ASLA XXIII Biennial Conference - Lyn Hay - Project management is an essential life skill for 21st century learners. This session is based on the findings of a research study which explored students' use of Web 2.0 technologies to support the completion of an inquiry-based project. The study found students lacked project management skills as part of the inquiry learning process. Participants will be presented with a range of strategies and examples of how project management may be made more explicit when designing inquiry-based learning units.
Fostering Students’ Creativity through Van Hiele’s 5 phase-Based Tangram Acti...Chin Lu Chong
The aim of this study was to determine whether Van Hiele’s 5 phase-based tangrams activities could help to foster creativity among Grade Three primary school students.
This document summarizes the evaluation of the first year of North Carolina's 1:1 Learning Initiative which provided laptops to students and teachers in 8 schools. The evaluation found that schools made progress implementing critical elements like teacher training, infrastructure setup, and policies. Key lessons learned were that preparing for 1:1 takes significant time, ongoing teacher training is needed, balancing student safety and access is difficult, and skilled technology support staff are important for successful integration of technology into teaching. Overall, the first year showed progress establishing the foundation for 1:1 learning but continued effort is needed to address challenges and fully realize the goals of improved teaching and learning.
Making a difference in the world.engineering 0huutrinh
The document summarizes a presentation about integrating engineering concepts into middle school math and science classrooms using examples from the Next Generation Science Standards (NGSS). It discusses how activities on topics like bridge building and biomedical imaging can teach engineering design processes while linking to science concepts. However, it notes that many common classroom activities do not fully capture engineering and may reinforce misconceptions.
The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires that teachers tap both social (other people) and cognitive tools (artifacts) successful. In this paper, we challenge the idea of TPACK being resident in just one individual and suggest that in some contexts it may be valuable to consider the idea of distributed TPACK. According to this approach TPACK may be conceptualized as being distributed across individuals (teachers, technologists, students) and artifacts (websites, lesson plans, books, software etc.). We build our argument based on, (a) distributed cognition theory; (b) revisiting prior research; and (c) evidence from two large-scale technology-based educational projects initiated by the Politecnico di Milano. We end with recommendations for future research and practice.
Constructivism and Educational TechnologyRandy Rodgers
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
This document summarizes research on the forces affecting university mathematics professors' decisions about using technology in their geometry classrooms. It describes interviews conducted with 5 geometry professors about their goals for courses, beliefs about technology, and internal and external influences. The results were used to develop a framework of internal forces like professors' goals and beliefs, and external forces like institutional support and access to technology. The framework aims to describe factors impacting professors' technology use decisions.
This presentation relates to a small pilot study, wondering about whetherTwitter might help teacher education students develop deliberate reflection while on practicum in 2009.
Fostering Students’ Creativity through Van Hiele’s 5 phase-Based Tangram Acti...Chin Lu Chong
The aim of this study was to determine whether Van Hiele’s 5 phase-based tangrams activities could help to foster creativity among Grade Three primary school students.
This document summarizes the evaluation of the first year of North Carolina's 1:1 Learning Initiative which provided laptops to students and teachers in 8 schools. The evaluation found that schools made progress implementing critical elements like teacher training, infrastructure setup, and policies. Key lessons learned were that preparing for 1:1 takes significant time, ongoing teacher training is needed, balancing student safety and access is difficult, and skilled technology support staff are important for successful integration of technology into teaching. Overall, the first year showed progress establishing the foundation for 1:1 learning but continued effort is needed to address challenges and fully realize the goals of improved teaching and learning.
Making a difference in the world.engineering 0huutrinh
The document summarizes a presentation about integrating engineering concepts into middle school math and science classrooms using examples from the Next Generation Science Standards (NGSS). It discusses how activities on topics like bridge building and biomedical imaging can teach engineering design processes while linking to science concepts. However, it notes that many common classroom activities do not fully capture engineering and may reinforce misconceptions.
The TPACK framework has received a lot of attention lately. For the most part, it has been seen as a form of teacher-knowledge residing within the head of individual teachers. Teaching with technology, however, is a complex task and often requires that teachers tap both social (other people) and cognitive tools (artifacts) successful. In this paper, we challenge the idea of TPACK being resident in just one individual and suggest that in some contexts it may be valuable to consider the idea of distributed TPACK. According to this approach TPACK may be conceptualized as being distributed across individuals (teachers, technologists, students) and artifacts (websites, lesson plans, books, software etc.). We build our argument based on, (a) distributed cognition theory; (b) revisiting prior research; and (c) evidence from two large-scale technology-based educational projects initiated by the Politecnico di Milano. We end with recommendations for future research and practice.
Constructivism and Educational TechnologyRandy Rodgers
The document discusses constructivism and how educational technologies can support a constructivist approach to learning. It analyzes the educational philosophies of Jerome Bruner, John Dewey, and Lev Vygotsky in terms of their principles regarding constructivism. The document proposes a professional development program for educators that blends constructivism with technology integration based on the theories of these educators. It suggests workshops could demonstrate how technologies like weblogs can be instructional tools when incorporated through a constructivist framework.
This document summarizes research on the forces affecting university mathematics professors' decisions about using technology in their geometry classrooms. It describes interviews conducted with 5 geometry professors about their goals for courses, beliefs about technology, and internal and external influences. The results were used to develop a framework of internal forces like professors' goals and beliefs, and external forces like institutional support and access to technology. The framework aims to describe factors impacting professors' technology use decisions.
This presentation relates to a small pilot study, wondering about whetherTwitter might help teacher education students develop deliberate reflection while on practicum in 2009.
