This document summarizes key points from a Waikato Principals Association conference on engaging students. It notes that 20% of students leave school by age 16 and disengagement is linked to how education has developed. It discusses how today's students are "digital natives" who prefer learning from multiple online sources simultaneously. The document advocates teaching digital fluencies and facilitating student-led, interactive, collaborative learning using tools like YouTube, robotics and online writing platforms. It stresses the importance of authentic, relevant e-learning and teachers acting as facilitators.
Imagining the Impossible: Recruitment Communications in a World Without PaperBob Johnson, Ph.D.
In this time of tight finances, large admissions print budgets are logical areas for cost-cutting reviews. What would you do if you had no money for print materials to recruit students?
Review these pages and imagine a new recruitment communications plan using current and emerging technology and based on a strong recruitment-oriented website.
Imagine the impossible. In 5 to 10 years this future might be real.
Imagining the Impossible: Recruitment Communications in a World Without PaperBob Johnson, Ph.D.
In this time of tight finances, large admissions print budgets are logical areas for cost-cutting reviews. What would you do if you had no money for print materials to recruit students?
Review these pages and imagine a new recruitment communications plan using current and emerging technology and based on a strong recruitment-oriented website.
Imagine the impossible. In 5 to 10 years this future might be real.
The present study emphasizes the global impact of the e-learning process during COVID 19. The implementation of lockdown and social distancing has been enforced as one of the preventive measures to spread the coronavirus infection which has resulted in complete paralysis of global activities. Especially the education system which is completely shut and to proceed with the academic curriculum, there is a shift from the regular learning process to electronic learning. This can be cited with an increased number of online classes, conferences, meetings, etc. It can be noted that the world is completely dependent on information technologies during this crisis. Hence, the present study provides an insight into the process of electronic learning and its advantages along with the updated version of its usage. To best of our knowledge, there have been scanty scientific reports on this particular situation of the impact of e-learning during COVID 19. The present study is a compilation of the components of e-learning tools along with the future perspective on education using information science
How can data help students make key decisions?Jisc
Slides from a webinar held on Tuesday 13 July 2021.
This online event built on suggested themes from the audience at the Digifest Fringe online event earlier in the year on 'Data and analytics in 2030 - seismic shift or incremental change?'
The event, led by Charlie Ball, senior consultant: labour market intelligence, Jisc, explored how data can help students make key decisions. Charlie was joined by a small panel of experts with experience in HE, employability and student insights.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
A presentation from Connect More by Amber Thomas, head of academic technology and digital transformation, University of Warwick.
In this session, Amber will reflect on what happens when digital transformation becomes urgent and share her observations about how the “pivot” has impacted at her university. Digital methods of teaching, assessment, engagement and collaboration have taken centre stage: what have we learnt and what happens now?
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from:
Dr Liz Bennett, director of learning and teaching, University of Huddersfield
Ciara Duffy, virtual services manager, South West College
Louise Woods and Claire McCloskey, e-learning developers, South West College
Jisc Connect more in Northern Ireland, 23 June 2016
Student digital wellbeing survey interim results - August 2021David Biggins
The interim findings of a survey of 92 students in Higher Education on the subject of digital wellbeing. The survey asks about confidence in using learning resources, internet access, accessing study materials online, how much control students should have over the technology they use and whether institutions are doing enough to support students.
Collaboration through technology: moving from possibility to practice - Noel ...Jisc
Led by Noel McDaid, account manager, Jisc.
With contribution from Celine McCartan, collaboration programme manager, Collaborate FE Northern Ireland.
Connect more in Northern Ireland, 23 June 2016
Jisc toolkit: supporting the digital experience of new studentsJisc
This resource is based on the findings from Jisc’s student digital experience insights survey 2019. It's designed to be fully customised for your new students as part of their induction and onboarding processes.
