The document discusses constructivist design theory. It notes that constructivism has two main orientations: individual constructivism which emphasizes individual meaning-making, and social constructivism which highlights the role of social interactions in knowledge development. The most effective learning occurs when people actively derive meaning from their experiences and context. Constructivist design focuses on interactive and collaborative learning, scaffolding, problem-based learning, authentic learning activities, and learner control.
The document discusses the evolution of technology and the internet through different phases:
- Web 1.0 allowed for viewing and linking of single web pages for information but no interaction between users.
- Web 2.0 facilitated sharing of information and user collaboration through dynamic pages using multimedia. It enabled users to create their own content and use social networking systems.
- Web 3.0 will involve machines understanding people and processing web information through semantic search and reasoning. Information will be presented contextually and connections between people will be augmented through immersive technologies. Learning will be integrated into society everywhere.
The document discusses teaching and learning approaches for the 21st century. It emphasizes that learning is an active process where students construct their own understanding rather than passively receiving information. Students learn in different ways, including visually, auditorily and kinesthetically. Effective teaching methods engage students in the learning process and use active learning techniques like group work and reflection to supplement lectures. Testing and assessment must also evolve to evaluate higher-order thinking skills and the various literacies needed in the 21st century.
Performance improvement (PI) aims to enhance measurable outcomes through structured systems. PI models involve performance analysis, cause analysis, intervention selection, design/development, implementation, and evaluation. PI can improve organizational, process, and individual performance. Key principles include applying empiricism, pragmatism, and humanism. Foundations include behavioral learning, communications, systems, and organizational development theories. Early contributors helped establish the field.
The document discusses constructivist design theory. It notes that constructivism has two main orientations: individual constructivism which emphasizes individual meaning-making, and social constructivism which highlights the role of social interactions in knowledge development. The most effective learning occurs when people actively derive meaning from their experiences and context. Constructivist design focuses on interactive and collaborative learning, scaffolding, problem-based learning, authentic learning activities, and learner control.
The document discusses the evolution of technology and the internet through different phases:
- Web 1.0 allowed for viewing and linking of single web pages for information but no interaction between users.
- Web 2.0 facilitated sharing of information and user collaboration through dynamic pages using multimedia. It enabled users to create their own content and use social networking systems.
- Web 3.0 will involve machines understanding people and processing web information through semantic search and reasoning. Information will be presented contextually and connections between people will be augmented through immersive technologies. Learning will be integrated into society everywhere.
The document discusses teaching and learning approaches for the 21st century. It emphasizes that learning is an active process where students construct their own understanding rather than passively receiving information. Students learn in different ways, including visually, auditorily and kinesthetically. Effective teaching methods engage students in the learning process and use active learning techniques like group work and reflection to supplement lectures. Testing and assessment must also evolve to evaluate higher-order thinking skills and the various literacies needed in the 21st century.
Performance improvement (PI) aims to enhance measurable outcomes through structured systems. PI models involve performance analysis, cause analysis, intervention selection, design/development, implementation, and evaluation. PI can improve organizational, process, and individual performance. Key principles include applying empiricism, pragmatism, and humanism. Foundations include behavioral learning, communications, systems, and organizational development theories. Early contributors helped establish the field.
The document defines curriculum in several ways, including as a scope and sequence document listing intended learning outcomes by grade level and topic, as textbooks that function as daily guides to instructional ends and means, and at different levels from the individual student to the international level. It also describes different types of curriculum, such as the official/written curriculum, operational curriculum, hidden curriculum, and extra curriculum.
Introduction to 088708 Summer 2013 a course of Curriculum,Teaching and Learning Technology Program @ Faculty of Education Chiang Mai University,Thailand
Unit 2 Academic Leadership
Training section held by Faculty of Education, Chiang Mai University ,Thailand... this one is used during 18-21 February 2013.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
The document defines curriculum in several ways, including as a scope and sequence document listing intended learning outcomes by grade level and topic, as textbooks that function as daily guides to instructional ends and means, and at different levels from the individual student to the international level. It also describes different types of curriculum, such as the official/written curriculum, operational curriculum, hidden curriculum, and extra curriculum.