A framework for action: Intervening to increase adoption of transformative we...Joan E. Hughes, Ph.D.
Abstract: Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently, Web 2.0 is often adopted into teachers’ practice to simply replace or amplify traditional instructional approaches rather than promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions ‘success’ on qualitative criteria and necessitates timely intervention by change agents at ‘points of factor interaction’ in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with web 2.0 tools.
Final published article can be found at:
Hughes, J. E., Guion, J.*, Bruce, K.*, Horton, L.*, & Prescott, A.* (2011.) A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology, 51(2), 53-61.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
This document discusses information literacy and its importance in education. It provides several definitions of information literacy, emphasizing the ability to recognize an information need, access and evaluate information from multiple sources, and communicate findings. The document distinguishes information literacy from computer literacy and emphasizes teaching students a process for research rather than focusing on individual skills. It outlines the components of an effective research process and how project-based learning can help integrate information literacy skills across the curriculum.
The document provides an overview of flipped learning based on a review of the literature. It defines flipped learning as moving direct instruction outside of class, typically through prerecorded videos for students to watch at home, so that class time can be used for active, application-based learning. The benefits discussed include developing higher-order thinking skills, increased student engagement and motivation, and better support for diverse learners. Challenges include ensuring students come to class prepared and teachers adapting to new roles. Practical examples of flipping include using screencasting or podcasting software to create video and audio lessons for students.
Technology & Problem- Based Learning in ActionAllison Hughes
This document discusses how technology and problem-based learning can increase student engagement. It first defines student engagement and discusses factors that influence it such as student motivation, engagement in classrooms, socio-political context, and family background. It then explains problem-based learning and how it puts students in an active problem-solving role. Next, it discusses how technology such as interactive learning platforms can promote independence. The document concludes by describing an English course created by the author that incorporates technology and problem-based learning modules to tie into research on increasing student engagement.
Teaching and Learning has always been a highly social activity. Technology ha...Denise Morgan
Teaching and learning has always been a highly social activity, but technology may be changing this. While technology enables exciting new possibilities for communication and collaboration, it is not always used to its full advantage in online environments. Some online learners report having little to no interaction with teachers or peers. However, interaction is key to successful e-learning. The role of the teacher is to facilitate interaction through engaging content and opportunities for collaboration, while learners are active participants in constructing their own understanding. Effective e-learning requires consideration of learning styles as well as usability and learner-centered design.
The document outlines the seven standards for students developed by the International Society for Technology in Education (ISTE). The seven standards are: 1) Empowered Learner, 2) Digital Citizen, 3) Knowledge Constructor, 4) Innovative Designer, 5) Computational Thinker, 6) Creative Communicator, and 7) Global Collaborator. Each standard is briefly described in one to three sentences focusing on the skills students should develop regarding technology use.
This document outlines key aspects of constructivism theory. It discusses prominent constructivist theorists including John Dewey, David Kolb, and Jean Piaget. Dewey believed knowledge emerges from meaningful experiences, while Kolb emphasized integrating concrete experiences with reflection. Piaget's principles of adaptation and organization suggest the mind assimilates events and converts them to existing mental structures. Constructivists believe learning depends on the learner's prior knowledge and experiences, and that students should construct their own understandings rather than simply memorizing facts. The implications for classroom teaching are that teachers provide experiences for student-led exploration and experimentation.
Presentation by Dr. Joan E. Hughes on November 8, 2010 for SETDA - State Educational Technology Directors Association (http://www.setda.org/).
This was a 10 minute talk to get a working group started on the topic "Helping Educators Transform Their Practice."
This document discusses the historical influences of several prominent educational theorists on integrated and interactive curriculum. It summarizes the key ideas and influences of theorists such as John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Howard Gardner, Elliot Eisner, and Marian Diamond. These theorists advocated for hands-on, experiential, inquiry-based learning and recognizing multiple types of intelligence. Their work has shaped current approaches that focus on interactive, project-based learning tailored to students' varied needs and abilities.
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, students learn best when they can explore topics through hands-on activities and social interaction rather than traditional lecturing. In the classroom, this means conducting experiments, field trips, group projects, and discussions to facilitate active, collaborative learning.
PUTTS: A Technology Integration Plan for Teachersbrixtee
This document outlines the five components of PUTTS, a conceptual framework for teachers to take responsibility for technology integration:
1. Principles - Teachers must understand technology's impact on society and pedagogy and how it relates to instructional goals and methods.
2. Understanding - Technology integration considers each teacher's beliefs, skills and teaching style on an individual basis.
3. Training - Effective training involves active classroom experiences, mentoring, collaboration and accounting for different learning styles.
4. Tolerance - Technology integration is a gradual, iterative process influenced by many factors and changes in technology and education.
5. Success - When integrated effectively, technology enables teachers to teach how they want, stimulates
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
This document discusses and compares established education versus homeschooling. Established education typically involves formal schooling in an institutional setting with uniform curriculum and leads to certificates and degrees. Homeschooling involves education of children at home by family members and tutors, which was a common historical practice. The document outlines the types of education and motivations for homeschooling such as greater parental control, individualized learning, and religious/moral instruction. It also discusses teaching methods, informal learning, and the future of education with trends toward online learning and globalization.
This document outlines an action research study that investigated using online social media as a learning environment for students aged 13-16. The study used a social networking site called Ning to deliver classroom curriculum. Data was collected through teacher planning documents, notes, and student work. Analysis found that students became competent in collaborative learning online within two weeks. While informal learning emerged, extracurricular time was limited by the school timetable. The study concluded that social media can challenge traditional teaching models by facilitating student-managed, problem-based learning.
