Workshop slides (PDF) | #corebreakfast

Effective e-Learning through inquiry | Workshop

Karen Melhuish Spencer | @virtuallykaren | #corebreakfast 2013

Wednesday, 27 February 13
9.15

Māku rā pea
Māku rā pea
Māku koe e awhi e
Ki te ara, ara Tupu
Māku koe e awhi e x 2

I will perhaps
I will perhaps
I will help you
Upon the pathway,
of progress
I will indeed help
you

Introductsion: http://www.ﬂickr.com/photos/johnbullas/5042846972/sizes/z/

Waiata: : http://www.korero.maori.nz/sound/waiata/maku-ra-pea.mp3
Māku rā pea
Māku rā pea I will perhaps
Māku rā pea I will perhaps
Māku koe e awhi e I will help you
Ki te ara, ara Tupu Upon the pathway, of progress
Māku koe e awhi e x 2 I will indeed help you

personalise: engagement & choice
diversify

apply knowledge: design thinking
rethink roles

continue to learn: inquire & trial
connect to community

WORKSHOP
THEMES

Source: NZCER (Bolstad & Gilbert, 2012), Future-focused learning: http://
www.educationcounts.govt.nz/__data/assets/pdf_ﬁle/0003/109317/994_Future-
oriented-07062012.pdf

9.15-10.10
e-Learning best practice & big picture

10.30-11.30
Mission: Design your trial

11.30-12.00
Mission 1: Refine your trial



9.25
as we go think:.....Which themes are being foregrounded in this activity?

Year 1 activity:
Where is the maths in this room? Our world is literally shaped by maths. Create/capture an
example of shape in this room.

[engagement, personal involvement, collaborative, choice..]

VISUALISE


9.30

Visualise data as a way to build collaboration > arrange by SIZE of inquiry
1. Arrange yourself in the room by inquiry > personal, small group students, whole class,
syndicate, whole school, cluster, country, continent OR by conﬁdence
2. Share your stories around the room....buddy up.....

Source: http://www.ﬂickr.com/photos/clarkzip/2396942666/sizes/z/

http://www.ﬂickr.com/photos/90257728@N02/


9.50
What themes are foregrounded?

Appropriate mix
1/ WHAT to learn
learning areas
authentic
3/ Appropriate
higher-order
ICT choice Content&
enabling
content &
pedagogy
Technology& Pedagogy&
in
2/ HOW
new ways
to learn it
collaborative,
driven by students’ needs
akō,
co-constructed

IN the activity we have just done...
How were these different aspects integrated?
What if you had done it with a class? How would you have adapted each aspect of this activity to suit your learners?

New Zealand:
the big picture...


10.00

Ho me!

www.elearning.tki.org.nz

Enabling
e-Learning
Community
http://
www.vln.school.nz

http://
www.facebook.com/
Enabling.eLearning

@enablelearning on
Twitter


e-Learning Planning Framework


What does success in e-learning look like?
Community-wide level...
Whole school level...
Teacher level...
Student level...

e m e rging

“My students mainly draft
writing and then we type it
up neatly, or make posters
for the wall. To be honest,
the work is the same
as it has always been
- I’m not sure what the
possibilities are.”

Image: DavidDMuir

e.g. How can technologies be used to engage my X students in the development stages of writing? > focus on a speciﬁc group
e.g. How can I use technologies to support the way we engage with a writing topic, not just production stages?

✓ﬁnding out
✓planning
✓investigating

e ngagin g

“We have tablets in the
classroom and we use
them mainly for research
and editing. Some students
want to be more creative
in the way they work. I
feel we could be
using technologies to
support the learning
process more
strategically.”

Image: Christy Tvarok Green


✓increased focus on learning
✓growing awareness and use
✓e.g. How can I use technologies to support collaborative content creation for my students?
✓How can I offer a choice for my students so that they are more engaged with the writing purpose.
✓trialing
✓establishing

e xte nding

“ I have begun to use
technologies to ﬁnd
new pathways
that suit
students’
passions and
needs. This has
meant designing
tasks differently
to how I have in the
past.”
Image: Mark Pinder for the Guardian


✓aligned & strategic
✓integrated
✓e.g. How can I use technologies to adapt the task so that all students have choice in the purpose, process and product?
✓e.g. How can I engage students more effectively in peer assessment, using technologies?
✓e.g. How can I bring the family community into the work we do in writing so they take an active role?

✓ focus on learning
✓authentic use
✓shared roles
✓whole community
✓

emp o wer ing

“We integrate technologies
so that students’ inquiries are
personalised and richly
creative - and we make the
most of community and global
connections.

Learning looks pretty different
to a few years ago.”