Introduction to 088708 Summer 2013 a course of Curriculum,Teaching and Learning Technology Program @ Faculty of Education Chiang Mai University,Thailand
Unit 2 Academic Leadership
Training section held by Faculty of Education, Chiang Mai University ,Thailand... this one is used during 18-21 February 2013.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
17. Tuning into the same Channel !
Let’s begin with...
Friday, February 15, 13
18. Demographic Shift Form
Baby Boom Generation (1946-1964)
Generation X (1964-1982)
Generation Y (1982-1990)
Generation Z (1990-2000)
Generation AO (after 2000)
Friday, February 15, 13
25. Academic Leadership
การศึกษา : หองเรียน โรงเรียน
ยุคแหงความสุดโตง
- age of extremity
Friday, February 15, 13
26. Academic Leadership
การศึกษา : หองเรียน โรงเรียน
Natu
re E
ยุคแหงความสุดโตง
xtre
- age of extremity
mes
Friday, February 15, 13
27. Academic Leadership
การศึกษา : หองเรียน โรงเรียน การรับรู้
s
treme
tal Ex
Natu
nmen
re E
ยุคแหงความสุดโตง
xtre
age of extremity
Enviro
-
mes
Friday, February 15, 13
28. Academic Leadership
การศึกษา : หองเรียน โรงเรียน
s
treme
tal Ex
Natu
nmen
re E
ยุคแหงความสุดโตง
xtre
age of extremity
Enviro
-
mes
Friday, February 15, 13
29. Academic Leadership
การศึกษา : หองเรียน โรงเรียน Knowledge
Overwhelm
ing
s
treme
tal Ex
Natu
nmen
re E
ยุคแหงความสุดโตง
xtre
age of extremity
Enviro
-
mes
Friday, February 15, 13
30. Academic Leadership
การศึกษา : หองเรียน โรงเรียน Knowledge
Overwhelm
ing
s
treme
tal Ex
Natu
nmen
re E
ยุคแหงความสุดโตง
xtre
age of extremity
Enviro
-
mes
Soc
ial
Ex tr e
me
s
Friday, February 15, 13
31. Academic Leadership
การศึกษา : หองเรียน โรงเรียน Knowledge
Overwhelm
ing
s
treme
tal Ex
Natu
nmen
re E
ยุคแหงความสุดโตง
xtre
age of extremity
Enviro
-
mes
Soc es
ial
Ex tr em
tr e ex
me tical
s li
Po
Friday, February 15, 13
32. Nature Extremes
Red Tides
Aurora Borealis
Atlantic Tsunamis
http://media-2.web.britannica.com/eb-media//79/148479-050-AA87518E.jpg
Friday, February 15, 13
33. Nature Extremes
Red Tides
Aurora Borealis
Atlantic Tsunamis
http://media-2.web.britannica.com/eb-media//79/148479-050-AA87518E.jpg
Friday, February 15, 13
34. Political extremes
http://www.guardian.co.uk/world/2008/sep/04/thailand
Friday, February 15, 13
35. Political extremes
http://www.guardian.co.uk/world/2008/sep/04/thailand
Friday, February 15, 13
74. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
Friday, February 15, 13
75. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
Friday, February 15, 13
76. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
Friday, February 15, 13
77. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
Friday, February 15, 13
78. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
Friday, February 15, 13
79. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
Friday, February 15, 13
80. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
Friday, February 15, 13
81. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
Friday, February 15, 13
82. Bingo
Social Good Expect
followers Take risks confllict
maturity
Check your
Reliability Love people Cooperation
attitude
Reinforce core Focus on
Listen Take risks Priority
value
upgrade
Good academic Build your
Earn trust
followers progress in brand
others
ยกมือแลวพูดวา “Bingo”
Friday, February 15, 13