Learnovate Centre Microsoft Educators Summit 2013 Presentation
•Transferir como PPTX, PDF•
1 gostou•634 visualizações
Presentation by Learnovate Centre on 21st Century Learning for 21st Century Skills at the Microsoft Educators Summit, Dublin, 9 May 2013.
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Semelhante a Learnovate Centre Microsoft Educators Summit 2013 Presentation
Semelhante a Learnovate Centre Microsoft Educators Summit 2013 Presentation (20)
Último
Último (20)
Learnovate Centre Microsoft Educators Summit 2013 Presentation
- 1. 21st Century Learning for 21st Century Skills
- 2. www.learnovatecentre.org ‘this discovery of yours will create forgetfulness in the learners’ souls … they will be hearers of many things and will have learned nothing … they will appear to be omniscient and will generally know nothing …’ Plato ‘Phaedrus’ 370BC
- 3. 21st Century Models of Teaching and Learning Lynda Donovan, M.Sc., H. Dip in Ed., H. Dip. ICT in Ed. Pedagogical Lead, Learnovate Centre, TCD
- 4. www.learnovatecentre.org Disconnect www.learnovatecentre.org Students Outside Classroom • Active participants • Pulling information • Active learning • Constructivist approach Students Inside Classroom • Passive participants • Information is pushed • Passive learning • Didactic approach
- 5. www.learnovatecentre.org Use Technology to Bridge Disconnect Enable New Models of Teaching and Learning
- 6. www.learnovatecentre.org Flipped Classroom Model School • Teacher informs students of topic they will be covering the following day and sets inquiry-based homework Home • Students learn basic facts BEFORE coming to class • Students actively construct their own mental schema School • Students are primed for learning • Class is for consolidation • Class is for discussion • Class is for constructing shared meaning • Class is for activities
- 7. www.learnovatecentre.org Technology-enhanced Flipped Classroom School • Teacher informs students of topic they will be covering the following day and sets ‘research’ homework Home • Students use TECHNOLOGY to carry out research • Appropriate use of technology? School • Consolidation • Discussion • Constructing shared meaning • Activities
- 8. www.learnovatecentre.org Our Research: Technology-enhanced Flipped Classroom School • Teacher sets ‘research’ homework on volcanoes Home • Students use ALMANAC tablet application to learn basic facts about volcanoes BEFORE coming to class School • Consolidation • Discussion • Constructing shared meaning • Activities
- 9. www.learnovatecentre.org ALMANAC app Creates magazine-style articles… …from curated content …personalised to learners prior learning …includes mix of video, animations, text
- 10. www.learnovatecentre.org Research Evidence More meaningful homework More effective learning Improved student engagement Accelerated learning Technology-enhanced Flipped Classroom
- 11. www.learnovatecentre.org Evaluation Synthesis Analysis Application Comprehension Knowledge 21 Century Skills Problem solving Critical thinking Design Creativity Collaboration Role of the Teacher in the Flipped Classroom
Notas do Editor
- Teachers are confused as to how myriad of new technologies can be used to support traditional teaching methods - methods which are underpinned by pedagogical theory. (or to support accepted best practice in teaching and learning)Focus has been largely on bringing new technologies into the classroom without considering new models of teaching as well as learning. Flipped classroom simultaneously addresses both teaching and learning.
- There’s a massive disconnect between the way students interact with information inside and outside of the classroom. Students spend 70% of their time outside of school (including weekends and holidays) Students using technology to actively construct their own meaning and mental schemaIf 70% of time spent outside classroom – we need to use technology to address disconnect
- ‘New Models’ – of course they are not new. Constructivist principles 1960s…technology enables and facilitates the putting into practice many learning theories…experiential learning, constructivist learning, self-directed learning, active social learning In terms of teaching they empower teachers and free them up from imparting facts and figures to focussing on the development of higher order skills such as problem solving and critical thinking which they were trained for…It also enables them to identify students with problems so that early intervention can be provided. But with so many available technologies, how do teachers know which one to deploy and how to deploy them as part of a teaching and learning framework to enhance learning? One teaching and learning model that is currently receiving a lot of attention us the Flipped Classroom Model
- Enables peer-to-peer learning through discussion, group activities
- Not just open web searches with associated problems of time wasting, distraction, unsuitable content But scaffolding to ensure content is appropriate – curationContent such as Khan Academy has application for the Flipped Classroom and watching Khan Academy videos in advance of class is engaging and useful. However, this is a one-size fits-all model. What if you could provide content that was appropriate and personalised to the student’s prior knowledge… Scaffolding is optional to ensure content level is appropriate but not to undermine self-directed, constructivist nature of learning
- Enables peer-to-peer learning through discussion, group activities etc.
- Appropriate technology to support the flipped classroom model…
- Although a lot more research is required recent studies suggest improvements in:Student engagement with subject matter- Bergmann & Sams, 2012 (10 minute chunks ideal for processing new content)Effectiveness of homework – practicing and applying with real-time feedback (Bergmann & Sams, 2012; Greenberg, Medlock, & Stephens, 2011),More effective learning - Beesley and Apthorp (2010) found that targeted, in-class (as opposed to home) opportunities for students to practice their skills with corrective teacher feedback had an effect size nearly four times that of homework, in which teachers had few opportunities to monitor students during their practice.Raising all boats through self-paced learning. Able students can accelerate learning.Much more research needs to be done but…absence of evidence is not evidence of absence. Indeed, there's reason to believe that flipped classrooms may enhance student learning if they are implemented thoughtfully, with careful attention to what research tells us about good instruction.What inverted classrooms may really be flipping is not just the classroom, but the entire paradigm of teaching—away from a traditional model of teachers as imparters of knowledge and toward a model of teachers as facilitators, guides,coaches who carefully observe students, identify their learning needs, and guide them to higher levels of learning.
- As a result of the technology-enhanced flipped classroom model, the role of teacherelevated to facilitating higher order learning and the development of 21st century skills. Teacher is freed up to concentrate on the fostering of 21st century skills and more available to provide individual attention to students, provide timely feedback and early learning interventions where necessary.