Jeremy Richard's presentation from the Naomi Prawer Kadar International Seminar for Digital Technology in Primary Jewish Education on 1st May 2013

1. “Rewind, Pause, Fast-Forward” – J. Richards
World ORT
Naomi Prawer Kadar International Seminar
for Digital Technology in Jewish Education
Wednesday 1st
May 2013
***
Before anything else, here are the links you need, so you don’t have to go looking for them:
Khan Academy:
https://www.khanacademy.org/talks-and-interviews/key-media-pieces/v/salman-khan-talk-at-ted-2011--from-ted-com
(I stopped it at around 7:30, but you can watch more)
Professor Walter Lewin:
http://videolectures.net/mit801f99_lewin_lec10/ (particularly watch from 45:15)
The Tinkering Studio:
http://tinkering.exploratorium.edu/about/)
BB FlashBack Tutorial:
http://www.bbsoftware.co.uk/movies.aspx?name=HowToRecordv3&app=FBExpress2&rid=0
My Video Tutorials:
http://www.torahschool.co.uk/Tutorials/Tutorials.htm
For a cross section, please try:
Tutorial 2: Script letters demonstrations
Tutorial 3: Gematria 4 – Ba’al Haturim on the ‘Beis’ of ‘Bereishis’
Tutorial 5: Rashi Script Video – Similar and Confusable Letters

2. REWIND,
PAUSE,
FAST-
FORWARD

3. With a neighbour, discuss:
Which is more true…
a. “Technology drives
pedagogy.”
b. “Pedagogy drives the use of
technology.”

4. With a neighbour, discuss:
Which should be more true…
a. “Technology drives
pedagogy.”
b. “Pedagogy drives the use of
technology.”

5. Khan Academy
Background:
friend told me about Khan
Academy – successfully
recommends it to his
GCSE / A Level maths
students for use at home

6. Play:
Salman Khan talk at TED 2011

7. …preferred automated cousin,
to real cousin

8. …can pause and rewind
their cousin

9. …this content will never
grow old

10. …lectures assigned
for homework
& what used to be
homework now done
in the classroom

11. …pupils can now pause
and repeat their teacher,
and watch at their own pace
just as Khan’s cousins did

12. …removes “one size fits all”

13. …pupils now work and learn
at their own pace at home
and interact with
their peers in class

14. …the technology has
humanised the dehumanising
classroom of children with
their fingers on their lips…
…now they’re actually
interacting with each other

15. Dr. Jackie Gerstein
(online lecturer, author,
specialist in experiential learning)
Advantage: lecture based
content more easily accessed
and controlled by the learner
“The Flipped
Classroom:
The Full Picture”

16. Advantage: lectures
become homework and
class time is used for
collaborative student work

17. Advantage: allows
students with multiple
learning styles and
abilities to learn at their
own pace through
traditional models

18. Disadvantage: if video
lectures drive the instruction,
it’s just a repackaging of a
more traditional model of
didactic learning…

19. … It is not a new paradigm nor
pedagogy of learning.

20. Challenge: educators need
to be re-educated as to
what to do with the class
time that previously was
used for their lectures.

21. Two Minute Exercise:
In small groups (three is good),
consider what effective classroom
follow-up to videos would look like,
a) in general,
b) in Kodesh context

22. Harvard Professor, Chris Dede:
“It is still, in my mind, the old
person. It’s still starting with
presentation learning and then
trying to sprinkle some
learning-by-doing on top of it.”

23. Criticism of Khan Academy
“As Frank Noschese notes:
The news stories are not showing the
open ended problems the kids should
be engaging with once they have
mastered the basics…”

24. … “Instead, they show kids
sitting in front of laptops
working drills and watching
videos. The focus is on the
wrong things…”

25. “Khan Academy videos are
nothing new. MIT
OpenCourseWare has been
around for ten years…”

26. “Walter Lewin’s awesome
physics lectures have
been available for most of
those ten years.”

27. Play:
Professor Walter Lewin (MIT)
Hooke's Law “lecture” . . .

28. For educators, …a
framework is needed to
assist them with the
implementation of the
Flipped Classroom.

29. The use of video lectures
needs to fall within the
larger framework of
learning activities

30. Tenets of
“The Flipped Classroom,
The Full Picture”…

31. Student engagement
through experiential
activities

32. Lectures…
should support learning,
not drive it

33. The educator becomes a
facilitator and tour guide of
learning possibilities –
offering these possibilities
to the learners and then
getting out of the way

34. Play:
The Tinkering studio
Read all the subtitles while you watch…
Which one do you find most powerful?

35. The “Tinkering” model puts
tinkering and exploring at the
beginning of the cycle

36. Then come videos,
to support the learning;

37. Next, they make meaning
from their experiences,
e.g. a collage, a Wordle

38. The last stage:
in front of a live audience, perform or
demonstrate newly acquired skills
gained through tinkering and
exploring.

40. A learning video does not
have to be part of a
“Flipped Classroom”
structure…
-it’s just another tool.
see examples at
www.torahschool.co.uk/Tutorials/Tutorials.htm

41. BB FlashBack TutorialBB FlashBack Tutorial