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Learning Without Borders: CAIS


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Presentation for Canadian Assoc. of Independent Schools Best Practices' Conference, Montreal, May 1st, 2009

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Learning Without Borders: CAIS

  1. 1. Sharon Peters,, The Study, Montreal A presentation to CAIS Best Practices May 1st, 2009
  2. 2. Personal Learning Environments/Networks Who is responsible for your learning? Diagram: Dr. Alec Couros
  3. 3. • At 59 million, teachers are the largest professionally-trained group in the world 100 million children do not go to school, 66% - girls 850 million illiterate adults HIV-AIDS infections, domestic violence, the sex trade, military gangs are dominated by the undereducated …and the key to social and economic development
  4. 4. TWB-Canada is a non-profit NGO devoted to closing the education divide through teacher professional development and community education.
  5. 5. Cape Town Naivasha, Laikipia Districts TWB Canada July-Aug ‘08
  6. 6. TWB Canada July-Aug ‘08 South Africa - 3 weeks ✴Team of 5 Canadian teachersTeam of 5 Canadian teachers ✴Needs assessment withNeeds assessment with KhanyaKhanya andand EdunovEdunovaa ✴TwoTwo sets ofsets of wworkshops for developing ICT skillsorkshops for developing ICT skills in teachers in two townshipsin teachers in two townships ✴Follow-up visitsFollow-up visits
  7. 7. TWB Canada July-Aug ‘09 South Africa - 4 weeks ✴Team of 6 multinational teachers + SA teachersTeam of 6 multinational teachers + SA teachers ✴Partnering with Edunova, Khanya and othersPartnering with Edunova, Khanya and others ✴Two sets of workshops for developing ICT skills inTwo sets of workshops for developing ICT skills in teachers in two locations: Eastern Cape & Cape Townteachers in two locations: Eastern Cape & Cape Town ✴1 week of bootcamp workshops for admin leaders1 week of bootcamp workshops for admin leaders ✴Follow-up visitsFollow-up visits
  8. 8. Kenya: 4 weeks ✴Needs assessment with District Educator Officers (2 districts), Kenya Institute of Education and Canada High Commission (CIDA), partnering NGOs ✴Two sets of workshops (Secondary, Elem) for teachers of English, math, and science ✴Follow-up visits to schools in the area ✴Visits to school facilities with special needs ✴Report of recommendations made to KIE ✴Identification of Kenyan teachers to lead workshops next year TWB Canada July-Aug ‘08
  9. 9. Kenya: 4 weeks ✴Two sets of workshops (Secondary, Elem) for teachers of English, math, and science in two districts with Kenyan teachers ✴3 weeks of ICT training in West Kenya and Naivasha ✴Follow-up visits to schools in the area ✴Visits to school facilities with special needs ✴Report of recommendations made to KIE TWB Canada July-Aug ‘09
  10. 10. ProfilesFezeka High School Thananga Ng’anga Teacher at Miti Mingi High School John Michuri Principal of Tigithi Sec. Paul Mwaniki, CTC
  11. 11. Partnering NGOs
  12. 12. Ways to Participate •Join Teachers Without Borders Canada! •Facilitate a class-to-class project •Sponsor a teacher to go abroad •Participate in an online mentoring relationship •Spread the word!
  13. 13. Global Projects begin.....
  14. 14. ...with Globally-Minded Educators
  15. 15. We need globally-minded educators Skills and competency building Models and inspirations WHY GO GLOBAL?
  16. 16. Getting Connected Skills Built Relevance Engagement Cool tools and online spaces Award-winning examples from ordinary teachers Project Opportunities and Portals
  17. 17. Skills Built Multiple Literacies: digital, cultural, media Cross-cultural communication Critical thinking Synthesis and summary Info literacy, research, validation, authentication of facts Negotiation and collaboration
  18. 18. Whereas previous generations value loyalty, seniority, security and authority, the NetGen’s norms reflect a desire for creativity, social connectivity, fun, freedom, speed, and diversity in their workplaces. (Tapscott)
  19. 19. Deep Learning Supported •Computer software is central in the learning sciences because the visual and processing power of today’s personal computers supports deep learning: •Computers support reflection in a combination of visual and verbal modes •Internet-based networks of learners can share and combine their developing understandings and benefit from the power of collaborative learning • from Cambridge Handbook of Learning Sciences, p. 5
  20. 20. Cool Tools & Online Social Spaces Social SpacesWikis Skype - Webcasting - Podcasting Blogs Google Docs Content-Learning Management Systems Personal Learning Environments Full descriptions
  21. 21. These tools offer affordances for students to making meaning
  22. 22. From Handbook of Emerging Technologies for Learning
  23. 23. Shared online learning spaces provide opportunities for students to "be human together" (Siemens)
  24. 24. Caveats: Limitations to Global Projects Limitations to Global Projects • 2 Kinds of Relationships between partnering schools - how to bridge this gap? • The Haves - making it meaningful; anticipating cultural differences • The Have Nots - differences in edu standards, cost of bandwidth & hardware
  25. 25. Reality-Based Learning Learning situations that empower students to take action for the promotion of societal change
  26. 26. Where is the learning?
  27. 27. Essential Question: How can Canadian students use technology to promote education in developing nations?
  28. 28. Students from Montréal, Canada
  29. 29. Loise Girls School: where the XOs will be sent Nanyuki, Kenya
  30. 30. Darfur Video Project Take2 Productions
  31. 31.
  32. 32. The Flip
  33. 33.
  34. 34. Online Spaces to find us
  35. 35. TWB Canada’s Youtube channel
  36. 36. Books of Influence TheWorld is Flat - 3rd ed. (Thomas Friedman) Wikinomics - (Don Tapscott & Anthony Williams) Handbook for EmergingTechnologies for Learning (Siemens &Tittenberger) Knowing Knowledge (George Siemens) Three Cups ofTea - (By Greg Mortenson and David Oliver Relin) Cambridge Handbook of Learning Sciences, (R.Keith Sawyer, ed.)
  37. 37. Research • Self-Regulated Learning / Metacognition (Ley & Young, 2001, Hadwin &Winne, 1996, Boekaerts, 2000) • Collaborative knowledge construction environments (Jonassen 1995, Scardamalia & Bereiter, 1994) - computers no longer support ONLY individualized instruction • Improvement in motivation, learning and problem-solving behaviour (Hoyles, Healy and Pozzi, 1994)
  38. 38. Sharon Peters, TWB Quebec Provincial Contact: