plan with my group members, using smart desk. We wrote our own solutions on smart desk,
they appeared on smart wall to share those ideas. All students wrote their opinions
and made their presentation in turn. I introduced my idea about space-garbage truck
with 3D hologram. After presentation time, students selected the most suitable solution.
At last, our class decided to experience the best solution in virtual reality zone which is located
in 3rd floor on Friday.
47. III. Future School Scenario
Scenario : Day of XX
_ 2nd period : Critical Thinking
On the board
Today’s Discussion Topic
: What are the manners that we should keep in
mind when we watch 4D movies in theater?
-Talk about your experience of watching 4D
movies in theater and some points to criticize.
And discuss the etiquettes with classmates.
48. III. Future School Scenario
Scenario : Day of XX
_ 2nd period : Critical Thinking
XX : Last Sunday, I went to 4D theater with my family. I saw the recent 4D version of
‘Sikgaek-parasitic houseguest’ that was made in long time ago. When the movie
was showing, a guy ate onion popcorn without any manners! The onion smell
was too strong to hard to feel the food smell in movie. I felt so angry.
Friends : Gosh, you might be so annoyed! I think regulations of carrying smelly food
need to be stronger. Not only smells make people annoying but also people
cannot feel the smell of movie they watch.
49. III. Future School Scenario
Scenario : Day of XX
_ 3rd period : Leadership and Teamwork
On the board
This weeks Project
: Ensemble (Third day of practice)
Since the augmented reality technology developed enough for making cyber instrument,
school recommends students to play real instrument to improve operating abilities.
50. III. Future School Scenario
Scenario : Day of XX
_ 3rd period : Leadership and Teamwork
Today was the 3rd day of practicing band music. I play keyboard because I learned piano for
long time since I was in kindergarten. At the moment we start the practice, YY’s drum had
problem. Mostly, my teacher wanted us to use real instrument, but it was impossible to fix the
drum immediately, YY decided to use augmented reality. He downloaded 3D drum with
augmented reality application and we started a practice. After the first performance, we could
see feedbacks on smart wall. There was a message that keyboard tempo should be more
accurate. Although I practiced a lot yesterday, it wasn’t sufficient though. In today’s after-
school activity time, I should practice more.
51. III. Future School Scenario
Scenario : Day of XX
_ Lunch Break
At community zone
3rd week of Oct., 2040
Intermediate grade class B, XX’s personal menu
Mon Tue Wed Thu Fri
Recommended Recommended Recommended Recommended
Free Choice
A B D A
-Above menu is recommended diet schedule based on each student’s physical
condition and constitution.
-Depending on situation, menu can be substituted by different menu in same group.
-Wednesday is free choice day. Students are recommended to eat all food they
distributed without any leftovers.
52. III. Future School Scenario
Scenario : Day of XX
_ Lunch Break Image of community zone
53. III. Future School Scenario
Scenario : Day of XX
_ Lunch Break
Finally, the lunch break was started. I went to community zone with my best friend YY, and
get my meal. Since today is Monday, I ate the recommended A. I’m smaller than my friends,
so I have two days to eat menu A that contains more calcium than others. Today’s menu
was…기장밥, 근대국, 멸치볶음, 치즈궁중떡볶이, 굴김치, and low-fat milk. After eating
lunch, I was supposed to play soccer with advanced grade students. However, it was
raining outside, we decided to play motion recognition game in community zone.
54. III. Future School Scenario
Scenario : Day of XX
_ 4th period : Communication and Decision making
On the board
Today’s Communication Topic
: Is it right to bring guard robot in school?
-Teleconferencing with U.S. elementary school in sister relationship.
-Access your exchange debate group on smart wall
55. III. Future School Scenario
Scenario : Day of XX
_ 4th period : Communication and Decision making
This class is debating class with sister school in U.S. Today’s topic was about guard robot,
because there are many voices of concern with it. My group member, Tom, claimed that
bringing guard robot is waste of time. However, I told him my experience when my guard
robot helped me to avoid soccer ball. Tom and I made a furious discussion. At the end of the
discussion, our group made a decision that bringing guard robot to school is appropriate.
56. III. Future School Scenario
Scenario : Day of XX
_ 5th period : Creative Thinking
On the board
Today’s Drawing Topic
: Let’s describe your friend of next class!
-Combined class activity
-Using smart brush tool
57. III. Future School Scenario
Scenario : Day of XX
_ 5th period : Creative Thinking
It was the time I like the most! Today, it was planned to having combined class activity.
Therefore, teacher controlled the transparency to make smart wall entirely transparent. Then
she told us to describe the face of friend through the smart wall. I brought the brush shaped
smart tool and drew my friend’s hair. I could see what he was drawing with smart pencil
through transparent smart wall. Paintings that students drew today will be exhibited on smart
board which is on the back side of the classroom.
58. III. Future School Scenario
Scenario : Day of XX
_ Afterschool Activities
On the board
Today’s Drawing Topic
: Let’s describe your friend of next class!
-Combined class activity
-Using smart brush tool
Generally, classes are ended around 2:00 p.m. ~ 3:00 p.m.