Image: chesbayprogram


✓sustained
✓ubiquitous
✓24/7
✓e.g. How can I work with the students to co-construct rich tasks that offer creative pathways suited to their needs?
✓How can I use technologies to capture the learning to support my review and inquiry process?

✓higher-order
✓community driven
✓networked & blended


show during morning tea?

http://vimeo.com/46066703
http://www.designthinkingforeducators.com/

Our mission:
Design the trial...


10.30

“In deep expressions of
practice, students' learning
activities and the curriculum/
knowledge content they
engage with are
shaped in ways that
reflect the input and
interests of
students,
as well as what teachers
know to be important
knowledge.”
Bolstad, R., Gilbert J., McDowell, S., Bull, A., Boyd, S., Hipkins, R. (2012) Supporting future-oriented learning and teaching - a New Zealand
perspective. New Zealand: Ministry of Education


9.55

http://www.ﬂickr.com/photos/gregpc/500657240/sizes/m/

e m e rging

“My students mainly draft
writing and then we type it
up neatly, or make posters
for the wall. To be honest,
the work is the same
as it has always been
- I’m not sure what the
possibilities are.”
✓ ﬁnding out
What might our focus question be? ✓ planning
✓ investigating
Image: DavidDMuir

e.g. How can technologies be used to engage my X students in the development stages of writing? > focus on a speciﬁc group
e.g. How can I use technologies to support the way we engage with a writing topic, not just production stages?

e ngagin g
“We have tablets in the
classroom and we use
them mainly for research
and editing. Some students
want to be more creative
in the way they work. I
feel we could be
using technologies to
support the learning
process more
strategically.”
✓ trialing
What might our focus question be? ✓establishing
Image: Christy Tvarok Green


✓increased focus on learning
✓growing awareness and use
✓e.g. How can I use technologies to support collaborative content creation for my students?
✓How can I offer a choice for my students so that they are more engaged with the writing purpose.

e xte nding

“ I have begun to use
technologies to ﬁnd new
pathways that suit
students’ passions
and needs. This has
meant designing tasks
differently to how I
have in the past.”
✓ focus on learning
✓authentic use
What might our focus question be? ✓shared roles
✓whole community
Image: Mark Pinder for the Guardian

✓aligned & strategic
✓integrated
✓e.g. How can I use technologies to adapt the task so that all students have choice in the purpose, process and product?
✓e.g. How can I engage students more effectively in peer assessment, using technologies?
✓e.g. How can I bring the family community into the work we do in writing so they take an active role?

emp o wer ing

“We integrate technologies
so that students’ learning is
personalised and richly
creative - and we make the
most of community and global
connections. Learning looks
completely different to a few
years ago.”
✓ higher-order
✓ community driven
What might our focus question be? ✓ networked &
blended
Image: chesbayprogram

✓sustained
✓ubiquitous
✓24/7
✓e.g. How can I work with the students to co-construct rich tasks that offer creative pathways suited to their needs?
✓How can I use technologies to capture the learning to support my review and inquiry process?

Test. Trial. Question.
Inquire.
• What do your students need? What matters
most to them, given what you know?
• How can you combine literacy, pedagogy and
technology in ONE small trial? Frame this as a
deep question.
• What will you need to know before you trial?
• What will you look for?
• What happened? What questions do you now
have?
• Next steps?


12.00
Image source: http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Teaching-as-
inquiry

Next steps?

What is
needed now?

Image: Some rights reserved by SFB579 :)


design thinking!



10.15 - 11.15

11.15
Feedback discussion.....

Values to the fore > 60 (not 90) minute design of a learning experience, adapted from
http://dschool.stanford.edu/dgift/
A fresh view on your inquiry using a creative, collaborative process.

Image source: http://www.ﬂickr.com/photos/guidosportaal/3753025760/sizes/m/

Your mission: Refine your trial...


11.30


11.30
http://www.edtalks.org/video/professional-learning-makes-difference-
students#.USGKrlpp5dQ
What are her key messages?
How might you apply her advice your own inquiry?

Purposeful

1. How can I teach writing better
using digital technologies?
2. What’s happening in other schools
with e-learning?
3. How can I use a collaborative
writing tool to engage those
identiﬁed students who need
support at the drafting stage?


Which question is most helpful and why?
- identify the student outcomes
- identify student need
- identify what they need to do to help students achieve those outcomes
-based on belief
- connect your learning to students’ learning
- focused on the evidence needed for capture

How:
- work together, critically

Focus

..and how has this session helped you sail on your journey today? What is your ‘boat’?
Where are the sharks?

Workshop slides (PDF) | #corebreakfast

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