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The Padagogy Wheel Presentation: China Dec 2015: The English Version

The document introduces Allan Carrington, a learning designer and Apple Distinguished Educator, highlighting his extensive background in education and contributions to student learning. It discusses the 'Padagogy Wheel,' a conceptual framework integrating good teaching practices with technology to enhance student engagement and outcomes in the 21st century. The presentation outlines the shift from traditional to learner-centered, activity-based pedagogies and emphasizes the importance of adapting to diverse learner needs through innovative teaching strategies.

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Introducing Allan • Learning Designer and Apple Distinguished Educator • Two Masters - Education (online) & Interactive Multimedia • Awarded 2012 OLT National Citation for Outstanding Contributions to Student Learning • Awarded 2011 University of Adelaide Award for Excellence in Support of the Student Experience • Background in printing, publishing, web development & educational multimedia • Worked in corporate & VET sectors • 20+ countries & led schools in Hawaii, Texas & Paraguay • Taught communications, market research, print production & using the internet for education • Passion for online collaboration & facilitationUniversity of Adelaide, Adelaide South Australia Telephone: +61 402468777 Twittter: @allanADL Email: allan@desingingoutcomes.net
All slides used in this Presentation are available as a PDF http://designingoutcomes.net/china/China_Presentation_dec2015.pdf File size: 14.2 mb
“Not hearing is not as good as hearing, hearing is not as good as seeing, seeing is not as good as knowing, knowing is not as good as acting; true learning continues until it is put into action.” The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. 不闻不若闻之，闻之不若⻅见之，⻅见之不若知 之，知之不若⾏行之；学⾄至于⾏行之⽽而⽌止矣 Xun Kuang Master Xun (Xunzi) was a Chinese Realist Confucian philosopher who lived c 313- c 238 BC Learner-centric activity-based learning We think it is new and original … hmmm maybe not?… 21st century learning
The Padagogy Wheel A visual model which helps integrate good teaching, innovative thinking and student motivation with technology. “Disruptive innovation is not a tactic. It’s a mindset.” Luke Williams: Disrupt The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
Do You Believe this? Quote by Queen Rania of Jordan youthfortechnology.org • Do you believe in Transformative Teaching and Learning? • What is it? • What does a transformed student “look like” in the 21st Century? • How do you do it?
The Continuum of Shift The Pedagogical Challenge ahead for 
 All Education It’s All About the Students Their engagement, their learning, their outcomes and their future success
"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn". Alvin Toffler "When you are through changing, you are through." Will Rogers You know … Shift Happens
• Constructivist • Adult Learning • Dewy, Kolb, Vggotsky • Primary of context • Leaner centred Activity Centred Paradigm Content Centred Paradigm Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 • Behaviourist • Instructivist • Skinner • Primary of content • Instructor centred A Continuum of Shift
A Continuum of Shift Activity Centred Background Content Centred Background • Situated approach • Focus on Learning • Construct meaning • Learning framed by 
 what learners must do 
 to achieve an outcome • Various ways of knowing something • Learning achieved by active engagement in meaningful and authentic activities that require learners to build versions of their learning •Detached approach •Focus on teaching •Learner memorisation •Instruction framed by what instructor deems necessary to know •Absolutism - one way of knowing something •Information equals knowledge; instruction equals learning; detached approach Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
Activity Centred Instructor Role Content Centred Instructor Role • Help students make tacit knowledge explicit • Draw out learners’ latent knowledge • Midwife-teacher - assist students in birthing ideas • Praxis orientation • Content integration • Frame material to support learners •Transmit information •Impart instructor’s own knowledge •Banker-teacher: deposit knowledge into students •Theoretical orientation •Disjointed content •Frame material to cover content A Continuum of Shift Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
Activity Centred Learner Role Content Centred Learner Role • Learning through doing • Participatory, Cooperative, Collaborative, Group learning • Content integration • Use information to solve problem & achieve learner-centered outcome •Learning by reading •Primarily individual in focus •Disjointed content •Learn about the content with plans to incorporate it later Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 A Continuum of Shift
Activity Centred Assessment Content Centred Assessment • Deep Learning • Some openness regarding “solution” • Projects, portfolios, peer or self-evaluation •Surface Learning •Typical right or wrong application •Multiple choice examinations A Continuum of Shift Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
What’s all the Flipping Fuss • Flipped thinking: Because shift happens! Use sound educational modelling • Flipped planning: Start with the graduate finish with content • Flipped syllabus: Assessment first then plan activities, then insert content in context • Flipped pedagogy: Content delivered online via JiTT (1999), frees up valuable face-to-face to focus on interaction and higher order creativity Is this Back to the Future or what?
Flipping the Curriculum Design 1.Graduate Attributes: What do you want your graduate to look like? Also ask your students. 2.Learning Outcomes: When they finish course what do you want students to have learnt? 3.Authentic Assessment: How will you know they have? 4.Learning Activities: What do they need to do to ensure they are ready for the assessment? 5.Contextual Content: Which content to use and where it goes in the learning sequences? It’s All About the Students Their engagement, their learning, their outcomes and their future success
Inclusive Design Greg Alchin Greg is a Inclusive Learning Experience Designer with over 30 years experience as an educator in K - Tertiary contexts. Greg is also an Apple certified Accessibility Consultant and Apple Distinguished Educator In 2015, Greg was invited to join the Apple Distinguished Educator Advisory Board for the Asia Pacific Region as well as invited to address the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) on producing accessible digital books. Learner differences are as varied and unique as our DNA or fingerprints. In fact learner differences are the norm rather than the exception. As such, how we respond to learner differences needs to be flipped to be proactive rather than reactive. Twitter: @ibuddha, Email: gregalchin@me.com Web: www.gregalchin.com
的演变 Padagogy 轮 整合良好的教学，创新思维 和学⽣生的学习动机与技术。 The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
Bloom’s Taxonomies Andrew Churches Curriculum Manager Computer Studies & Senior School Learning Innovator Kristin School, Albany Auckland Email: achurches@kristin.school.nz Blog: http://edorigami.edublogs.org Twitter: @achurches http://edorigami.wikispaces.com/
The Padagogy Wheel V1.0 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. V1.0 Published 080712 •Integrated Web 2.0 activities e.g. blogging •Added 62 iPad apps and organized them by how they could be used by the activities
V2.0 Published 280513 The Padagogy Wheel V2.0 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. •Added to the core of the wheel: Graduate Attributes and Capabilities •Added SAMR Model of technology integration
Developed by Allan Carrington Designing Outcomes Adelaide South Australia Email: allan@designingoutcomes.net The Padagogy Wheel V3.0 V3.0 Published 090613 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. •Expanded emphasis on Graduate Attributes and Capabilities •Added a scientifically supported model of motivation •Autonomy •Mastery •Purpose
Twist Twitter Twitterific Animation Creator Quick Sketch Blogpress iPhoto Evernote Blogsy Conference Pad iAnnotate Drawing Pad Feeddler Prezi iBooks Keynote Sonic Pics Paper Helper Show Me Wordpress Skitch StoryrobeVoice Thread Join Me Whiteboard HD Popplet Assignments Corkulous Course Notes Data Analysis Dropbox Easy Chart Good Reader Idea Sketch iField Works iStudiez Pro iThoughts myHomework Notes Plus Numbers Outliner PearlTrees Penultimate Polldaddy Priority Matrix Quick Graph Simple Note Flashcard Machine Flashcards Deluxe Multi Quiz Quiz Your Lizard School Notes Awesome Note I Wish Microsoft OneNote OmniFocus TapIt WunderList StumbleUpon FlipBoard Google WolframAlpha Yellow Pages Maptini Inspiration Maps Adobe Ideas Pages My Writing Spot ManuscriptBlackboard Clear Sea Moodle Mobile Skype Conference Pad Edmodo Fring WhatsApp Facebook FB Messenger Google+ iTunes U Touch YouTube Strip Designer Filemaker Go GroupBoard iBrainstorm Roambi Analytics Atomic Browser TED Opera Mini AirBeam CollabraCam i-Prompt Socialcam Splice Story Patch Twitcasting AudioBoom Audiolio Pocket Pod Fotobabble Podcaster Spreaker Toontastic Flipbook Do Ink Animation Express Animation Desk Audiotorium PhosterPhoto Speak iMovie iTimeLapse Explain Everything Garageband Creative Book eBook Creator Use Your Handwriting Big World Simple Mind Jot Understanding Apps that fit into this "understanding" stage provide opportunities for students to explain ideas or concepts. Understanding apps step away from the selection of a "right" answer and introduce a more open-ended format for students to summarize content and translate meaning. Applying Criteria Remembering Apps that fit into the "remembering" stage improve the user's ability to define terms, identify facts, and recall and locate information. Many educational apps fall into the "remembering" phase of learning. They ask users to select an answer out of a line-up, find matches, and sequence content or input answers Applying Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to apply concepts in unfamiliar 
 circumstances. Analyzing Apps that fit into the "analyzing" stage improve the user's ability to differentiate between the relevant and irrelevant, determine relationships, and recognize the organization of content.. Evaluating Apps that fit into the "evaluating" stage improve the user's ability to judge material or methods based on criteria set by themselves or external sources. They help students judge content reliability, accuracy, quality, effectiveness, and reach informed decisions. Creating Apps that fit into the "creating" stage provide opportunities for students generate ideas, design plans, and produce products. Developed by Allan Carrington Designing Outcomes Adelaide SA Email: allan@designingoutcomes.net The Padagogy Wheel V4.0 Published 010315 from the APPitic App Lists for Education Website App Selection Criteria Scan to Email Allan How to use the Padagogy Wheel: It’s All About Grey-matter Grids A methodology to get the best results with this teaching model The Padagogy Wheel V4.0 Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. is a comprehensive online directory of apps for education, developed by Apple Distinguished Educators (ADEs) and is available in 19 languages. The website identifies 400 Apps by the Blooms Cognitive Domain Categories with 122 of the most popular apps individually linked from the Padagogy Wheel Remembering Criteria Understanding Criteria Evaluating Criteria Creating Criteria This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, For V2.0 an V3.0 I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps For the major revision that is V4.0 I have to thank the team of ADEs who created APPitic the App Lists for Education Website. Analyzing Criteria http://tinyurl.com/posterV4 http://appitic.com
This connection of theory, practice, and application makes the Padagogy Wheel an invaluable resource that should be on the wall of every classroom”. Padagogy轮将理论、实践和应⽤用相结合，是⼀一个 宝贵的资源。因此，推荐每位教师将其引进课堂。 Matt Harris博⼠士是美国国际教育技术协会 （关于ISTE）董事会当选主席。Matt将于 2016年接任董事会主席，成为第⼀一位不在 美国居住和⼯工作的主席。 In Support of Excellence: http://tinyurl.com/alsltblog An Endorsement Dr Matt Harris is Chair-elect of the Board of Directors for the International Society for Technology in Education (About ISTE). Matt will take over as Chair of the Board in 2016, becoming the first person to hold the post while living and working outside of the United States. 