A presentation by Clare Killen, content insight manager, Jisc
The present study emphasizes the global impact of the e-learning process during COVID 19. The implementation of lockdown and social distancing has been enforced as one of the preventive measures to spread the coronavirus infection which has resulted in complete paralysis of global activities. Especially the education system which is completely shut and to proceed with the academic curriculum, there is a shift from the regular learning process to electronic learning. This can be cited with an increased number of online classes, conferences, meetings, etc. It can be noted that the world is completely dependent on information technologies during this crisis. Hence, the present study provides an insight into the process of electronic learning and its advantages along with the updated version of its usage. To best of our knowledge, there have been scanty scientific reports on this particular situation of the impact of e-learning during COVID 19. The present study is a compilation of the components of e-learning tools along with the future perspective on education using information science
How can data help students make key decisions?Jisc
Slides from a webinar held on Tuesday 13 July 2021.
This online event built on suggested themes from the audience at the Digifest Fringe online event earlier in the year on 'Data and analytics in 2030 - seismic shift or incremental change?'
The event, led by Charlie Ball, senior consultant: labour market intelligence, Jisc, explored how data can help students make key decisions. Charlie was joined by a small panel of experts with experience in HE, employability and student insights.
Learning and teaching reimagined - how are student needs changing?Jisc
Presentation slides from our first learning and teaching reimagined series, which focused on how student needs are changing.
The rapid move to online learning brought about by COVID-19 has caused profound changes to higher education and the student experience.
But how much do we really know about the needs of our students? On what evidence are we basing these views? Even if we are confident that we do have a full and accurate picture of these needs, what difference is it making to our planning and decision making?
As part of our learning and teaching reimagined programme with UUK, Advance HE and Emerge Education, this webinar provided the opportunity to share your own understanding of your students’ needs and to hear those of others – not least from students themselves.
It explores the value of different types of evidence and, crucially, how to then build on this insight to ensure that the student voice permeates through, and plays an active role in, influencing your strategic planning.
A presentation from Connect More by Amber Thomas, head of academic technology and digital transformation, University of Warwick.
In this session, Amber will reflect on what happens when digital transformation becomes urgent and share her observations about how the “pivot” has impacted at her university. Digital methods of teaching, assessment, engagement and collaboration have taken centre stage: what have we learnt and what happens now?
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from:
Dr Liz Bennett, director of learning and teaching, University of Huddersfield
Ciara Duffy, virtual services manager, South West College
Louise Woods and Claire McCloskey, e-learning developers, South West College
Jisc Connect more in Northern Ireland, 23 June 2016
Student digital wellbeing survey interim results - August 2021David Biggins
The interim findings of a survey of 92 students in Higher Education on the subject of digital wellbeing. The survey asks about confidence in using learning resources, internet access, accessing study materials online, how much control students should have over the technology they use and whether institutions are doing enough to support students.
Collaboration through technology: moving from possibility to practice - Noel ...Jisc
Led by Noel McDaid, account manager, Jisc.
With contribution from Celine McCartan, collaboration programme manager, Collaborate FE Northern Ireland.
Connect more in Northern Ireland, 23 June 2016
Jisc toolkit: supporting the digital experience of new studentsJisc
This resource is based on the findings from Jisc’s student digital experience insights survey 2019. It's designed to be fully customised for your new students as part of their induction and onboarding processes.
A presentation by Clare Killen, content insight manager, Jisc
Mobiel printen in het onderwijs | EveryonePrint NederlandEveryonePrint
Mobiel printen via laptops en mobiele devices zoals smartphones en tablets via eigen apparaten (Bring Your Own Device – BYOD) is een veel besproken onderwerp in onderwijs. EveryonePrint biedt de ideale oplossing.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Wired to Learn: How New Technologies Are Changing L&D DeliveryKip Michael Kelly
This presentation explores the demographic and technology trends that are shaping the modern workforce - and how companies deliver learning and development.