This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.
A framework for action: Intervening to increase adoption of transformative we...Joan E. Hughes, Ph.D.
Abstract: Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently, Web 2.0 is often adopted into teachers’ practice to simply replace or amplify traditional instructional approaches rather than promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions ‘success’ on qualitative criteria and necessitates timely intervention by change agents at ‘points of factor interaction’ in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with web 2.0 tools.
Final published article can be found at:
Hughes, J. E., Guion, J.*, Bruce, K.*, Horton, L.*, & Prescott, A.* (2011.) A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology, 51(2), 53-61.
This presentation was delivered at the Higher Education Research Group Conference which took place at Sheffield Hallam University on 22 June 2012 http://hersg.wordpress.com/
Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
This document discusses information literacy and its importance in education. It provides several definitions of information literacy, emphasizing the ability to recognize an information need, access and evaluate information from multiple sources, and communicate findings. The document distinguishes information literacy from computer literacy and emphasizes teaching students a process for research rather than focusing on individual skills. It outlines the components of an effective research process and how project-based learning can help integrate information literacy skills across the curriculum.
The document provides an overview of flipped learning based on a review of the literature. It defines flipped learning as moving direct instruction outside of class, typically through prerecorded videos for students to watch at home, so that class time can be used for active, application-based learning. The benefits discussed include developing higher-order thinking skills, increased student engagement and motivation, and better support for diverse learners. Challenges include ensuring students come to class prepared and teachers adapting to new roles. Practical examples of flipping include using screencasting or podcasting software to create video and audio lessons for students.
Technology & Problem- Based Learning in ActionAllison Hughes
This document discusses how technology and problem-based learning can increase student engagement. It first defines student engagement and discusses factors that influence it such as student motivation, engagement in classrooms, socio-political context, and family background. It then explains problem-based learning and how it puts students in an active problem-solving role. Next, it discusses how technology such as interactive learning platforms can promote independence. The document concludes by describing an English course created by the author that incorporates technology and problem-based learning modules to tie into research on increasing student engagement.
Teaching and Learning has always been a highly social activity. Technology ha...Denise Morgan
Teaching and learning has always been a highly social activity, but technology may be changing this. While technology enables exciting new possibilities for communication and collaboration, it is not always used to its full advantage in online environments. Some online learners report having little to no interaction with teachers or peers. However, interaction is key to successful e-learning. The role of the teacher is to facilitate interaction through engaging content and opportunities for collaboration, while learners are active participants in constructing their own understanding. Effective e-learning requires consideration of learning styles as well as usability and learner-centered design.
The document outlines the seven standards for students developed by the International Society for Technology in Education (ISTE). The seven standards are: 1) Empowered Learner, 2) Digital Citizen, 3) Knowledge Constructor, 4) Innovative Designer, 5) Computational Thinker, 6) Creative Communicator, and 7) Global Collaborator. Each standard is briefly described in one to three sentences focusing on the skills students should develop regarding technology use.
This document outlines key aspects of constructivism theory. It discusses prominent constructivist theorists including John Dewey, David Kolb, and Jean Piaget. Dewey believed knowledge emerges from meaningful experiences, while Kolb emphasized integrating concrete experiences with reflection. Piaget's principles of adaptation and organization suggest the mind assimilates events and converts them to existing mental structures. Constructivists believe learning depends on the learner's prior knowledge and experiences, and that students should construct their own understandings rather than simply memorizing facts. The implications for classroom teaching are that teachers provide experiences for student-led exploration and experimentation.
Presentation by Dr. Joan E. Hughes on November 8, 2010 for SETDA - State Educational Technology Directors Association (http://www.setda.org/).
This was a 10 minute talk to get a working group started on the topic "Helping Educators Transform Their Practice."
This document discusses the historical influences of several prominent educational theorists on integrated and interactive curriculum. It summarizes the key ideas and influences of theorists such as John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Howard Gardner, Elliot Eisner, and Marian Diamond. These theorists advocated for hands-on, experiential, inquiry-based learning and recognizing multiple types of intelligence. Their work has shaped current approaches that focus on interactive, project-based learning tailored to students' varied needs and abilities.
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, students learn best when they can explore topics through hands-on activities and social interaction rather than traditional lecturing. In the classroom, this means conducting experiments, field trips, group projects, and discussions to facilitate active, collaborative learning.
PUTTS: A Technology Integration Plan for Teachersbrixtee
This document outlines the five components of PUTTS, a conceptual framework for teachers to take responsibility for technology integration:
1. Principles - Teachers must understand technology's impact on society and pedagogy and how it relates to instructional goals and methods.
2. Understanding - Technology integration considers each teacher's beliefs, skills and teaching style on an individual basis.
3. Training - Effective training involves active classroom experiences, mentoring, collaboration and accounting for different learning styles.
4. Tolerance - Technology integration is a gradual, iterative process influenced by many factors and changes in technology and education.
5. Success - When integrated effectively, technology enables teachers to teach how they want, stimulates
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
This document discusses and compares established education versus homeschooling. Established education typically involves formal schooling in an institutional setting with uniform curriculum and leads to certificates and degrees. Homeschooling involves education of children at home by family members and tutors, which was a common historical practice. The document outlines the types of education and motivations for homeschooling such as greater parental control, individualized learning, and religious/moral instruction. It also discusses teaching methods, informal learning, and the future of education with trends toward online learning and globalization.