"In my experiences as an EdTech leader, I find that contemporary educators are passionate about using technology to extend and deepen learning. Most recognise the changing landscape of “the real world” and the modern pedagogies needed to prepare students for that world. However, more often than not, they find challenges in applying these new concepts with specific tools. With Allan Carrington’s Padagogy Wheel Model, teachers have an at-hand reference that ties apps to specific learning outcomes directly connected to modern pedagogies and theories. They can easily sit with the wheel during lesson planning time to find tools that will best aid their students or use it during class time to extend or deepen learning towards a specific 21st century skill or content area. This connection of theory, practice, and application makes the Padagogy Wheel an invaluable resource that should be on the wall of every classroom”. “我在EdTech担任领导期间，发现当代教育家热衷于使⽤用技术来扩展和深化学习。他们中的⼤大多数⼈人意识到 “现实世界”在不断变化，⽽而现代教育学需要帮助学⽣生在进⼊入那个世界之前做好充分准备。然⽽而，他们在使⽤用 特定⼯工具实现这些新概念时经常遇到困难。Allan Carrington 的Padagogy轮模型正是为教师提供了⼀一个简易的 使⽤用指南。该指南将apps和基于现代教育学和理论的学习产出相联系，⽅方便教师在备课时从Padagogy轮查找 最适合⾃自⼰己学⽣生的⼯工具，或者在课堂上使⽤用该轮扩展或深化对某个21世纪技能或领域的学习。Padagogy轮将 理论、实践和应⽤用相结合，是⼀一个宝贵的资源。因此，推荐每位教师将其引进课堂。 Matt Harris博⼠士是美国国际教育技术协会 （关于ISTE）董事会当选主席。Matt将于 2016年接任董事会主席，成为第⼀一位不在 美国居住和⼯工作的主席。 In Support of Excellence: http://tinyurl.com/alsltblog An Endorsement Dr Matt Harris is Chair-elect of the Board of Directors for the International Society for Technology in Education (About ISTE). Matt will take over as Chair of the Board in 2016, becoming the first person to hold the post while living and working outside of the United States. 
Why should it just be in English? My hypothesis: People can more easily use higher order thinking to be creative, if they think in their heart language (aka first language) FrenchPortuguese Russian DutchCatalan English NorwegianGermanSpanish Chinese Filipino Korean Greek Irish Turkish Italian JapaneseIndonesian Arabic
The Power of Collaboration Clatin Chang The Pedagogical Academy HuNan Agricultural University ChangSha HuNan Province E-mail: ranrancc@gmail.com We have an app for that Dr. Jiao Jianli Professor of Educational Technology Director of Future Education Research Centre Deputy Dean of School of IT in Education South China Normal University Guangzhou, Province  Apple Distinguished Educator E-mail: jiaojianli@126.com Team China
是由苹果杰出教育⼯工作者（ADEs）开发的⼀一个全⾯面的 教育Apps在线⺫⽬目录。⺫⽬目前推出了19种语⾔言版本。 该⺴⽹网站依据Bloom的认知领域教育⺫⽬目标收录了400个 Apps，⽽而Padagogy轮则专⻔门列出了其中最受欢迎的122 个Apps。 模拟是培养毕业⽣生素养和能⼒力以及激发学习者动机的 最有效的教学法。请浏览这些沉浸式学习资源，它们 将能帮助您设计出有吸引⼒力的沉浸式学习案例。 Padagogy轮 V4.0 啪啪 Animation Creator *Quick Sketch 博客⼤大巴 微博HD iAnnotate *Drawing Box *Prezi *iBooks *Keynote *Sonic Pics Paper Helper *Show Me *Voice Thread *Popplet 蝉游记 微调查 Data Analysis Easy Chart Good Reader *Ideament 推事本 个⼈人版 作业帮 iThoughts 家庭作业 *Notes Plus Microsoft Excel Outliner 墨笔 *Polldaddy Any.Do Quick Graph *Simple Note *Flashcard Machine *Flashcards Deluxe Quiz Your Lizard School Notes *Microsoft OneNote 百度 HD 达答 Wolfram Alpha Maptini *Inspiration Maps *Pages My Writing Spot 乐顺备忘录 Blackboard Clear Sea Moodle *Skype 美刻 *Edmodo ⼈人⼈人HD QQ空间 腾讯朋友 UC浏览 器HD YY HD *iTunes U *WeChat （微信） *QQ国 际版 图⽜牛 Filemaker Go *iBrain storm Roambi Analytics QQ浏览器HD ⺴⽹网易公 开课 ⽶米聊 AirBeam CollabraC am *Splice Story Patch *AudioBoom Audiolio *Fotobabble *Flipbook *Do Ink AC Express Animation Desk Audiotorium *Photo Speak *iMovie iTimeLapse Explain Everything Garageband Use Your Handwriting 有道云笔记HD 3A 思维 导图 Jot! 参⻅见：Using The Padagogy Wheel: It’sAllAbout Grey-matter Grids (GGs) 这种教学模式的最佳应⽤用⽅方法 鸣谢 Allan Carrington设计的Padagogy轮获知识共享署名 - ⾮非商业性使⽤用 - 相同⽅方式 共享4.0国际许可。该轮的设计基于http://tinyurl.com/bloomsblog上的⼯工作。 这个不带apps的分类学轮，最早源于Paul Hopkin的教育咨询⺴⽹网站 mmiweb.org.uk。该轮是Sharon Artley基于Anderson和 Krathwohl (2001) 对 Bloom (1956) 的修订版⽽而创作的。感谢Kathy Schrock 在她的⺴⽹网站 bloomin apps 所做的创造性⼯工作，使我产⽣生了修订第2和第3版以便适⽤用于移动设备（特 别是iPad）教学的想法。⽽而我在第四版进⾏行的重⼤大修改则得益于ADEs团队的 APPitic the App Lists for Education⺴⽹网站。 http://tinyurl.com/posterV4CHI http://appitic.com 位于此轮核⼼心的沉浸式 学习便是新的教学设计。 http://tinyurl.com/ILMSimulations 摘⾃自APPitic App Lists for Education⺴⽹网站 App筛选标准 ⾖豆瓣FM *bookPress *微直播 优酷拍客 ⼩小影 *Book Creator喜⻢马拉 雅FM Join Me LOFTER ⽩白板HD WPS Office *圈点 鲜果 RSS 印象笔记 新浪博客 Doit.im HD *Paper by 53 ⼤大众点评 HD 鲜果 百度云HD 南澳阿德莱德设计成果咨询公司Allan Carrington著 Email allan@designingoutcomes.net英⽂文版 V4.0发布于 2015.03.01 中国版V4.0 发布于2015.07.07 相关⽂文字的翻译⼯工作和app的筛选为我们整个团队共同努⼒力的结 果。感谢以下团队成员——澳⼤大利亚：阿德莱德饶洁敏和⺩王尔 吉；中国：湖南⻓长沙湖南农业⼤大学张翼然，以及⼲⼴广东⼲⼴广州华南 师范⼤大学焦建利教授和他的优秀团队。他们的付出使得中⽂文版 的Padagogy轮得以出版。请访问我们的中⽂文版博客“⽀支持卓越”查 看更多关于Padagogy轮的资讯。 http://www.chinesepw.com Padagogy轮在语⾔言教学中的应⽤用 Anderson & Krathwohl等⼈人(2001)修订的布鲁姆教育⺫⽬目标 分类的六个层次从低到⾼高依次为识记、理解、应⽤用、 分析、评价和创造，它们构成了⼀一线教师课堂教学 设计的基础。如Padagogy轮所⽰示，语⾔言教师在备课 过程中，可以根据具体的教学⺫⽬目标及其对应的⾏行为 动词，设计相应的教学活动，选择图中满⾜足该活动 需求的Apps，形成系统的教学设计⽅方案，并应⽤用该 ⽅方案实施基于移动终端的语⾔言教学活动。 例如：在英语读写教学中，为了提⾼高学⽣生对⽂文章的 理解能⼒力，教师选⽤用了“理解”层次的⾏行为动词——“总 结”和“解释”，并选⽤用该层次所推荐的“Mindmanager”开 展“制作思维导图”活动来展⽰示⽂文章的提纲和细节。之 后为了加深学⽣生对⽂文章的理解，并为写作输出做好 准备，教师可以基于⽂文章设计相关讨论话题并组织 学⽣生开展头脑⻛风暴式讨论。此时，教师可选⽤用“评价” 层次中的⾏行为动词——“发表意⻅见”和“发帖”开展“评论” 和“提出观点”等活动，让学⽣生使⽤用“新浪微博”或者“微 信”发表⾃自⼰己的⻅见解和评论。 推荐阅读： Web2 4 Languages Teachers: iPad Apps http://web2-4languageteachers.wikispaces.com/iPad+apps Teaching Languages with iPads https://teachinglotewithipads.wordpress.com 加(*)的apps可能对语⾔言教学有较⼤大的帮助。 应⽤用：该层次的Apps帮助学习者展⽰示⾃自⼰己运⽤用所学到 的流程和⽅方法的能⼒力；同时也注重培养他们运⽤用概念 解决新问题的能⼒力。 分析：该层次的Apps能提⾼高学习者区分相关和 不相关信息、确定各部分之间的关系、提炼内 容结构的能⼒力。 评价：该层次的Apps能够提升学习者使⽤用⾃自⾝身或 他⼈人设置的标准来评估材料或⽅方法的能⼒力。它们 帮助学习者判断内容的可靠性、精度、质量、效 益，并做出有理有据的决策。 创造：该层次的Apps帮助学习者激发创意、设计 ⽅方案和创作作品。 应⽤用层次筛选标准 理解层次筛选标准 评价层次筛选标准 创造层次筛选标准 分析层次筛选标准 理解：该层次的Apps能够为学习者提供阐述观点，明晰 概念的机会。这个层次的Apps不在于为学习者提供“标准” 答案，⽽而在于帮助他们采⽤用更加开放的形式来总结内容、 诠释意义。 识记：该层次的Apps能够帮助学习者提升定义术语、识别事实、回顾知 识和查找信息的能⼒力。许多教育类的Apps都属于这个层次。学习者可以 在这些Apps上做选择题、配对题、排序题或简答题。 识记层次筛选标准 http://tinyurl.com/gmginteraction *扇⻉贝单词 *百词斩 ZAKER 格志 ⽇日记 勺⼦子 *百度翻译 ⽇日记相机 百度贴吧 Tower.im 知乎 焦建利，教育技术学博⼠士，⼲⼴广州华南师 范⼤大学教育信息技术学院副院⻓长，未来 教育研究中⼼心主任。 Email：jiaojianli@126.com 个⼈人博客：http://www.jiaojianli.com/ Flipboard 锤⼦子便签 *同步 ⽩白板 *Visio
