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Haileybury Group Directors of Studies Presentation June 2011

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A presentation and digital guide, used in a talk to Directors of Studies from the Haileybury & St Albans Group, on June 20th 2011.

The presentation looks at theories of using technology enhanced learning, and shows how Berkhamsted School has done this using Google Apps for Education plus Moodle.

It features a range of videos: from other academic sources, plus interviews with teachers and students at school.

Published in: Education
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Haileybury Group Directors of Studies Presentation June 2011

  1. 1. Sacha van StratenDirector of eLearning
  2. 2. Heads in the Cloud, Eyes on the Future – how schools can meet the needs of today’s learners
  3. 3. Video:Sir Isaac Asimov - 1988
  4. 4. Video:Adam - Year 13 student
  5. 5. Video:Alison - Year 12 student
  6. 6. Students as Change Agents Normal expectations don’t apply Notions of literacy need updating Assessment of intelligence/ability is mutable Digital Natives
  7. 7. Students as Change Agents Students come with wide ranging skills Teacher uncertainty can’t be a barrier Technology can be liberating Teachers can’t know everything What is core in the curriculum?
  8. 8. Students as Web 2.0 producers/consumers Access to information in ways suit
  9. 9. Students as Web 2.0 producers/consumers Access to information in ways suit
  10. 10. Students as Web 2.0producers/consumers
  11. 11. Students as Web 2.0producers/consumers
  12. 12. Students as Web 2.0producers/consumers
  13. 13. Students as Web 2.0producers/consumers
  14. 14. Students as Web 2.0producers/consumers
  15. 15. Students as Web 2.0producers/consumers
  16. 16. Theories & Perspectives
  17. 17. Theories & Perspectives Technology THE THEO should mak RY:produce m e learning eaningful r esources th more effective, enabl at can be a ing teacher dapted with s to fuss. the minimu m of
  18. 18. Theories & Perspectives Technology THE THEO should mak RY:produce m e learning eaningful r esources th more effective, enabl at can be a ing teacher dapted with s to fuss. the minimu m ofTHE REALITY: cle to chers and become an obstaTechnology ca n overwhelm busy tea es. at supports learning objectivsucces s, rather than a tool th
  19. 19. Theories & Perspectives‘Many teachers resist being taught to use technology. This alsomakes sense – teachers should resist, because it is not they whoshould be using the technology to teach students, but rather theirstudents who should be using it, as tools to teach themselves.The teacher’s role should not be a technological one, but anintellectual one – to provide the students with context, qualityassurance, and individualized help.(Of course, those teachers who love technology are free to learnand use it.)’ MARK PRENSKY (2008)
  20. 20. Theories & Perspectives‘We should see learning as a set of relationships, ratherthan as a system.’ Leadbeater (2008)
  21. 21. Theories & Perspectives‘We should see learning as a set of relationships, ratherthan as a system.’ Leadbeater (2008)The sage on the stage becomes the guide by the side
  22. 22. Theories & PerspectivesUltimately, it is not what technology you use that counts, butwhat the learner takes from it that really matters.’ Dror (2008)
  23. 23. Theories & PerspectivesUltimately, it is not what technology you use that counts, butwhat the learner takes from it that really matters.’ Dror (2008) ‘With the advent of Web 2.0, teachers and administrators need to recognize that there [has] been a shift of power away from institutions and towards learners.’ Heppel (2006)
  24. 24. Video:Learning to Change - Changing to Learn, COSN
  25. 25. Theory into PracticePedagogical aims: Synchronous versus asynchronous learning Physical spaces for 21st century learning
  26. 26. Theory into PracticePedagogical aims: Synchronous versus asynchronous learning Physical spaces for 21st century learningPractical Considerations: ‘Normal way of working’ (JCQ) Online examinations (AQA) Higher Education experiences?
  27. 27. Learning to Change - changing to learn How can technology help my students? How can technology help me? Perspectives about learning digitally
  28. 28. Learning to Change - changing to learn The learner-centred approach allows learners to develop problem-solving skills and learn by doing rather than by being told. !Learners should be allowed to construct knowledge, rather than passively receive knowledge through instruction. Learners learn best when they can contextualize what they learn for immediate application Learners interpret information according to their personal reality, and they learn by observation, processing, and interpretation.
  29. 29. Learning to Change - changing to learn !"#$%&$()*+*,$$•  Learning should be project-based, allowing learners to experience the world by doing things, rather than passively receiving information•  Use active learning strategies that allow learners to " summarize what they learn and develop critical thinking skills"•  Embedquestions throughout the ICT based activity to encourage learners to reflect on and process information•  Use blogs (personal online journals) and wikis (collaborativeonline documents) to encourage and develop personal andcollective reflections on the activity