This document outlines an action research study that investigated using online social media as a learning environment for students aged 13-16. The study used a social networking site called Ning to deliver classroom curriculum. Data was collected through teacher planning documents, notes, and student work. Analysis found that students became competent in collaborative learning online within two weeks. While informal learning emerged, extracurricular time was limited by the school timetable. The study concluded that social media can challenge traditional teaching models by facilitating student-managed, problem-based learning.
This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.
This document summarizes a study on teachers' mindset and responsibilities in using virtual learning environments (VLEs) in Icelandic schools. The study examined how various issues influence teachers' roles when using information and communication technologies to support education. It identified several factors that affected teachers' mindsets and responsibilities during computer classes, including lack of technical support, role conflicts, lack of confidence, workload, preparation needs, and self-criticism. The study collected data through interviews, observations, and other methods to analyze how teachers can effectively manage these issues when incorporating virtual learning into their teaching.
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
Impact of technology on teaching and learningSteven Poast
The document discusses the impact of technology on teaching and learning. It reviews how technology benefits student performance and engagement in both traditional and online classrooms. It explores how software programs and online learning help meet the needs of different learning styles. The document also examines how technology allows for more accessible education and helps develop 21st century skills. It concludes by looking at future innovations and the importance of integrating technology into education standards.
This document discusses using technology and social media to engage students and support learning. It notes that students spend over 27 hours per week online, including 5 hours on social media. Technology can support different learning styles and needs, as well as innovation in teaching. Popular platforms discussed include YouTube, Twitter, blogs, and learning management systems. Examples provided of using YouTube for documentaries, SlideShare for sharing slides, and SurveyMonkey for scheduling meetings. The conclusion advocates integrating tools to supplement teaching while considering students' preferences and the relevance, accessibility, and efficiency of each platform.
The document discusses 21st century standards and curriculum. It begins by providing background on how education has changed from focusing on the "3 R's" with traditional teaching methods to preparing students for college and careers through standards like the Common Core State Standards. The document then examines how the standards and curriculum/instruction can be designed to enable students to satisfy 21st century needs by integrating skills like critical thinking, communication, collaboration and creativity. It provides examples of 21st century instructional approaches like problem-based learning, cooperative learning and integrating multimedia tools. Current research suggests these skills and approaches help students deal with modern challenges and have successful futures.
1. The document discusses the changing landscape of higher education and assessment as online learning opportunities become more prevalent.
2. It explores how learners are using open educational resources in both formal and informal ways, and how this may shift power dynamics between learners, communities, and institutions.
3. New approaches to assessment are needed that leverage social technologies, support self-assessment and peer feedback, and focus on developing students' skills rather than just measuring content knowledge.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
Designing Teaching to Enhance Learning in CrossActionSpaces (Informal-In-Form...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. The term provides a view on learning from the perspective of social sciences while emphasizing a change of human action: from inter-action into cross-action. Under these new conditions the questions are: how to design for learning, how can teaching enhance learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be applied to study, evaluate and reflect on educational practices toward deep and meaningful learning expeditions.
Revolutionizing School – Fablab@school dk 2016 KeynotePeter Troxler
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology.
An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
The document introduces flexible learning and flexible teaching. Flexible learning involves learning anytime and anywhere through technology, student-generated content, connectivity, mobility, and personalized and adaptable spaces. Flexible teaching focuses on supporting students' autonomy and responsibility for learning through variable, contextual strategies that maximize technology and digital content while facilitating learning networks. Challenges to modular distance learning in the Philippines include access to printed materials, capacity for independent learning with parental support, and limited teacher-student interaction.
This document presents a research proposal to study a co-design approach involving teachers, students, and researchers to generate inquiry-based learning scenarios for universities. The proposal aims to 1) study and propose an inquiry-based model to inform new learning scenario designs, 2) develop and analyze a co-design strategy involving key stakeholders, and 3) design and analyze scenarios promoting mature, autonomous ICT use by students. The research would apply a design-based methodology to explain the co-design process and support changes to teaching practices.
This document summarizes a presentation on a literature synthesis examining studies on Universal Design for Learning (UDL) interventions in K-12 settings. The presentation included:
1) An overview of 17 studies meeting the inclusion criteria, including 8 K-12 studies and 9 postsecondary studies.
2) Details and examples from 5 of the K-12 studies, describing the purpose, project/intervention, and findings.
3) Discussion of the need for more explicit description of how UDL principles are applied in studies and suggestions for linking specific project elements to UDL guidelines.
The document discusses information and digital literacy research and practice at the London School of Economics (LSE). It provides an overview of information literacy programs, courses, and research projects at LSE including embedding information literacy into undergraduate courses, a digital literacy course for staff and PhD students, and a JISC-funded project to develop open educational resources for information literacy. It also summarizes the speaker's background in information literacy and an Arcadia Fellowship project to develop a new undergraduate information literacy curriculum.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
The document discusses 21st century standards and curriculum. It begins by explaining how education has changed from focusing on the "3 R's" with teacher-centered instruction to preparing students for college and careers through standards like the Common Core State Standards. The document then examines how curriculum and instruction can be designed to enable students to meet 21st century needs by integrating skills like critical thinking, communication, collaboration and creativity. It provides examples of 21st century instructional approaches like problem-based learning, cooperative learning and incorporating real-world applications and multimedia tools. Current research suggests these skills help students address complex challenges and use technology to impact the world positively.