 Prompt 美图秀秀 Voice Record
相关⽂文字的翻译⼯工作和app的筛选为我 们整个团队共同努⼒力的结果。感谢以 下团队成员——澳⼤大利亚：阿德莱德 饶洁敏和⺩王尔吉；中国：湖南⻓长沙湖 南农业⼤大学张翼然，以及⼲⼴广东⼲⼴广州华 南师范⼤大学焦建利教授和他的优秀团 队。他们的付出使得中⽂文版的 Padagogy轮得以出版。请访问我们的 中⽂文版博客“⽀支持卓越”查看更多关于 Padagogy轮的资讯。 Chinese Website http://www.chinesepw.com
Use it as a series of prompts or grids to check your teaching from planning to implementation The Attributes Grid: This is the core of learning design. You must constantly revisit things like ethics, responsibility and citizenship. Ask yourself the question what will a graduate from this learning experience  ‘look like’ i.e. what is it that makes others see them as successful? Ask ‘how does everything I do support these attributes and capabilities?’ The Motivation Grid: Ask yourself ‘How does everything I build and teach give the learner autonomy, mastery and purpose?’ The Blooms Grid: Helps you design learning objectives that achieve higher order thinking. Try to get at least one learning objective from each category. Only after this are you ready for technology enhancement. The Technology Grid: Ask ‘How can this serve your pedagogy’? The apps are only suggestions, look for better ones and combine more that one in a learning sequence. The SAMR Model Grid: This is “How are you going to use the technologies you have chosen”? Getting the best use out of the Pedagogy Wheel
1. Having energy, passion and enthusiasm 2. Being willing to give credit to others 3. Empathising & working productively with diversity 4. Being transparent and honest in dealings with others 5. Thinking laterally and creatively 6. Being true to one’s values and ethics 7. Listening to different points of view before coming to a decision 8. Understanding personal strengths & limitations 9. Time management skills 10. Persevering 11. Learning from errors 12. Learning from experience 13. Remaining calm when under pressure 14. Effective oral and written communication 15. Accessing and analyzing information Graduate Capabilities from Industry Please visit the blog post and listen to the podcast episode at: “If you exercise these capabilities.. you will be employed!” Requested by CEO's and executives .... the people that hire, what they desire to see in graduates from higher education. Prof. Geoff Scott UWS
Will this thinking work in China? Fiona’s PhD Thesis “Connecting Higher Education and the Chinese workplace: What makes a Chinese graduate with an Australian qualification employable in China”? Victoria University, Melbourne 2011. Link • Complete Episode 12.43 mins Link • Highlight Clip : 2.36 mins Link A podcast episode with Dr Fiona Henderson The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. Fiona Henderson Dr Fiona Henderson is a Senior Lecturer in Academic Language and Learning (ALL) & Coordinator of the Student Learning Unit (SLU) in the Academic support & development department, Victoria University. Fiona received a Carrick (now OLT) Citation in 2007, a Victoria University College Award in 2011 and a VC Citation in 2012. Email:  Fiona.Henderson@vu.edu.au  Skype: fionabh1
Skills & Attributes of Today’s Learners •Critical thinking & problem-solving •Collaboration across networks and leading by influence •Agility and adaptability •Initiative and entrepreneurialism •Effective oral and written communication •Accessing & analyzing information •Curiosity and imagination •Empathy & Global Stewardship •Grit •Resilience •Hope and Optimism •Vision •Self Regulation Includes: Tony Wagner’s Seven Survival Skills as defined by business leaders in their own words Jackie Gerstein
Graduate Attributes & Capabilities Critical thinking and problem-solving Collaboration across networks and leading by influence Agility and adaptability Initiative and entrepreneurialism Effective oral and written communication Accessing and analyzing information Curiosity and imagination Global Stewardship Grit (Perseverance) Resilience Hope & Optimism Vision Self-Regulation Energy, passion and enthusiasm Willing to give credit to others Empathising & working productively with diversity Transparent and honest Thinking laterally and creatively True to one’s values and ethics Listening to different points of view before coming to a decision Understanding personal strengths & limitations Time management skills Learning from errors Learning from experience Remaining calm when under pressure 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 10 3 4 5 6 7 2 1 8 9
At the Padagogy Wheel Core: •Improves engagement •Tests & models attributes & capabilities •Challenges, choice & consequences •The big picture Immersive Learning Targets Engagement Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. Bullseye!