Data-driven cognitive technologies will enable personalised education and improve outcomes for students, educators and administrators. Ultimately, education experiences will be transformed and improved when data can accompany the students throughout their life-long learning journey.
What is the future of education? Find out soon from our next #IBMfuturEd study.
Social Media networks have broad acceptance in current status. Almost everyone who has access with internet is linked with some kind of social communication using available social medias. Now social Medias are providing lots of utility to its users. This paper studies utility of its are useful for all learners . So the paper explain usefulness of any type of media in any field of education. Youth gain lot's of knowledge through technology in society .That why it is important for young learners Social media can be used effectively to build brand awareness, as well as by people to share brand positives and negatives. The point is that no matter how you slice it social media isnt a passing fad. It is becoming a standard communication platform that has dramatically changed the way that brands and consumers interact with one another. Mrs. Madhu | Miss. Shreya | Miss. Ruchi ""Effectiveness of Social Media for Learning"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30114.pdf
Paper Url : https://www.ijtsrd.com/management/marketing/30114/effectiveness-of-social-media-for-learning/mrs-madhu
Asks 3 important questions:
1. How has the digital revolution changed society?
2. What has it done to the ways in which people access and process information?
3. How do educators adapt to these new modes of learning?
elearning lecture for Massey ITE students 2015David Kinane
Lecture given to students in August 2015. How to integrate elearning into a class programme, identifying the blocks, suggested solutions and examples of best practice.
Student Privacy - Teaching's New Moral DilemaDavid Kinane
dakinane takes you through the issues surrounding privacy, data harvesting and the impact on students. Think not of digital footprints but digital tattoos and consider when does a child earn the right to their own privacy. Under digital citizenship's digital rights and responsibilities, the rights of the child are our responsibilities, how well are we acting as guardians of this?
Squeezing Learning Juice out of iPads - "Layering Apps"David Kinane
dakinane shows you how to create a layer cake of learning to "layer apps" to squeeze the best learning out of an app by exploiting the best of every app to facilitate greater learning.
Integrating an iPad into Literacy LessonsDavid Kinane
Royal Oak Primary School teacher only day presentation. How to integrate an iPad into a literacy tumble. How to manage work flows, skills and to re-purpose student work.
Presentation to Waikato Principals Association conference, May 2013. Discussing how our students are wired differently and it is up to us to ensure that we move and modify our pedagogies and not insist that students learn in the way that we have always taught.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Disengaging statistics
20% of students leave education by age 16
12.5% truancy rate – secondary every day
4000 students excluded each year
4500 leave primary but never get
to secondary
52% of students do not complete the
post secondary qualification they start
“Disengagement is a direct consequence of the
way the education system has developed.”
– Dr Stuart Middleton Learning at School 2010
http://www.core-ed.org/learningatschool/previous-conferences/2010
4. Students Power Down
Do your students think school is a digital desert?
Just how integrated, is your elearning?
Do your students have an authentic audience?
Can students access their learning 24/7?
Is paper still king in your school?
11. Lost in Translation?
We want to teach
They want to learn
They want to learn in a way that we do not tech
We teach in a way that they do not understand
12. Everything Bad is Good For You
http://en.wikipedia.org/wiki/Everything_Bad_Is_Good_for_You
15. Many educators prefer slow and controlled
release of information from limited sources.
Us Them
Digital learners prefer receiving information
quickly from multiple multimedia sources.
Digital learners prefer parallel processing
and multitasking.
Taken from: “Understanding the Digital Generation” – Lee Crockett
Digital learners prefer processing pictures,
sounds, color, and video before text.
Many educators prefer to provide text
before pictures, sounds, and video.
Digital learners prefer to network
simultaneously with many others.
Many educators prefer students to work
independently before they network
and interact.
16. There is something about You Tube…
2nd most used search engine after Google
4 Billion hours of videos viewed every month
http://www.youtube.com/t/press_statistics
500 Years worth of video watched on Facebook every day
1 000 000 000 unique visits to You Tube each month
...and lots of schools still block You Tube!