A visit to local Math Museum: Using tablets creatively in classroomNikolaos Manaras
Tablets with their simple interface, portability, speed, affordability and their variety of apps are quickly moving into schools across Europe and a growing number of teachers are experimenting with tablets or are interested in doing so. In the context of monitoring the MOOC “Creative use of Tablets in Schools” provided by the European Schoolnet Academy, the final activity was to create a lesson or a project plan. To design the lesson plan we used a very nice tool called the “Learning
Designer” which was developed by the London Institute of Education. According the Scenario student will visit the local Math Museum during Mathematical Week and create Augmented Reality posters for the school. From the implementation of this scenario students will come in contact with the beauty of mathematics, its history and get to know great mathematicians and their works.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary MotteramThe Open University
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
Similar to Project management and inquiry learning (20)
The session focussed on the CBCA Shortlist titles, discussing the titles as well as highlighting how the shortlist is representative of trends and preoccupations of the current reading landscape.
Paul Macdonald owns the award-winning The Children's Bookshop which has been a Sydney literary institution since 1971. Paul has a Master of Education, working almost 20 years as a teacher of Upper Primary and Secondary.
He has won numerous awards in teaching such as a Quality Teacher Award and The Premiers English Scholarship. Paul won the inaugural Maurice Saxby Award in 2012 for his contributions to raising the profile of teen fiction. Paul Macdonald also was the winner of the 2016 Lady Cutler award for services to children's literature and literacy in Australia.
Paul not only manages The Children’s Bookshop Speakers’ Agency but is also a consultant working with numerous schools focusing on building reading cultures and he is currently completing his PhD focusing on Australian Young Adult literature.
Paul is the author of the picture book The Hole Idea and has written several other academic texts.
This document provides resources and suggestions for advocating for school libraries. It discusses why advocacy is important and includes potential presentation topics to highlight what makes a great school library. Sample advocacy letters are presented, as well as topic pages on the importance of school libraries, teacher librarians, reading, equity, and the impact of reducing teacher librarian positions. Ideas are given for using images and research in advocacy efforts and personalizing the message. The document also discusses using newsletters and reports to promote the library and announces an upcoming national advocacy campaign.
Participants explored
• An overview of how social media can support school library services.
• An outline of the benefits of social media for the school library community
• Strategies for setting up and using social media for school library services.
• Tips for developing social media guidelines including learning from mistakes.
Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective.
Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications.
Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.
Megan Light
President of KOALA Awards (Kids Own Australian Literature Awards) will explain how you can involve your students in critically thinking about books and voting for their favourites.
Nicole Deans
National Co-Ordinator for the international Kids Lit Quiz, who will introduce the 'sport' of reading
Tamara Rodgers
The NSW Premier’s Reading Challenge Officer will give tips and tricks for running the challenge in your school.
This document provides an overview and summary of recent copyright reforms in Australia that affect school libraries:
1. The Copyright Amendment (Disability Access and Other Measures) Act 2017 updates copyright exceptions and terms to improve access for those with disabilities, simplify exceptions for education and preservation activities, and limits the term of copyright protection.
2. New exceptions allow easier conversion of works into accessible formats for those with disabilities and broader sharing of such works. Education exceptions are also simplified.
3. Preservation exceptions are broadened and liberalized to bring them in line with global best practices. Copyright protection is also limited to the life of the author plus 70 years or 70 years from creation for anonymous works.
There have been some exciting changes happening at SCIS. Ben Chadwick, Manager of SCIS presented the webinar and showed off some of the new features with an orientation around the site and included some practical and in-depth examples for SCIS users to try.
The document summarizes presentations from the ASLA XXV conference. Key topics included using graphic novels to teach multimodal literacy, exploring games as texts to understand narrative, setting, character and authorship, and the vital role teacher librarians play in connecting students with reading and promoting literacy. Presenters discussed using apps and hypertexts, moving beyond genres like dystopia, and designing libraries to encourage reading engagement. The role of new formats, real-world themes in fiction, and interactive technologies like virtual reality games were also addressed.
Meet the new and continuing members of the Board of the Australian School Library Association, and learn what we do to support school library staff around Australia.
Presented by Sharon McGuinness (Mrs Mac’s Library) and Rowena Beresford (The Book Curator). In this webinar, Sharon shared some practical ideas for linking the theme with a range of book-related and learning activities. Rowena Beresford shared her ideas and the resources available through a Book Curator subscription.
This document provides ideas and resources for teachers to use during Book Week and beyond with a focus on the theme "Escape to Everywhere". It discusses the theme and what it means to escape through reading books. It provides several classroom activity ideas that involve critical thinking, creativity, collaboration and communication skills. These include book-based escape room activities, book character discussions, book reviews and book-inspired art. It also lists various online and physical resources for teachers, students and librarians to engage with for Book Week celebrations and reading promotion.
The development of Critical thinking is central to the General Capabilities of the new Australian Curriculum and essential to prepare our students for an ever-changing and challenging future. In this ASLA webinar, Margo Pickworth demonstrated and explained some of the recent Harvard Visible Thinking Routines that can be applied to a wide range of texts. Using these routines in a library setting can contribute to the development of creative, critical and moral thinkers.
The webinar reviewed the major findings of the Australian Kids and Family Reading report and explored some of the implications for Primary and Secondary schools. The report was based on a national survey of children and parents and explored their reading attitudes and behaviour around reading books for fun.
The webinar introduced participants to the members of the current ASLA Board and their roles. Information was also shared about the work of the Board and future plans for ASLA.