Attributes and Motivation • Develop an Excellent Graduate Profile • Recruit Student Participation • Request Feedback on Profile • Establish Learning Contracts • Sieve every teaching idea, activity and assessment through the Grid of Motivation Developing a profile of excellence with student commitment “Getting the best use out of the Padagogy Wheel Model” Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
Updated Padagogy Wheel Tackles The Problem of Motivation in Education “The new version of the Padagogy Wheel tackles a major question that is lurking in the back of everyone’s mind. If it’s not … it should be. It’s about the problem of motivation in education. How do we motivate students, teachers, parents, and everyone else to get excited about learning? How do you stay motivated? What works and what doesn’t?” Jeff Dunn Editor Edudemic
Drive: The Surprising Truth about what Motivates us • Autonomy • Mastery • Purpose RSA Animate adaption of Dan Pink’s teaching on Motivation 10.48 mins 14,259,032 views
Redefinition Tech allows for the creation of new tasks, previously inconceivable Enhancement Transformation ICTintheclassroom Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Ruben R. Puentedura, Ph.D. Why use the SAMR Model Video: 4.41 mins
App筛选标准 摘⾃自APPitic App Lists for Education⺴⽹网站 识记层次筛选标准 识记：该层次的Apps能够帮助学习者提升定义术语、识别事实、回顾知 识和查找信息的能⼒力。许多教育类的Apps都属于这个层次。学习者可以 在这些Apps上做选择题、配对题、排序题或简答题。 理解层次筛选标准 理解：该层次的Apps能够为学习者提供阐述观点，明晰概念的机 会。这个层次的Apps不在于为学习者提供“标准”答案，⽽而在于帮助 他们采⽤用更加开放的形式来总结内容、诠释意义。 应⽤用：该层次的Apps帮助学习者展⽰示⾃自⼰己运⽤用所学到的流程和⽅方法 的能⼒力；同时也注重培养他们运⽤用概念解决新问题的能⼒力。 应⽤用层次筛选标准 分析：该层次的Apps能提⾼高学习者区分相关和不相关信息、确定各 部分之间的关系、提炼内容结构的能⼒力。 分析层次筛选标准 评价：该层次的Apps能够提升学习者使⽤用⾃自⾝身或他⼈人设置的标 准来评估材料或⽅方法的能⼒力。它们帮助学习者判断内容的可靠 性、精度、质量、效益，并做出有理有据的决策。 评价层次筛选标准 创造：该层次的Apps帮助学习者激发创意、设计⽅方案和创作作 品。 创造层次筛选标准 Understanding: Apps that fit into this "understanding" stage provide opportunities for students to explain ideas or concepts. Understanding apps step away from the selection of a "right" answer and introduce a more open-ended format for students to summarize content and translate meaning. Applying Criteria Remembering: Apps that fit into the "remembering" stage improve the user's ability to define terms, identify facts, and recall and locate information. Many educational apps fall into the "remembering" phase of learning. They ask users to select an answer out of a line-up, find matches, and sequence content or input answers Applying: Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to apply concepts in unfamiliar circumstances. Analyzing: Apps that fit into the "analyzing" stage improve the user's ability to differentiate between the relevant and irrelevant, determine relationships, and recognize the organization of content.. Evaluating: Apps that fit into the "evaluating" stage improve the user's ability to judge material or methods based on criteria set by themselves or external sources. They help students judge content reliability, accuracy, quality, effectiveness, and reach informed decisions. Creating: Apps that fit into the "creating" stage provide opportunities for students generate ideas, design plans, and produce products.  Remembering Criteria Understanding Criteria Evaluating Criteria Creating Criteria Analyzing Criteria App Selection Criteria from the APPitic App Lists for Education Website
‘Ah Ahas!’ from the classroom SAMR Model: Redefinition in Action Five major examples of learning benefits, enhanced by the good use of mobile technology for learning and teaching.
Random Access between media By augmenting text with synched audio user gets random access triggered by the text e.g Audionote and Pearnote Helping Redefine the Lecture
Overlaying educational content Using Augmented Reality and Geotagging to discover educational content and learning activity layered over the physical world 
 e.g Aurasma Helping Redefine the Physical World • Action Research Project assignment • Students wrote an assignment and asked 
 to review their own work. They had to 
 critique and share what they learnt • Used Aurasma to create content overlaid on their own article • All students were asked to check out the reviews with their iPads
2.40 mins School of Veterinary Science O week student activity to get to know the campus and each other The Great Race
Think Explain Share Better content presentation sharing of ideas and collaborative problem solving eg Explain Everything Powerpoint on Steroids
Multimedia of the Future User content creation, sharing, collaborating and peer assessing multimedia learning content e.g. iMovie, Keynote with TouchCast expanding the presentational possibilities. Interactive video and beyond 2.23 mins
Annotate and Share Sharing of annotated PDF documents for assessment feedback and peer mediated learning e.g. iAnnotate Powerpoint on Steroids
Learning Sequences • Using multiple apps to create a sequence of learning activities. • Integrated using solid learning theory. • Linked to effective use of the SAMR Model. • The Pedagogy drives the technology choices (apps). • Modelled on processes developed in 2003 by LAMS: The Learning Activity Management System. Visit LessonLAMS.com3.49 mins aka App Smashing
Taking the Padagogy Wheel out for a spin Using mobile technology and creative pedagogy to empower transformation •For the learner •For the researcher •For the teacher of the deaf and hard of hearing
Action Research Project • 4 Teachers • Teaching Science • 116 students • 11-12 years old • Padagogy Wheel the driver for personalised learning • Used iTunesU for digital activities aka ePortfolios • 8 out of 10 said they preferred this method and learnt more than the conventional method Maria Montessori b1870 - d1952 St Kevin’s Catholic Primary School Eastwood NSW: May 2014 The greatest sign of success for a teacher .. is to be able to say, ‘The children are now working as if I did not exist’ Maria Montessori b1870 - d1952
Core Literacy for English Learning (New curriculum for Senior High • 语⾔言能⼒力 language competence • ⽂文化意识 cultural awareness • 学习能⼒力 learning ability • 思维品质 thinking quality
Developing Critical Thinking Skills Helping your learner of language to move into higher order thinking to enable Mastery Autonomy and Purpose Putting Bloom’s to Work 4.20 mins
Using Blooms to frame questions Using analysing and evaluating questions you get more meaningful discussion Enhancing Mastery, Autonomy and Purpose in LL 2.23 mins
Examples of Comprehensible Input-Based Activities This works even in beginning courses Use all these levels of thinking
We have an app for that Run every app choice and activity choice through the grids of the Padagogy Wheel Great examples of apps being used in LL context 28 apps with suggestions for activities in Language Learning
Empowering the Researcher A video podcast episode with Dr Ian Green Ian Green Dr Ian Green coordinated the Research Careers section of the Researcher Education & Development unit, at the University of Adelaide. Ian also teaches into the Linguistics program, and has coordinated courses in Language & the Ethnography of Communication as well as Language and Communication Planning. He is an Apple Distinguished Educator Class of 2009. Email:  iangreen@icloud.com  Twitter: @ianxgreen Skype: ian2512 The iPad is an extension of the research mind; the device and all its affordances give the researcher of today the ability to seamlessly embed, integrate and collaborate on research activity in almost any situation Ian Green 15.44 mins Clip 4.08 mins
Cultivating Real World Skillsets for 21st Century. A Keynote delivered April 18 at the "2105 Collaborative Experience: A Symposium for Parents & Professionals" coordinated by the Commission of Deaf, DeafBlind, and Hard of Hearing Minnesota Teaching the Deaf Susan Elliott "Teachers of the deaf need to consider the value of project-based learning and students’ use of technology as a mind-tool. Problem based learning (PBL) and technology use promotes higher order thinking skills and all of this is built into the Padagogy Wheel." Clip: 12 mins Original Video: 1 hr 14 mins Susan has taught and coordinated programs for Deaf and Hard of Hearing students in Colorado public schools at every level from 1977-2014. She was selected as Colorado Teacher of the Year 2009 and National Finalist. Born with a progressive hearing loss, she became profoundly deaf as a teenager. She holds two Masters degrees and is a PhD candidate Email:  susan.elliott@waldenu.edu   Skype: susanelliot3
The Future I have a dream: What the Padagogy Wheel is going to do in the future
The Padagogy Wheel V5 in Brainstorming Mode … Got Any Ideas? •Dynamic population of apps based on pedagogical decisions •From an infographic to an App •Links to examples of best practice •From Apps to Learning Sequences
Feel DifferentBelieve DifferentThink DifferentDo DifferentFeel DifferentBelieve DifferentThink DifferentDo DifferentBe DifferentBe Different Interactive EngagingRelevant Make your teaching... Please talk to me on wechat or email me wechat id: allanadl 
 email: allan@designingoutcomes.net Narrated by Steve Jobs1.10 mins
In Support of Excellence Allan’s Learning and Teaching Blog http://tinyurl.com/alsltblog @allanadl allanadl allan@designingoutcomes.net

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The Padagogy Wheel Presentation: China Dec 2015: The English Version

  • 1.