24 hours of new content added every day....35 hours of new content added every day....72 hours of new content added every minute....
19. The New Basic Skills – Digital Fluencies
Solution Fluency:
Creative thinking and real time problem solving
by defining the problem and designing appropriate
solutions.
Information Fluency:
a) access digital information
b) effectively assess and interpret digital
information
Collaboration Fluency:
Teamworking proficiency with virtual and real partners
Creativity Fluency:
Adding meaning through design, art, and storytelling
Media Fluency:
a) Look at any media and interpret critically
b) Create and publish original digital products
matching appropriate media to intended
message
20. If it can be Googled…
…why are we still asking the questions?
26. Does Your App Choice Facilitate Busy Work?
What learning outcomes with this app facilitate?
How will I know?
How will the students share their learning?
Can the learning be published easily?
Does the app share to apps I already have?
If the app does not share, what are my alternatives?
Can I use this app in more than one curriculum area
What level of elearning does this app represent?
27. Good e-learning needs good Leadership
Teacher as facilitator
Student led learning
Interactive learning
Collaborative Learning
Just in Time teaching
This is a story of us and themIt has always been a story of us and them – it is just that we now have stiff competition from the sources of learning available to our students and we are potentially losing the battleKids are differentLess respectHarder to motivateWe need to reflect on what we need to change to ensure that our students get the most out of their time in school.Time to reflect on the reality of what is happening in your classrooms, what is learning like for our students, how does it really meet their requirements and not a school wide top down perception
There are many factors for disengagement, but relevance is a key one, it is not a process that starts at year 9 and is a secondary school phenomenonDisengagement starts on the first day of schoolWe need to realise that we have competition and if we do not adapt our kids will continue to vote with their feetBehaviour issues in class have increased, respect has decreased we have to look at the causes and reflect on how where we can make changes to alter these behaviours
How effectively are we actually using the resources of the Internet?How integrated is elearning into the school curriculumIs elearning still a negotiable give away at stress points in the school week or dayIs it time to acknowledge that we are the problem, not the kids?How are we supporting staff to grow, it is now more that just PDWe need to grow capacity internally, Nurture elearning intellectual propertyIntegrate elearning into all facets of the school curriculum, create tutorials, resources, exemplars for teachers to use
Why do we have to do this?Kids are now exposed to more digital interactive media than ever before and at a younger ageOur kids are subsumed with interactive multi media stimuliWE know thisBut how have we adapted our classrooms to reflect this? How have we adapted our pedagogies to reflect this?
Study by Heather Kirkorian“Kids who are interacting with the screen get better much faster, make fewer mistakes and learn faster”The more interaction the better. Kids not getting smarter, just acquiring the skills and knowledge faster and with a greater degree of accuracyThis knowledge is crucial for teachers, they should reflect on their pedagogies to see how their actions are impacting upon their studentsIs the delivery to slow, to linear, not interactive enough to engage and keep engaged their students?This is great news for time poor teachers, interactivity enables students to get through work faster, but we need to change our pedagogies in order to take advantage of thisThe digital divide – is it a myth?In UK only 9% of students do not have access to computers at home or at school. The debate over screen time is over, students aspire to this way of learning, interacting and communicating and are finding ways to engage with it at all times
In 18 years the Internet has gone from Geek based curiosityTo integral part of how we live, socialise, interact, communicate, learnWhen Amazon arrived in the late 90’s pundits predicted its success would be limited to “letter box purchases” ie just books – how wrong they were In other words only small stuff could be sold successfully online, then came everything else….Record companies woke up too late to the impact of iTunes, Napster, and now are trying to pass draconian copyright laws to protect their traditional business model and revenue streams, rather than adaptWe are witnessing the demise the traditional methods of delivery and seeing the rise of a more distributed, consumer driven, choice based, individualised economy,News Papers, Music, books, real estate, banking, publishing, there is more information, more ways to access it and the ability to do it yourself. Rapid evolution of ideas and methods to create new contentEducation?