Marty Marshman and Kate Reid collaborated to show how they use LibGuides to serve the specific needs of their very different school communities. LibGuides is a highly adaptable web publishing platform for organising and sharing library resources and online content with library patrons. Marty discussed his use of LibGuides with reference to how he collaborates with teachers in developing LibGuides, the Standards addressed when using LibGuides and showed examples of LibGuides designed for secondary teachers and students. Kate showed examples of guides designed for primary and secondary students and teachers, demonstrated how easy it is to create and edit pages, and also looked at the online community of LibGuide users.
This webinar presented by Pru Mitchell for school library staff considered critical thinking projects that show students how Wikipedia works, and helps move them from being consumers to creators. Participants evaluated content and citations to consider how Wikipedia can be a reliable source of neutral, verifiable, established background information on current curriculum topics.
The webinar gave participants an exploration into how to use and incorporate coding activities in everyday learning as well as identifying web 2.0 tools and apps to support engaging students in coding activities across the school. The session also provided practical examples of how to implement coding activities and highlighted the value of coding in relation to curriculum needs.
This document provides examples of lesson activities for younger students that a teacher librarian uses in the library. It begins with an overview of the theoretical influences on activity design, such as developmental stage, attention span, timetable, and available technology. Examples are then provided for different year levels, from Prep/Foundation to Year 3, covering a range of skills and content areas. These include sequencing activities, predicting stories, comparing books, creating ebooks, and hands-on activities using books, technology and other materials. The document concludes with some general techniques used in lesson activities.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. SCHOOL OF INFORMATION STUDIES
Project management
& inquiry learning
The missing link?
LYN HAY
Lecturer in Teacher Librarianship
2. SCHOOL OF INFORMATION STUDIES
Impact of Web 2.0 technologies on school libraries – shift from
Library 1.0 to Library 2.0
Need for TL profession to value greater emphasis on their
teaching role in Australian schools
Inquiry learning in the curriculum as TL’s primary focus, not the
teaching of an information literacy program
Building local evidence to document school library impact – Lee
Fitzgerald, Jenny Scheffers & Alinda Sheerman as TL leaders
Center for International Scholarship in School Libraries
(CISSL)’s School Library Impact Measure (SLIM) survey toolkit
(Todd, Kuhlthau & Heinström, 2005)
Guided inquiry as an instructional framework to support inquiry
learning tasks in schools (Kuhlthau, Caspari & Maniotes, 2007)
Background
3. SCHOOL OF INFORMATION STUDIES
students often have difficulty choosing their own
inquiry question (Kuhlthau, 1993; Fitzgerald, 2007)
need to invest considerable time in building
background knowledge before committing to a topic
focus and require considerable scaffolding to
articulate this as a inquiry or research question (Kuhlthau,
1993, 2004; Gordon, 1999)
students often resort to a “false focus” when
undertaking open-ended assignments due to time
pressures (Tanni & Sormunen, 2008)
time management is a critical factor in students’
inquiry experiences (Kuhlthau, 2004; Zach, 2005; Savolainen, 2006
Managing inquiry: The
research
4. SCHOOL OF INFORMATION STUDIES
students find formal instruction on strategies using
library resources and systems, project organisation,
and time management very useful when undertaking
inquiry (Gordon, 1999)
students often find the amount of time given to
inquiry project work during school hours is not
sufficient (Gordon, 1999)
students’ authentic learning experiences can be
shaped by people other than the teaching team,
particularly when opportunities to complete inquiry
projects in school time is limited (Tallman, 1998; Gordon, 1999)
Managing inquiry: The
research
5. SCHOOL OF INFORMATION STUDIES
a student’s fear of failure and poor time management
skills can influence their information retrieval behaviour
(Ford, Miller, & Moss, 2003)
lack of time can lead to students copying and pasting
large slabs of text (McGregor, & Streitenberger, 1998; Todd, 1998; Klein,
2011; Williamson, & McGregor, 2011)
student blogs a useful tool in monitoring students’
abilities to critically evaluate print and web resources
when much of students’ inquiry work occurred outside
class time (Francke, Sundin & Limberg, 2011)
within the context of inquiry learning & information
seeking research, little mention of project management
as part of the student experience (Hay, 2012)
Managing inquiry: The
research
6. SCHOOL OF INFORMATION STUDIES
Learning &
innovation skills
Information,
media &
technology
skills
Life and career
skills
www.21stcenturyskills.org
7. SCHOOL OF INFORMATION STUDIES
Life & career skills
Flexibility & adaptability
adapt to varied roles/job responsibilities/schedules/ contexts,
understand, negotiate, balance diverse views/beliefs, find
workable solutions
Initiative & self-direction
manage goals/time, work independently, be self-directed
learners, go beyond basic mastery, reflect critically on past
experiences to inform future progress
Social & cross-cultural interaction
know when to listen/when to speak, be respectful interacting with
others, work effectively in diverse teams, be open-minded to
different ideas/values, leverage social/cultural difference to create
new ideas, innovate& improve quality of own/groups’ work
(Trilling & Fadel ,2009)
8. SCHOOL OF INFORMATION STUDIES
Productivity & accountability
manage projects, set/meet goals, deal with
obstacles/pressures, prioritise/plan/manage to achieve
intended result, produce results through multitasking, managing
time effectively, respect/appreciate team diversity
Leadership & responsibility
project-based, studio model of work more prevalent now, guide
& lead others, use interpersonal/problem-solving skills to
influence/guide others towards a goal, inspire other to
accomplish, lead by example, selflessness, acting responsibly
with interests of larger community in mind
Life & career skills
(Trilling & Fadel ,2009)
9. SCHOOL OF INFORMATION STUDIES
School libraries’ use of
Web 2.0 technologies
to support inquiry learning
What does this look like?