    Introducing Allan • LearningDesigner and Apple Distinguished Educator • Two Masters - Education (online) & Interactive Multimedia • Awarded 2012 OLT National Citation for Outstanding Contributions to Student Learning • Awarded 2011 University of Adelaide Award for Excellence in Support of the Student Experience • Background in printing, publishing, web development & educational multimedia • Worked in corporate & VET sectors • 20+ countries & led schools in Hawaii, Texas & Paraguay • Taught communications, market research, print production & using the internet for education • Passion for online collaboration & facilitationUniversity of Adelaide, Adelaide South Australia Telephone: +61 402468777 Twittter: @allanADL Email: allan@desingingoutcomes.net
  • 2.
    All slides usedin this Presentation are available as a PDF http://designingoutcomes.net/china/China_Presentation_dec2015.pdf File size: 14.2 mb
  • 3.
    “Not hearing isnot as good as hearing, hearing is not as good as seeing, seeing is not as good as knowing, knowing is not as good as acting; true learning continues until it is put into action.” The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. 不闻不若闻之，闻之不若⻅见之，⻅见之不若知 之，知之不若⾏行之；学⾄至于⾏行之⽽而⽌止矣 Xun Kuang Master Xun (Xunzi) was a Chinese Realist Confucian philosopher who lived c 313- c 238 BC Learner-centric activity-based learning We think it is new and original … hmmm maybe not?… 21st century learning
  • 4.
    The Padagogy Wheel Avisual model which helps integrate good teaching, innovative thinking and student motivation with technology. “Disruptive innovation is not a tactic. It’s a mindset.” Luke Williams: Disrupt The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
  • 5.
    Do You Believethis? Quote by Queen Rania of Jordan youthfortechnology.org • Do you believe in Transformative Teaching and Learning? • What is it? • What does a transformed student “look like” in the 21st Century? • How do you do it?
  • 6.
    The Continuum ofShift The Pedagogical Challenge ahead for 
 All Education It’s All About the Students Their engagement, their learning, their outcomes and their future success
  • 7.
    "The illiterate ofthe 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn". Alvin Toffler "When you are through changing, you are through." Will Rogers You know … Shift Happens
  • 8.
    • Constructivist • AdultLearning • Dewy, Kolb, Vggotsky • Primary of context • Leaner centred Activity Centred Paradigm Content Centred Paradigm Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 • Behaviourist • Instructivist • Skinner • Primary of content • Instructor centred A Continuum of Shift
  • 9.
    A Continuum ofShift Activity Centred Background Content Centred Background • Situated approach • Focus on Learning • Construct meaning • Learning framed by 
 what learners must do 
 to achieve an outcome • Various ways of knowing something • Learning achieved by active engagement in meaningful and authentic activities that require learners to build versions of their learning •Detached approach •Focus on teaching •Learner memorisation •Instruction framed by what instructor deems necessary to know •Absolutism - one way of knowing something •Information equals knowledge; instruction equals learning; detached approach Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
  • 10.
    Activity Centred Instructor Role ContentCentred Instructor Role • Help students make tacit knowledge explicit • Draw out learners’ latent knowledge • Midwife-teacher - assist students in birthing ideas • Praxis orientation • Content integration • Frame material to support learners •Transmit information •Impart instructor’s own knowledge •Banker-teacher: deposit knowledge into students •Theoretical orientation •Disjointed content •Frame material to cover content A Continuum of Shift Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
  • 11.
    Activity Centred Learner Role ContentCentred Learner Role • Learning through doing • Participatory, Cooperative, Collaborative, Group learning • Content integration • Use information to solve problem & achieve learner-centered outcome •Learning by reading •Primarily individual in focus •Disjointed content •Learn about the content with plans to incorporate it later Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007 A Continuum of Shift
  • 12.
    Activity Centred Assessment Content Centred Assessment •Deep Learning • Some openness regarding “solution” • Projects, portfolios, peer or self-evaluation •Surface Learning •Typical right or wrong application •Multiple choice examinations A Continuum of Shift Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation with Allan Carrington, University of Adelaide Aug 2007
  • 13.
    What’s all theFlipping Fuss • Flipped thinking: Because shift happens! Use sound educational modelling • Flipped planning: Start with the graduate finish with content • Flipped syllabus: Assessment first then plan activities, then insert content in context • Flipped pedagogy: Content delivered online via JiTT (1999), frees up valuable face-to-face to focus on interaction and higher order creativity Is this Back to the Future or what?
  • 14.
    Flipping the CurriculumDesign 1.Graduate Attributes: What do you want your graduate to look like? Also ask your students. 2.Learning Outcomes: When they finish course what do you want students to have learnt? 3.Authentic Assessment: How will you know they have? 4.Learning Activities: What do they need to do to ensure they are ready for the assessment? 5.Contextual Content: Which content to use and where it goes in the learning sequences? It’s All About the Students Their engagement, their learning, their outcomes and their future success
  • 15.
    Inclusive Design Greg Alchin Gregis a Inclusive Learning Experience Designer with over 30 years experience as an educator in K - Tertiary contexts. Greg is also an Apple certified Accessibility Consultant and Apple Distinguished Educator In 2015, Greg was invited to join the Apple Distinguished Educator Advisory Board for the Asia Pacific Region as well as invited to address the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) on producing accessible digital books. Learner differences are as varied and unique as our DNA or fingerprints. In fact learner differences are the norm rather than the exception. As such, how we respond to learner differences needs to be flipped to be proactive rather than reactive. Twitter: @ibuddha, Email: gregalchin@me.com Web: www.gregalchin.com
  • 16.
    的演变 Padagogy 轮 整合良好的教学，创新思维 和学⽣生的学习动机与技术。 The PadagogyWheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
  • 17.
    Bloom’s Taxonomies Andrew Churches CurriculumManager Computer Studies & Senior School Learning Innovator Kristin School, Albany Auckland Email: achurches@kristin.school.nz Blog: http://edorigami.edublogs.org Twitter: @achurches http://edorigami.wikispaces.com/
  • 18.
    The Padagogy Wheel V1.0 ThisTaxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. V1.0 Published 080712 •Integrated Web 2.0 activities e.g. blogging •Added 62 iPad apps and organized them by how they could be used by the activities
  • 19.
    V2.0 Published 280513 ThePadagogy Wheel V2.0 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. •Added to the core of the wheel: Graduate Attributes and Capabilities •Added SAMR Model of technology integration
  • 20.
    Developed by AllanCarrington Designing Outcomes Adelaide South Australia Email: allan@designingoutcomes.net The Padagogy Wheel V3.0 V3.0 Published 090613 This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. •Expanded emphasis on Graduate Attributes and Capabilities •Added a scientifically supported model of motivation •Autonomy •Mastery •Purpose
  • 22.
    Twist Twitter Twitterific Animation Creator Quick Sketch Blogpress iPhoto Evernote Blogsy Conference Pad iAnnotate Drawing Pad Feeddler Prezi iBooks Keynote Sonic Pics Paper Helper Show Me Wordpress Skitch StoryrobeVoice Thread JoinMe Whiteboard HD Popplet Assignments Corkulous Course Notes Data Analysis Dropbox Easy Chart Good Reader Idea Sketch iField Works iStudiez Pro iThoughts myHomework Notes Plus Numbers Outliner PearlTrees Penultimate Polldaddy Priority Matrix Quick Graph Simple Note Flashcard Machine Flashcards Deluxe Multi Quiz Quiz Your Lizard School Notes Awesome Note I Wish Microsoft OneNote OmniFocus TapIt WunderList StumbleUpon FlipBoard Google WolframAlpha Yellow Pages Maptini Inspiration Maps Adobe Ideas Pages My Writing Spot ManuscriptBlackboard Clear Sea Moodle Mobile Skype Conference Pad Edmodo Fring WhatsApp Facebook FB Messenger Google+ iTunes U Touch YouTube Strip Designer Filemaker Go GroupBoard iBrainstorm Roambi Analytics Atomic Browser TED Opera Mini AirBeam CollabraCam i-Prompt Socialcam Splice Story Patch Twitcasting AudioBoom Audiolio Pocket Pod Fotobabble Podcaster Spreaker Toontastic Flipbook Do Ink Animation Express Animation Desk Audiotorium PhosterPhoto Speak iMovie iTimeLapse Explain Everything Garageband Creative Book eBook Creator Use Your Handwriting Big World Simple Mind Jot Understanding Apps that fit into this "understanding" stage provide opportunities for students to explain ideas or concepts. Understanding apps step away from the selection of a "right" answer and introduce a more open-ended format for students to summarize content and translate meaning. Applying Criteria Remembering Apps that fit into the "remembering" stage improve the user's ability to define terms, identify facts, and recall and locate information. Many educational apps fall into the "remembering" phase of learning. They ask users to select an answer out of a line-up, find matches, and sequence content or input answers Applying Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to apply concepts in unfamiliar 
 circumstances. Analyzing Apps that fit into the "analyzing" stage improve the user's ability to differentiate between the relevant and irrelevant, determine relationships, and recognize the organization of content.. Evaluating Apps that fit into the "evaluating" stage improve the user's ability to judge material or methods based on criteria set by themselves or external sources. They help students judge content reliability, accuracy, quality, effectiveness, and reach informed decisions. Creating Apps that fit into the "creating" stage provide opportunities for students generate ideas, design plans, and produce products. Developed by Allan Carrington Designing Outcomes Adelaide SA Email: allan@designingoutcomes.net The Padagogy Wheel V4.0 Published 010315 from the APPitic App Lists for Education Website App Selection Criteria Scan to Email Allan How to use the Padagogy Wheel: It’s All About Grey-matter Grids A methodology to get the best results with this teaching model The Padagogy Wheel V4.0 Standing on the Shoulders of Giants The Padagogy Wheel by Allan Carrington is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at http://tinyurl.com/bloomsblog. is a comprehensive online directory of apps for education, developed by Apple Distinguished Educators (ADEs) and is available in 19 languages. The website identifies 400 Apps by the Blooms Cognitive Domain Categories with 122 of the most popular apps individually linked from the Padagogy Wheel Remembering Criteria Understanding Criteria Evaluating Criteria Creating Criteria This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad, For V2.0 an V3.0 I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps For the major revision that is V4.0 I have to thank the team of ADEs who created APPitic the App Lists for Education Website. Analyzing Criteria http://tinyurl.com/posterV4 http://appitic.com
  • 23.