  30. 30. Theory into Practice
  31. 31. Theory into PracticeIn a time of knowledge stability, teach; in a time ofrapid change in knowledge, learn… Batson (2011)
  32. 32. Theory into PracticeIn a time of knowledge stability, teach; in a time ofrapid change in knowledge, learn… Batson (2011)Pedagogical aims: Scaffold ideas and concepts Build ‘communities of practice’ (Wenger) Promote independent learning Develop research and assessment skills
  33. 33. Technology enhanced learningFreeware - Google Apps & Moodle The rationale – make learning collaborative, always available, and more student focused Make life easier for teachers, learning better for students
  34. 34. Google Apps in Moodle
  35. 35. Google Apps in MoodleThe Educational Benefits of using online collaborative toolsFor Teachers:• Better assessment of student and class progress• Less paperwork to carry around• Potential for live marking• Easier to share student work with colleagues and parents• Ease of producing learning resources
  36. 36. Google Apps in MoodleThe Educational Benefits of using online collaborative toolsFor Teachers:• Better assessment of student and class progress• Less paperwork to carry around• Potential for live marking• Easier to share student work with colleagues and parents• Ease of producing learning resourcesFor Students:• Increased opportunities to learn – from teachers and other students•Development of IT skills across subjects – content producers• A system they will use from start to finish
  37. 37. Google Apps in Moodle
  38. 38. Google Apps in Moodle Four main tools for collaboration: Email, Docs, Calendar and Sites
  39. 39. Google Apps in Moodle Four main tools for collaboration: Email, Docs, Calendar and Sites Google Apps makes it easy to put existing content online, create new content online, and edit it within the web browser
  40. 40. Google Apps in Moodle Four main tools for collaboration: Email, Docs, Calendar and Sites Google Apps makes it easy to put existing content online, create new content online, and edit it within the web browser Documents can be edited live, with multiple users
  41. 41. Google Apps in Moodle
  42. 42. Google Apps in MoodleThe Impact on Student & Teacher Usage:
  43. 43. Google Apps in Moodle The Impact on Student & Teacher Usage:From 50 u sers a wee k
  44. 44. Google Apps in Moodle The Impact on Student & Teacher Usage:From 50 u sers a wee To 800 use k rs a week
  45. 45. Google Apps in Moodle The Impact on Student & Teacher Usage:From 50 u sers a wee To 800 use k rs a week
  46. 46. Google Apps in Moodle !
  47. 47. Google DocsGoogle Docs allows real-time editing and collaboration – individually or whole class
  48. 48. Year 12 live writing
  49. 49. Video:Rosie McColl - English Teacher
  50. 50. Google Sites This is a drag and drop way to make websites. These can include text, images, video, embedded Google Docs, calendars and web links. Students can be given their own pages onto which they can upload content. Templates can be created
  51. 51. English – Creative Writing
  52. 52. English – creative writers
  53. 53. Video:Naomi - Year 11 student
  54. 54. Year 9 travel blogs
  55. 55. Sample student site:
  56. 56. Video:Year 7 students
  57. 57. Adaptability & Freeware:Learn Boost is a great example ofa free curriculum tool for Google Apps
  58. 58. Adaptability & Freeware:Learn Boost is a great example ofa free curriculum tool for Google Apps
  59. 59. Adaptability & Freeware:Learn Boost is a great example ofa free curriculum tool for Google Apps
  60. 60. Adaptability & Freeware:Learn Boost is a great example ofa free curriculum tool for Google Apps
  61. 61. Adaptability & Freeware:Learn Boost is a great example ofa free curriculum tool for Google Apps Teachers can run gradebooks, registers, lesson plans and reports from within Google Apps!
  62. 62. Recent & Planned Developments:
  63. 63. Recent & Planned Developments: Deployment of EBib and Aviary
  64. 64. Recent & Planned Developments: Deployment of EBib and Aviary
  65. 65. Recent & Planned Developments: Deployment of EBib and Aviary
  66. 66. Recent & Planned Developments: Deployment of EBib and Aviary
  67. 67. Recent & Planned Developments: Deployment of EBib and Aviary EBib allows students to create citations from any media/academic source. Saved to Google Docs, exportable to Word.
  68. 68. Aviary is a cloudbased free system,that allowsstudents to createpodcasts & performimagemanipulation. Suiteof tools similar toAdobe Photoshopetc. Files linked tostudent GoogleDocs account.
  69. 69. Deplo ymen t of 6 0 iPa ds in MFL
  70. 70. Deplo ymen t of 6 0 iPa ds in MFL
  71. 71. als equ as ers te ach a nd de nts of stu p arty rk ing nt woJoi
  72. 72. Video:Did You Know - Education
  73. 73. Contact:Sacha van StratenDirector of eLearningsvanstraten@berkhamstedschool.orgTwitter: @svanstraten

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