10. SCHOOL OF INFORMATION STUDIES
View learning as a process of personal construction, in
two ways:
as a personal, individual construction of one’s reality
Kelly’s personal construct theory (1963); Kuhlthau’s (1993)
information seeking behaviour
as a social, shared construction of knowing and
understanding (reality) as a result of individuals working
together
Berger & Luckman’s (1967) social construction theory;
Vygotsky’s (1978) zone of proximal development;
Kuhlthau’s (1993) zone of intervention
Interpretivist-constructivist
framework
11. SCHOOL OF INFORMATION STUDIES
Mixed methods approach
employing ethnographic techniques
provides ways of describing what actually happens in
a social context or within a specific phenomenon, esp.
new or emerging
useful when a context or phenomenon has not been
formally or fully explored in empirical research
helps describe or capture what happens in the field:
how the people involved view and interpret their own
actions and experiences, along with the actions of
those with whom they interact
provides vehicle for documenting student ‘stories’
which allows the representation of ‘student voice’
12. SCHOOL OF INFORMATION STUDIES
Sample & context
Year 10 Global Studies class – 12 students, 1 classroom
teacher and 1 TL – large independent school in Sydney
school library staff consisted of a team of TLs assigned to
work with teaching teams of specific KLA/grade levels
Global Studies (Yr 9-10 elective) – students undergo interview
process for subject selection due ‘independent learning’
demands of the curriculum
TL introduced students to using a wiki to support Term 2 group
project
Term 3 Personal Interest Project (PIP) unit was redesigned to
trial a guided inquiry approach; students were required to
explore an international issue of their choice; students could
use a wiki, blog and del.icio.us to support their project
13. SCHOOL OF INFORMATION STUDIES
Data collected
Student questionnaire – demographic data and approaches to
studying (Entwistle & Tait, 1997; Heinström, 2006)
Semi-structured interviews : teacher and TL at commencement and
completion of student project; students at completion of PIP
Observation: activity on blog, wiki and social bookmarking spaces
(online); activity in face-to-face class time; students’ final oral
presentations
Fieldnotes for both online and face-to-face observation of student,
teacher and TL activities and communication
Review of documentation including assignment guidelines and
handouts, students’ learning logs and Web 2.0 spaces, final project
reports and artefacts
Collection of questions/responses emailed between student-teacher-
TL
15. SCHOOL OF INFORMATION STUDIES
Estimated time to complete
school assignments
In Class time
In school
library
At
home
Out of Class
time
student01 20 5 75 80
student02 20 10 70 80
student03 30 10 60 70
student04 25 5 70 75
student05 20 5 75 80
*student06 25 10 65 75
student07 30 0 70 70
*student08 15 65 20 85
*student09 40 20 40 60
student10 30 0 70 70
student011 15 5 80 85
student012 # # # #
16. SCHOOL OF INFORMATION STUDIES
Time invested across study
locations
up to 60-85% of the time students were
working on assignments occurred without
face-to-face teacher supervision or
instructional intervention
with only 5-20% of assignment time occurring
in the school library even smaller margin of
opportunity for TL to provide face-to-face
instructional support for these students’
assignment work
17. SCHOOL OF INFORMATION STUDIES
Problems & frustrations
Problem/frustration No. of students
Time 7
Finding information 5
Motivation 4
Assignment design 4
Topic selection 3
18. SCHOOL OF INFORMATION STUDIES
Time-related issues
being able to manage one’s time throughout
an assignment - “how to manage my time”, “leaving it
the end”, “leaving everything to the last week or so”, “My
lack of enthusiasm when time-managing or planning to do
work”
frustration with time in terms of the due dates,
requiring more time than allowed
the amount of time it takes to work on an
assignment - “they waste time”, “they can take a while
to get a good topic and get started”
21. SCHOOL OF INFORMATION STUDIES
Criteria determining
technology use
Accessibility
Ease of use
Familiarity
Return on
investment (ROI)
“Convenience” (combination of some or all of the above)
Utility
Time
Experience
Previous
Successful
Regular
22. SCHOOL OF INFORMATION STUDIES
Time impacts on technology
use
time pressures used as a reason for using, or
not using, a particular technology
lack of time to invest in exploring how to use a
new technology while coping with other
demands of the inquiry project
“I knew how to use it. … When we did the wiki
before we had to spend a fair amount of time just
learning how to use it. And so I didn’t really want
to do that again with the blog.”
23. SCHOOL OF INFORMATION STUDIES
Time impacts on technology
use
some students viewed the wiki as a time-
saving technology – efficiencies gained when
used as a central repository, readily accessible
at school/at home
“I had trouble defining my topic ... I wanted to
research more… So by copying and pasting it
into the wiki it was always there and I could
get it from home too. Like, I didn’t have to
look the site up again, you know.”
24. SCHOOL OF INFORMATION STUDIES
Time influences what students
value in terms of ROI
the productivity and rewards components
regarding a technology’s utility were highly
valued by students
a desire to gain a ‘return’ on their ‘investment’ of
time, energy and cognitive load , esp. ‘time-
pressured students’
“I didn’t want to have to spend … a lesson going
through setting it up, and trying to make
myself familiar with it.”