    This connection oftheory, practice, and application makes the Padagogy Wheel an invaluable resource that should be on the wall of every classroom”. Padagogy轮将理论、实践和应⽤用相结合，是⼀一个 宝贵的资源。因此，推荐每位教师将其引进课堂。 Matt Harris博⼠士是美国国际教育技术协会 （关于ISTE）董事会当选主席。Matt将于 2016年接任董事会主席，成为第⼀一位不在 美国居住和⼯工作的主席。 In Support of Excellence: http://tinyurl.com/alsltblog An Endorsement Dr Matt Harris is Chair-elect of the Board of Directors for the International Society for Technology in Education (About ISTE). Matt will take over as Chair of the Board in 2016, becoming the first person to hold the post while living and working outside of the United States. 
  • 24.
    "In my experiencesas an EdTech leader, I find that contemporary educators are passionate about using technology to extend and deepen learning. Most recognise the changing landscape of “the real world” and the modern pedagogies needed to prepare students for that world. However, more often than not, they find challenges in applying these new concepts with specific tools. With Allan Carrington’s Padagogy Wheel Model, teachers have an at-hand reference that ties apps to specific learning outcomes directly connected to modern pedagogies and theories. They can easily sit with the wheel during lesson planning time to find tools that will best aid their students or use it during class time to extend or deepen learning towards a specific 21st century skill or content area. This connection of theory, practice, and application makes the Padagogy Wheel an invaluable resource that should be on the wall of every classroom”. “我在EdTech担任领导期间，发现当代教育家热衷于使⽤用技术来扩展和深化学习。他们中的⼤大多数⼈人意识到 “现实世界”在不断变化，⽽而现代教育学需要帮助学⽣生在进⼊入那个世界之前做好充分准备。然⽽而，他们在使⽤用 特定⼯工具实现这些新概念时经常遇到困难。Allan Carrington 的Padagogy轮模型正是为教师提供了⼀一个简易的 使⽤用指南。该指南将apps和基于现代教育学和理论的学习产出相联系，⽅方便教师在备课时从Padagogy轮查找 最适合⾃自⼰己学⽣生的⼯工具，或者在课堂上使⽤用该轮扩展或深化对某个21世纪技能或领域的学习。Padagogy轮将 理论、实践和应⽤用相结合，是⼀一个宝贵的资源。因此，推荐每位教师将其引进课堂。 Matt Harris博⼠士是美国国际教育技术协会 （关于ISTE）董事会当选主席。Matt将于 2016年接任董事会主席，成为第⼀一位不在 美国居住和⼯工作的主席。 In Support of Excellence: http://tinyurl.com/alsltblog An Endorsement Dr Matt Harris is Chair-elect of the Board of Directors for the International Society for Technology in Education (About ISTE). Matt will take over as Chair of the Board in 2016, becoming the first person to hold the post while living and working outside of the United States. 
  • 25.
    Why should itjust be in English? My hypothesis: People can more easily use higher order thinking to be creative, if they think in their heart language (aka first language) FrenchPortuguese Russian DutchCatalan English NorwegianGermanSpanish Chinese Filipino Korean Greek Irish Turkish Italian JapaneseIndonesian Arabic
  • 26.
    The Power ofCollaboration Clatin Chang The Pedagogical Academy HuNan Agricultural University ChangSha HuNan Province E-mail: ranrancc@gmail.com We have an app for that Dr. Jiao Jianli Professor of Educational Technology Director of Future Education Research Centre Deputy Dean of School of IT in Education South China Normal University Guangzhou, Province  Apple Distinguished Educator E-mail: jiaojianli@126.com Team China
  • 27.
    是由苹果杰出教育⼯工作者（ADEs）开发的⼀一个全⾯面的 教育Apps在线⺫⽬目录。⺫⽬目前推出了19种语⾔言版本。 该⺴⽹网站依据Bloom的认知领域教育⺫⽬目标收录了400个 Apps，⽽而Padagogy轮则专⻔门列出了其中最受欢迎的122 个Apps。 模拟是培养毕业⽣生素养和能⼒力以及激发学习者动机的 最有效的教学法。请浏览这些沉浸式学习资源，它们 将能帮助您设计出有吸引⼒力的沉浸式学习案例。 Padagogy轮 V4.0 啪啪 Animation Creator *Quick Sketch 博客⼤大巴 微博HD iAnnotate *Drawing Box *Prezi *iBooks *Keynote *Sonic Pics Paper Helper *Show Me *Voice Thread *Popplet 蝉游记 微调查 Data Analysis Easy Chart Good Reader *Ideament 推事本 个⼈人版 作业帮 iThoughts 家庭作业 *Notes PlusMicrosoft Excel Outliner 墨笔 *Polldaddy Any.Do Quick Graph *Simple Note *Flashcard Machine *Flashcards Deluxe Quiz Your Lizard School Notes *Microsoft OneNote 百度 HD 达答 Wolfram Alpha Maptini *Inspiration Maps *Pages My Writing Spot 乐顺备忘录 Blackboard Clear Sea Moodle *Skype 美刻 *Edmodo ⼈人⼈人HD QQ空间 腾讯朋友 UC浏览 器HD YY HD *iTunes U *WeChat （微信） *QQ国 际版 图⽜牛 Filemaker Go *iBrain storm Roambi Analytics QQ浏览器HD ⺴⽹网易公 开课 ⽶米聊 AirBeam CollabraC am *Splice Story Patch *AudioBoom Audiolio *Fotobabble *Flipbook *Do Ink AC Express Animation Desk Audiotorium *Photo Speak *iMovie iTimeLapse Explain Everything Garageband Use Your Handwriting 有道云笔记HD 3A 思维 导图 Jot! 参⻅见：Using The Padagogy Wheel: It’sAllAbout Grey-matter Grids (GGs) 这种教学模式的最佳应⽤用⽅方法 鸣谢 Allan Carrington设计的Padagogy轮获知识共享署名 - ⾮非商业性使⽤用 - 相同⽅方式 共享4.0国际许可。该轮的设计基于http://tinyurl.com/bloomsblog上的⼯工作。 这个不带apps的分类学轮，最早源于Paul Hopkin的教育咨询⺴⽹网站 mmiweb.org.uk。该轮是Sharon Artley基于Anderson和 Krathwohl (2001) 对 Bloom (1956) 的修订版⽽而创作的。感谢Kathy Schrock 在她的⺴⽹网站 bloomin apps 所做的创造性⼯工作，使我产⽣生了修订第2和第3版以便适⽤用于移动设备（特 别是iPad）教学的想法。⽽而我在第四版进⾏行的重⼤大修改则得益于ADEs团队的 APPitic the App Lists for Education⺴⽹网站。 http://tinyurl.com/posterV4CHI http://appitic.com 位于此轮核⼼心的沉浸式 学习便是新的教学设计。 http://tinyurl.com/ILMSimulations 摘⾃自APPitic App Lists for Education⺴⽹网站 App筛选标准 ⾖豆瓣FM *bookPress *微直播 优酷拍客 ⼩小影 *Book Creator喜⻢马拉 雅FM Join Me LOFTER ⽩白板HD WPS Office *圈点 鲜果 RSS 印象笔记 新浪博客 Doit.im HD *Paper by 53 ⼤大众点评 HD 鲜果 百度云HD 南澳阿德莱德设计成果咨询公司Allan Carrington著 Email allan@designingoutcomes.net英⽂文版 V4.0发布于 2015.03.01 中国版V4.0 发布于2015.07.07 相关⽂文字的翻译⼯工作和app的筛选为我们整个团队共同努⼒力的结 果。感谢以下团队成员——澳⼤大利亚：阿德莱德饶洁敏和⺩王尔 吉；中国：湖南⻓长沙湖南农业⼤大学张翼然，以及⼲⼴广东⼲⼴广州华南 师范⼤大学焦建利教授和他的优秀团队。他们的付出使得中⽂文版 的Padagogy轮得以出版。请访问我们的中⽂文版博客“⽀支持卓越”查 看更多关于Padagogy轮的资讯。 http://www.chinesepw.com Padagogy轮在语⾔言教学中的应⽤用 Anderson & Krathwohl等⼈人(2001)修订的布鲁姆教育⺫⽬目标 分类的六个层次从低到⾼高依次为识记、理解、应⽤用、 分析、评价和创造，它们构成了⼀一线教师课堂教学 设计的基础。如Padagogy轮所⽰示，语⾔言教师在备课 过程中，可以根据具体的教学⺫⽬目标及其对应的⾏行为 动词，设计相应的教学活动，选择图中满⾜足该活动 需求的Apps，形成系统的教学设计⽅方案，并应⽤用该 ⽅方案实施基于移动终端的语⾔言教学活动。 例如：在英语读写教学中，为了提⾼高学⽣生对⽂文章的 理解能⼒力，教师选⽤用了“理解”层次的⾏行为动词——“总 结”和“解释”，并选⽤用该层次所推荐的“Mindmanager”开 展“制作思维导图”活动来展⽰示⽂文章的提纲和细节。之 后为了加深学⽣生对⽂文章的理解，并为写作输出做好 准备，教师可以基于⽂文章设计相关讨论话题并组织 学⽣生开展头脑⻛风暴式讨论。此时，教师可选⽤用“评价” 层次中的⾏行为动词——“发表意⻅见”和“发帖”开展“评论” 和“提出观点”等活动，让学⽣生使⽤用“新浪微博”或者“微 信”发表⾃自⼰己的⻅见解和评论。 推荐阅读： Web2 4 Languages Teachers: iPad Apps http://web2-4languageteachers.wikispaces.com/iPad+apps Teaching Languages with iPads https://teachinglotewithipads.wordpress.com 加(*)的apps可能对语⾔言教学有较⼤大的帮助。 应⽤用：该层次的Apps帮助学习者展⽰示⾃自⼰己运⽤用所学到 的流程和⽅方法的能⼒力；同时也注重培养他们运⽤用概念 解决新问题的能⼒力。 分析：该层次的Apps能提⾼高学习者区分相关和 不相关信息、确定各部分之间的关系、提炼内 容结构的能⼒力。 评价：该层次的Apps能够提升学习者使⽤用⾃自⾝身或 他⼈人设置的标准来评估材料或⽅方法的能⼒力。它们 帮助学习者判断内容的可靠性、精度、质量、效 益，并做出有理有据的决策。 创造：该层次的Apps帮助学习者激发创意、设计 ⽅方案和创作作品。 应⽤用层次筛选标准 理解层次筛选标准 评价层次筛选标准 创造层次筛选标准 分析层次筛选标准 理解：该层次的Apps能够为学习者提供阐述观点，明晰 概念的机会。这个层次的Apps不在于为学习者提供“标准” 答案，⽽而在于帮助他们采⽤用更加开放的形式来总结内容、 诠释意义。 识记：该层次的Apps能够帮助学习者提升定义术语、识别事实、回顾知 识和查找信息的能⼒力。许多教育类的Apps都属于这个层次。学习者可以 在这些Apps上做选择题、配对题、排序题或简答题。 识记层次筛选标准 http://tinyurl.com/gmginteraction *扇⻉贝单词 *百词斩 ZAKER 格志 ⽇日记 勺⼦子 *百度翻译 ⽇日记相机 百度贴吧 Tower.im 知乎 焦建利，教育技术学博⼠士，⼲⼴广州华南师 范⼤大学教育信息技术学院副院⻓长，未来 教育研究中⼼心主任。 Email：jiaojianli@126.com 个⼈人博客：http://www.jiaojianli.com/ Flipboard 锤⼦子便签 *同步 ⽩白板 *Visio