After-school activities are selective.
Students need to have counseling once a week.
59. III. Future School Scenario
Scenario : Day of XX
_ Afterschool Activities
After regular classes, it was the time to start after-school activity! The reason I like after-
school activity is that I can choose what I want to learn about. There are many choices
including media education, virtual experiences and diverse sports activities. However, I had to
got a counseling today. Once a week, students have to get counseling about what they want
to talk about, like job career or personal problem. After-school activities are fun, but I think
regular counseling helps me a lot.
60. III. Future School Scenario
Scenario : Day of XX
_ Afterschool Activities
More Information about Afterschool Activities
• Media Education
: Additional education about media. Students can learn specific characteristics and
instructions about media.
• Homework Helper
: Students can do homework with assistant teachers if they find difficulties with their
assignments.
• Academic Enrichment
: Intensive course for each subjects. There are many lectures on the internet that students
can take at home. Theory-based course and discussion-based courses are provided.
• Virtual Experience
: Exploring nature and visiting oversea countries with virtual experience.
61. III. Future School Scenario
Scenario : Day of XX
_ Afterschool Activities
More Information about Afterschool Activities
• Virtual Job Searching
: Experience job in virtual reality zone and find their career based on their experiences.
(Depending on situation, program recommends certain jobs to students, based on each
student’s career database.)
• Physical Activity
: Diverse sports are provided in central stadium. In the basement, there are swimming
pools and ice rinks that students can use. In community zone, students can join cyber
sports activity. Students play cyber sports activities with their own avatars, which reflects
students’ physical strength. Moreover, there are dance lessons that are taught with motion
recognition program. Students can follow the avatars’ movements and get immediate
feedbacks from the computer.
62. III. Future School Scenario
Scenario : Day of XX
_ Home Schooling
(At home)
On the e-portal which is provided by the ministry of education, students can access to
network. The network connects school and home. Students can access to the network
whenever they want. Through the network, it is possible to access central database,
called CIC, the collective intelligence center. In CIC, real time answering and feedbacks
are available.
Database is based on artificial intelligence.
Using Semantic web
63. III. Future School Scenario
Scenario : Day of XX
_ Home Schooling
After a counseling, I came back home and ate dinner with taking some rest. Then I turned
on my computer to review today’s learning contents. I saw recorded videos of the school
lectures. I paused at the point that I couldn’t understand well, and then asked some
questions on the CIC. I got answers and feedbacks instantly. Also, it gave me some
connected contents with semantic web. I always think CIC is really useful.
My mom complimented me after she saw video of my presentation today. I felt really proud
of my self. I’m begging to go to school tomorrow!
64. IV. Conclusion
IV. Conclusion
1. Expectation for Future Student
2. Controversial Points and Preparation
65. IV. Conclusion
Expectation for Future Student
1) Student who can find necessary information from
open sources and integrate information logically
with creative thinking
In future society, simply listed information will be acessable everywhere.
Therefore, future education will focus on utilizing knowledge by reconstruction of
curriculum, rather than learning disconnected knowledge.
With the future education, student can find proper information in deluge of
information and have problem solving skills to organize information based on
personal requirement.
66. IV. Conclusion
Expectation for Future Student
2) Student who can apply what they learned
to real life problem with appropriateness and flexibility
Future Education will broaden the range of direct and indirect experiences with
highly developed technologies like virtual and augmented reality.
With the future education that provides similarity between learning environment
and performance environment, student can apply diverse capacities learned in
school to real life problem more flexible.
67. IV. Conclusion
Expectation for Future Student
3) Student who can learn actively with having self leadership
RFID electronic tag, which is one of the important technology and component of
future school contains large amount of information of each individuals. With this
technology, students can figure out themselves more objectively and deeply.
Base on the comprehension about themselves, they can lead individualized
learning which is needed at every moment and every place.
68. IV. Conclusion
Expectation for Future Student
4) Student who know the pleasure and value of learning
Future education make students realize the pleasure and value of learning and
participate learning actively by diverse learning contents, methods, and
environments.
Therefore, they can get out of temporary and low standard perspective and
recognize education and learning as ‘life itself which last for long time’.
69. IV. Conclusion
IV. Conclusion
1. Expectation for Future Student
2. Controversial Points and Preparation
70. IV. Conclusion
Controversial Points and Preparation
• Students’ right should be guaranteed.
: There should be no discrimination with using technologies and u-computing resources among
students. Future school should provide same chances for students to get future education.
• Appropriate teaching ability should be proceeded.
: Not only adjusting new technologies and environment to school, but also teachers should have
appropriate capacity for future school. Teachers should have enough knowledge and skills about
educational tool and infrastructure. Also they should be available in designing diverse
instructional-learning contents and methods. Finally, ability of finding learner’s capacity and
facilitating learning should be needed.
• Preparation for information security should be settled.
: In future school, all information about teachers, students and parents are saved in digital form.
Therefore, it is important to prepare problems of private information leaks. To solve this problem,
development of information security technology and education that can enhance awareness
about information security are needed.