How well do you think we are doing?A traditional classroom is inward looking, linear and teacher centricThe interactivity of the Internet offers students the opportunity to collaborate, is outward looking and student centricTeacher role needs to change to one of facilitation
Just because it has always worked in the past does not mean that it will always work in the same way look how consumer habits have changed as a result of the Internet, what are the unintended outcomes of this, what are the parallels with education and our delivery mechanisms?Are we the tree standing staunch in the wind, eventually succumbing or are we the grass which bends and moves? Our students want to learn, we are not good at making the work relevant to them and their world, we have to move not them
It is as if we are are on different train tracks, Speaking the same words but it is being translated and interpreted differently by both partiesWe need to move towards the students and not expect them to come to usWe need to start using the tools and methodolgies of their world and not expect them to want to use the paper based linear world of ours – it has no relevance to them
Games tell us muchReward structure, clear objectives, with many paths to obtain the goals, multi threaded, multimedia, collaborativeNo instructions, discovery learning by trial and errorEducation needs to harness the potential for learning that games can offerSim City exampleWhy does a seven year old soak up the intricacies of industrial economics in game form, when the same subject would send him screaming for the exits in a classrooom?“novels may activate our imagination and music may conjure up powerful emotions, but games force you to decide, to choose, to priorotise.”Game learning cycle:Probe, hypothesise, re-probe, re-thinkReflects scientific thinkingOur children are growing up in a non-linear, light and sound based culture. Are our classrooms reflecting this change?
Neuroplasticity research that the brain is not immutable and fixed, but dynamic and self healingNew neural pathways are created as a result of intensive inputs and constant stimulationOur children have spent 1000s of screen hours honing enhanced digital skills such as parallel processing, graphics awareness and random access all sophisticated and valuable thinking skills and we largely ignore or do not cater for these skills in educationPrensky calculates that by the time they are 21 the average student will have spent10 000 hours on video gamesSent 250 000 emails, textsWatched 20 000 hours of TVThey are visual, multi media centric learners
If they approach text differently from us, how much information are they missing by us not knowing how they attack information on a page?If we put too much emphasis on text and they rely on images first, we are already talking past each other
We should be questioningHow we can turn You Tube from a content consumption repositoryTo a content creation opportunity for teaching and sharing of new learningHow can You Tube be used as a literacy tool for students?WE should be thinking about the possibilities that Minecraft has for learning how we could integrate this tool into a literacy or numeracy programmeIt will take effort on our behalf, but the rewards will be worth it
Teaching has become a bit of a gameA game which the students understand the rules to pretty quicklyYou have the answer and I have to pretend to find out until you tell me the answerWe need to facilitate learning
WE need to give our students time, the work we get them to do needs to be student led/centricIt needs to be open ended and it needs to allow them to explore and express themselves digitiallyWe need to design situations, scenarios where the students get stuck, where they can collaborate with virtual and physical peers to solve problems that have real meaning to themWe need to teach them to dive deep, not to skip lightlyWe need to respect their need for information from multiple sourcesWe need to teach them skills Just in TimeWe need to facilitate their learning and not lead the learning in a pre-determined linear way
We need to recognise that the Internet its collaborative, multimdeia, social networking opportunities has won the competition for the attention of our studentsTo keep re-gurgitating the same old stuff will further alienate us from themWe need to bring the tools and resources of the internet, the social media, the collaboration opportinities into the classroom and harness these tools to the learning we want the students to attain
Talked about this in Interface MagazineDry subject for city kids, always hard to motivateTurned it into a game based scenarioKids collaborated, identified roles for each member of the group, got stuck, solved problems, showed resilience, were given timeScored higher than other classes who did not take this approach