 Prompt 美图秀秀 Voice Record
  • 28.
  • 29.
    Use it asa series of prompts or grids to check your teaching from planning to implementation The Attributes Grid: This is the core of learning design. You must constantly revisit things like ethics, responsibility and citizenship. Ask yourself the question what will a graduate from this learning experience  ‘look like’ i.e. what is it that makes others see them as successful? Ask ‘how does everything I do support these attributes and capabilities?’ The Motivation Grid: Ask yourself ‘How does everything I build and teach give the learner autonomy, mastery and purpose?’ The Blooms Grid: Helps you design learning objectives that achieve higher order thinking. Try to get at least one learning objective from each category. Only after this are you ready for technology enhancement. The Technology Grid: Ask ‘How can this serve your pedagogy’? The apps are only suggestions, look for better ones and combine more that one in a learning sequence. The SAMR Model Grid: This is “How are you going to use the technologies you have chosen”? Getting the best use out of the Pedagogy Wheel
  • 30.
    1. Having energy,passion and enthusiasm 2. Being willing to give credit to others 3. Empathising & working productively with diversity 4. Being transparent and honest in dealings with others 5. Thinking laterally and creatively 6. Being true to one’s values and ethics 7. Listening to different points of view before coming to a decision 8. Understanding personal strengths & limitations 9. Time management skills 10. Persevering 11. Learning from errors 12. Learning from experience 13. Remaining calm when under pressure 14. Effective oral and written communication 15. Accessing and analyzing information Graduate Capabilities from Industry Please visit the blog post and listen to the podcast episode at: “If you exercise these capabilities.. you will be employed!” Requested by CEO's and executives .... the people that hire, what they desire to see in graduates from higher education. Prof. Geoff Scott UWS
  • 31.
    Will this thinkingwork in China? Fiona’s PhD Thesis “Connecting Higher Education and the Chinese workplace: What makes a Chinese graduate with an Australian qualification employable in China”? Victoria University, Melbourne 2011. Link • Complete Episode 12.43 mins Link • Highlight Clip : 2.36 mins Link A podcast episode with Dr Fiona Henderson The Padagogy Wheel Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. Fiona Henderson Dr Fiona Henderson is a Senior Lecturer in Academic Language and Learning (ALL) & Coordinator of the Student Learning Unit (SLU) in the Academic support & development department, Victoria University. Fiona received a Carrick (now OLT) Citation in 2007, a Victoria University College Award in 2011 and a VC Citation in 2012. Email:  Fiona.Henderson@vu.edu.au  Skype: fionabh1
  • 32.
    Skills & Attributesof Today’s Learners •Critical thinking & problem-solving •Collaboration across networks and leading by influence •Agility and adaptability •Initiative and entrepreneurialism •Effective oral and written communication •Accessing & analyzing information •Curiosity and imagination •Empathy & Global Stewardship •Grit •Resilience •Hope and Optimism •Vision •Self Regulation Includes: Tony Wagner’s Seven Survival Skills as defined by business leaders in their own words Jackie Gerstein
  • 33.
    Graduate Attributes &Capabilities Critical thinking and problem-solving Collaboration across networks and leading by influence Agility and adaptability Initiative and entrepreneurialism Effective oral and written communication Accessing and analyzing information Curiosity and imagination Global Stewardship Grit (Perseverance) Resilience Hope & Optimism Vision Self-Regulation Energy, passion and enthusiasm Willing to give credit to others Empathising & working productively with diversity Transparent and honest Thinking laterally and creatively True to one’s values and ethics Listening to different points of view before coming to a decision Understanding personal strengths & limitations Time management skills Learning from errors Learning from experience Remaining calm when under pressure 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 10 3 4 5 6 7 2 1 8 9
  • 34.
    At the PadagogyWheel Core: •Improves engagement •Tests & models attributes & capabilities •Challenges, choice & consequences •The big picture Immersive Learning Targets Engagement Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory. Bullseye!
  • 35.
    Attributes and Motivation •Develop an Excellent Graduate Profile • Recruit Student Participation • Request Feedback on Profile • Establish Learning Contracts • Sieve every teaching idea, activity and assessment through the Grid of Motivation Developing a profile of excellence with student commitment “Getting the best use out of the Padagogy Wheel Model” Disruptive Padagogy Presentation by Allan Carrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at http://tinyurl.com/padwheelstory.
  • 36.
    Updated Padagogy Wheel TacklesThe Problem of Motivation in Education “The new version of the Padagogy Wheel tackles a major question that is lurking in the back of everyone’s mind. If it’s not … it should be. It’s about the problem of motivation in education. How do we motivate students, teachers, parents, and everyone else to get excited about learning? How do you stay motivated? What works and what doesn’t?” Jeff Dunn Editor Edudemic
  • 37.
