Learning by Doing: 15 Ways to Engage Students
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The document discusses principles of effective learning based on several sources. It advocates for learning that is active, engaging, authentic, relevant, taps into emotions and social connections, includes critical thinking, changes behavior and thinking, and produces a state of flow. It promotes project-based, hands-on, experiential learning facilitated by mobile technologies. The document points to heutagogy and Education 3.0 as models that align with these principles in contrast to more traditional, instructivist models.
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Learning by Doing: 15 Ways to Engage Students
- 5. Education should be learning by doing. Ray Kurzweil: Humans Learn By Doing
- 6. Learning should be engaging, authentic, relevant. Authentic Learning for the 21st Century
- 7. Learning should produce a state of flow. Flow – A Measure of Student Engagement
- 8. Learning should tap into and engage the learner's intellect, emotions, social connections, and the body (whenever possible). 15 Ways Online Educators Can Light Social Engagement Afire
- 9. Learning should include critical, reflective thinking. Where is reflection in the learning process?
- 10. Learning should change behavior and thinking. Everything you know about curriculum may be wrong. Really. Grant
- 60. http://usergeneratededuc ation.wordpress.com/201 4/02/23/samr-as-a- framework-for-moving- towards-education-3-0/ SAMR as a Framework for Moving Towards Education 3.0
- 61. http://usergeneratededucation.wordpress.com/2013/05/13/edu cation-3-0-and-the-pedagogy-andragogy-heutagogy-of-mobile- learning/ Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning
Notas do Editor
- Education 1.0 can be likened to Web 1.0 where there is a one-way dissemination of knowledge from teacher to student. It is a type of essentialist, behaviorist education based on the three Rs - receiving by listening to the teacher; responding by taking notes, studying text, and doing worksheets; and regurgitating by taking standardized tests which in reality is all students taking the same test. Learners are seen as receptacles of that knowledge and as receptacles, they have no unique characteristics. All are viewed as the same. It is a standardized/one-size-fits-all education.
- “Education 1.0 is, like the first generation of the Web, a largely one-way process. Students go to [school] to get education from [teachers], who supply them with information in the form of a stand up routine that may include the use of class notes, handouts, textbooks, videos, and in recent times the World Wide Web. Students are largely consumers of information resources that are delivered to them, and although they may engage in activities based around those resources, those activities are for the most part undertaken in isolation or in isolated local groups. Rarely do the results of those activities contribute back to the information resources that students consume in carrying them out. http://p2pfoundation.net/Education_3.0)
- Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert. Education 2.0, like Web 2.0, permits interactivity between the content and users, and between users themselves. Education 2.0 has progressive roots where the human element is important to learning. The teacher-to-student and student-to-student relationships are considered as part of the learning process. It focuses on the three Cs - communicating, contributing, and collaborating.
- Some school administrators and educators seem to have taken steps and moved into a more connected, creative Education 2.0 through using project-based and inquiry learning, cooperative learning, global learning projects, Skype in the classroom, and shared wikis, blogs and other social networking in the classroom. But in 2013, this should be the norm not the exception.
- Education 3.0 is characterized by educational opportunities where the learners themselves play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits play a strong role. The distinction between artifacts, people and process becomes blurred, as do distinctions of space and time. Institutional arrangements, including policies and strategies, change to meet the challenges of opportunities presented. There is an emphasis on learning and teaching processes with the breakdown of boundaries (between teachers and students, institutions, and disciplines (http://p2pfoundation.net/Education_3.0).
- Education 3.0 is a constructivist, heutagogical approach to teaching and learning. The teachers, learners, networks, connections, media, resources, tools create a a unique entity that has the potential to meet individual learners’, educators’, and even societal needs. Education 3.0 recognizes that each educator’s and student’s journey is unique, personalized, and self-determined. http://usergeneratededucation.wordpress.com/2012/08/19/learning-on-the-edge/