26. SCHOOL OF INFORMATION STUDIES
Managing inquiry projects
Majority of students reflected they “weren’t very
good at managing their project”
10 students specifically referred to time
management issues as being problematic or of
concern to them as inquirers
“I’m not an organised person”
“I’ve got distracted and lost track of what I’m meant
to be doing”
“I could have been a lot better”
“I’m the most ludicrously disorganised person ever”
27. SCHOOL OF INFORMATION STUDIES
Blaming it on time
I think I wasted a lot of time trying to figure out
what I wanted to do. If I had known what I
was doing from the start, then I would have
been good.
I have really dodgy time management skills. This
has taught me, I really need to sort of work on
that.
I found that I was falling behind, because like,
creating my question, I spent too much time
with that. That put me behind a lot.
28. SCHOOL OF INFORMATION STUDIES
Blaming it on motivation
I have a short, short attention span for that kind of thing. I’d
prefer to put everything into a project for like a week and
then move on with something else, because I don’t have that
kind of “I’ll do this this lesson and that that lesson.
I am the sort of person who really needs like, the pressure of
time to motivate me to do something, so a really long project
like this was really difficult for me because I sort of left it a
bit to the last minute, because I need to know that like, it’s
due in like tomorrow or something, right I’ve got to do it, and
I only focus when that sort of happens.
I leave it to the end, but I always finish it, but I need that stress
to finish and do my best.
29. SCHOOL OF INFORMATION STUDIES
Is it a project management
problem?
some students did not see this persistent behaviour
as something that could be ‘fixed’ or improved on
students were quite fatalistic about the problems
they faced when trying to juggle all the different
aspects of the inquiry project and the time demands
and shortfalls
receiving a ‘good mark’ resulted in lack of motivation
to change the way they “do things”
“I got it done, and it was fine, and it was good, like
what I passed up was quite good quality, so it
doesn’t really matter I guess.”
30. SCHOOL OF INFORMATION STUDIES
Problem areas in project
management
too long to decide on a topic and finalising a specific
research question
not having tracked the bibliographic details for sources
getting easily distracted during class time, surfing the
Web on topics not related to their inquiry
missing class due to illness, excursions – no catch up
plan
building in adequate time for data collection & analysis
lack of discipline in ‘closing’ tasks to move onto next
phase of the project
not leaving enough time for the writing up phase
31. Functionality of Web 2.0
technologies
information collection & ‘repository’ function
communication function
project management function
data collection & analysis function
knowledge construction function
publishing function
self-reflection function
https://www.photospin.com/content/illustrations/full/511_3632971.jpg
32. SCHOOL OF INFORMATION STUDIES
Project management 2.0
timestamping feature of Web 2.0 tools helps tracking of
student progress, record of conversation, evidence of
intervention
wiki’s history feature also provides detailed monitoring
of student progress, captures different types of
information and knowledge construction activities
undertaken
wiki as central repository of project artefacts, journal
entries & reflection sheets, progress reports, etc –
students believed the use of the wiki had made them
more efficient and effective in managing their project
Delicious (social bookmarking) useful for collecting,
organising sources & record of bibliographic details
33. SCHOOL OF INFORMATION STUDIES
Project management 2.0
being able to access the wiki from a number of
computers was viewed by students as contributing to
the management of their project and being more
efficient while at home, school, on holidays
wiki assisted those ‘task-oriented’, organised students
with managing their tasks and time, timestamping &
history features used to estimate time allocation per
task - helped “manage their projects better”
wiki afforded efficiencies in terms of not having to
manage version control between school and home
PCs while working on wiki page ‘edits’
web calendar plug-in to wiki as time planning, tracking
and reflection tool
37. SCHOOL OF INFORMATION STUDIEShttp://www.zoomerang.com/
Online survey tools can save heaps of
time!
38. SCHOOL OF INFORMATION STUDIES
“Web 2.0 technologies provide a platform for teachers and
TLs to monitor students’ management of the project
process during class and out of class time
No matter what technologies may be available to support a
student’s management of their project, a carefully
planned timeline of phases and tasks needs to be
developed to ensure those aspects that require a
significant investment of time are considered and
planned.
In other words, project management needs to be explicitly
taught as an aspect of the inquiry process to enhance
student success.”
Conclusion
(Hay, 2012)
42. PM in Technology curriculum
http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf
43.
44. SCHOOL OF INFORMATION STUDIES
Some links in Technology area
PM & literacy - they learn how to communicate ideas, concepts
and detailed proposals to a variety of audiences; recognising how
language can be used to manipulate meaning; reading and
interpreting detailed written instructions; writing project outlines,
briefs, concept and project management proposals, evaluations,
reports; listening, talking and discussing are critical in design
thinking – in particular, articulating, questioning and evaluating ideas
PM & Personal and social capability - involvement in project
management will provide rich opportunities to develop students’
capacity for self-management; directing their own learning and in
planning and carrying out investigations; enable them to become
independent learners who can apply technologies understanding
and skills to decisions they will have to make in the future; risk
taking and resilience as students work with the uncertainty of
sharing new ideas
45. SCHOOL OF INFORMATION STUDIES
Missing link? Missed
opportunities
Elements of inquiry learning – knowledge, skills, process -
are integrated throughout all learning areas in some way
Project management is articulated only in subjects within
the Technology learning area
Links between PM are made to ICT capability and aspects
of some other general capabilities
Ignores the overlaps and potential relationship between
inquiry and PM – needs to be made explicit
This does not encourage application, integration or
transference of PM knowledge & skills across the
curriculum
TLs can play a role in making these links explicit