    Drive: The SurprisingTruth about what Motivates us • Autonomy • Mastery • Purpose RSA Animate adaption of Dan Pink’s teaching on Motivation 10.48 mins 14,259,032 views
  • 38.
    Redefinition Tech allows forthe creation of new tasks, previously inconceivable Enhancement Transformation ICTintheclassroom Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Ruben R. Puentedura, Ph.D. Why use the SAMR Model Video: 4.41 mins
  • 39.
    App筛选标准 摘⾃自APPitic App Listsfor Education⺴⽹网站 识记层次筛选标准 识记：该层次的Apps能够帮助学习者提升定义术语、识别事实、回顾知 识和查找信息的能⼒力。许多教育类的Apps都属于这个层次。学习者可以 在这些Apps上做选择题、配对题、排序题或简答题。 理解层次筛选标准 理解：该层次的Apps能够为学习者提供阐述观点，明晰概念的机 会。这个层次的Apps不在于为学习者提供“标准”答案，⽽而在于帮助 他们采⽤用更加开放的形式来总结内容、诠释意义。 应⽤用：该层次的Apps帮助学习者展⽰示⾃自⼰己运⽤用所学到的流程和⽅方法 的能⼒力；同时也注重培养他们运⽤用概念解决新问题的能⼒力。 应⽤用层次筛选标准 分析：该层次的Apps能提⾼高学习者区分相关和不相关信息、确定各 部分之间的关系、提炼内容结构的能⼒力。 分析层次筛选标准 评价：该层次的Apps能够提升学习者使⽤用⾃自⾝身或他⼈人设置的标 准来评估材料或⽅方法的能⼒力。它们帮助学习者判断内容的可靠 性、精度、质量、效益，并做出有理有据的决策。 评价层次筛选标准 创造：该层次的Apps帮助学习者激发创意、设计⽅方案和创作作 品。 创造层次筛选标准 Understanding: Apps that fit into this "understanding" stage provide opportunities for students to explain ideas or concepts. Understanding apps step away from the selection of a "right" answer and introduce a more open-ended format for students to summarize content and translate meaning. Applying Criteria Remembering: Apps that fit into the "remembering" stage improve the user's ability to define terms, identify facts, and recall and locate information. Many educational apps fall into the "remembering" phase of learning. They ask users to select an answer out of a line-up, find matches, and sequence content or input answers Applying: Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to apply concepts in unfamiliar circumstances. Analyzing: Apps that fit into the "analyzing" stage improve the user's ability to differentiate between the relevant and irrelevant, determine relationships, and recognize the organization of content.. Evaluating: Apps that fit into the "evaluating" stage improve the user's ability to judge material or methods based on criteria set by themselves or external sources. They help students judge content reliability, accuracy, quality, effectiveness, and reach informed decisions. Creating: Apps that fit into the "creating" stage provide opportunities for students generate ideas, design plans, and produce products.  Remembering Criteria Understanding Criteria Evaluating Criteria Creating Criteria Analyzing Criteria App Selection Criteria from the APPitic App Lists for Education Website
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    ‘Ah Ahas!’ fromthe classroom SAMR Model: Redefinition in Action Five major examples of learning benefits, enhanced by the good use of mobile technology for learning and teaching.
  • 41.
    Random Access betweenmedia By augmenting text with synched audio user gets random access triggered by the text e.g Audionote and Pearnote Helping Redefine the Lecture
  • 42.
    Overlaying educational content UsingAugmented Reality and Geotagging to discover educational content and learning activity layered over the physical world 
 e.g Aurasma Helping Redefine the Physical World • Action Research Project assignment • Students wrote an assignment and asked 
 to review their own work. They had to 
 critique and share what they learnt • Used Aurasma to create content overlaid on their own article • All students were asked to check out the reviews with their iPads
  • 43.
    2.40 mins School ofVeterinary Science O week student activity to get to know the campus and each other The Great Race
  • 44.
    Think Explain Share Bettercontent presentation sharing of ideas and collaborative problem solving eg Explain Everything Powerpoint on Steroids
  • 45.
    Multimedia of theFuture User content creation, sharing, collaborating and peer assessing multimedia learning content e.g. iMovie, Keynote with TouchCast expanding the presentational possibilities. Interactive video and beyond 2.23 mins
  • 46.
    Annotate and Share Sharingof annotated PDF documents for assessment feedback and peer mediated learning e.g. iAnnotate Powerpoint on Steroids
  • 47.
    Learning Sequences • Usingmultiple apps to create a sequence of learning activities. • Integrated using solid learning theory. • Linked to effective use of the SAMR Model. • The Pedagogy drives the technology choices (apps). • Modelled on processes developed in 2003 by LAMS: The Learning Activity Management System. Visit LessonLAMS.com3.49 mins aka App Smashing
  • 48.
    Taking the PadagogyWheel out for a spin Using mobile technology and creative pedagogy to empower transformation •For the learner •For the researcher •For the teacher of the deaf and hard of hearing
  • 49.
    Action Research Project •4 Teachers • Teaching Science • 116 students • 11-12 years old • Padagogy Wheel the driver for personalised learning • Used iTunesU for digital activities aka ePortfolios • 8 out of 10 said they preferred this method and learnt more than the conventional method Maria Montessori b1870 - d1952 St Kevin’s Catholic Primary School Eastwood NSW: May 2014 The greatest sign of success for a teacher .. is to be able to say, ‘The children are now working as if I did not exist’ Maria Montessori b1870 - d1952
  • 50.
    Core Literacy forEnglish Learning (New curriculum for Senior High • 语⾔言能⼒力 language competence • ⽂文化意识 cultural awareness • 学习能⼒力 learning ability • 思维品质 thinking quality
  • 51.
    Developing Critical ThinkingSkills Helping your learner of language to move into higher order thinking to enable Mastery Autonomy and Purpose Putting Bloom’s to Work 4.20 mins
  • 52.
    Using Blooms toframe questions Using analysing and evaluating questions you get more meaningful discussion Enhancing Mastery, Autonomy and Purpose in LL 2.23 mins
  • 53.
    Examples of Comprehensible Input-BasedActivities This works even in beginning courses Use all these levels of thinking
  • 54.
    We have anapp for that Run every app choice and activity choice through the grids of the Padagogy Wheel Great examples of apps being used in LL context 28 apps with suggestions for activities in Language Learning
  • 55.
    Empowering the Researcher Avideo podcast episode with Dr Ian Green Ian Green Dr Ian Green coordinated the Research Careers section of the Researcher Education & Development unit, at the University of Adelaide. Ian also teaches into the Linguistics program, and has coordinated courses in Language & the Ethnography of Communication as well as Language and Communication Planning. He is an Apple Distinguished Educator Class of 2009. Email:  iangreen@icloud.com  Twitter: @ianxgreen Skype: ian2512 The iPad is an extension of the research mind; the device and all its affordances give the researcher of today the ability to seamlessly embed, integrate and collaborate on research activity in almost any situation Ian Green 15.44 mins Clip 4.08 mins
  • 56.
    Cultivating Real WorldSkillsets for 21st Century. A Keynote delivered April 18 at the "2105 Collaborative Experience: A Symposium for Parents & Professionals" coordinated by the Commission of Deaf, DeafBlind, and Hard of Hearing Minnesota Teaching the Deaf Susan Elliott "Teachers of the deaf need to consider the value of project-based learning and students’ use of technology as a mind-tool. Problem based learning (PBL) and technology use promotes higher order thinking skills and all of this is built into the Padagogy Wheel." Clip: 12 mins Original Video: 1 hr 14 mins Susan has taught and coordinated programs for Deaf and Hard of Hearing students in Colorado public schools at every level from 1977-2014. She was selected as Colorado Teacher of the Year 2009 and National Finalist. Born with a progressive hearing loss, she became profoundly deaf as a teenager. She holds two Masters degrees and is a PhD candidate Email:  susan.elliott@waldenu.edu   Skype: susanelliot3
  • 57.
    The Future I havea dream: What the Padagogy Wheel is going to do in the future
  • 58.
    The Padagogy WheelV5 in Brainstorming Mode … Got Any Ideas? •Dynamic population of apps based on pedagogical decisions •From an infographic to an App •Links to examples of best practice •From Apps to Learning Sequences
  • 59.
    Feel DifferentBelieve DifferentThinkDifferentDo DifferentFeel DifferentBelieve DifferentThink DifferentDo DifferentBe DifferentBe Different Interactive EngagingRelevant Make your teaching... Please talk to me on wechat or email me wechat id: allanadl 
 email: allan@designingoutcomes.net Narrated by Steve Jobs1.10 mins
  • 60.
    In Support ofExcellence Allan’s Learning and Teaching Blog http://tinyurl.com/alsltblog @allanadl allanadl allan@designingoutcomes.net