New Learning Paradigms and Educational Technologies
|
|
Description: Tags: VLIR, eLAzm, Learning Paradigms, Educational Technologies, Learning Technologies
DownloadUploaded By: Paul Scott Filter: Code snippet: |
OpenOffice Impress Presentation
PowerPoint Presentation
PDF DocumentSlides
- New learning Paradigms and...
- Overview
- Some actual challenges to...
- Shift in paradigms …an...
- Suppose... that you can...
- Suppose... you can...
- Observations
- ‘Mental...
- Learning re-defined as…
- Slide 10
- Learning paradigms......
- Active learning
- Constructive learning
- Collaborative learning
- Complex learning
- Contextual learning
- ICT impact on learning and...
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- approaches to teaching...
- modelling
- scaffolding
- coaching
- Example: Curriculum and ICT
- Slide 28
- Some pitfalls…
- How ICT can help??
- Slide 31
Transcript
- Slide 1 - New learning Paradigms and Educational Technology. E-Learning Africa 2010 Lusaka, May 26-28, 2010 Prof. Arno Libotton Prof. Frederik Questier Free University Brussels arno.libotton@vub.ac.be/frederik .questier@vub.ac.be
- Slide 2 - Overview Actual challenges Learning re-defined A shift in paradigms New technologies
- Slide 3 - Some actual challenges to education Aims: process oriented Information for learning: distributed knowledge Knowledge domains: information landscape Technological developments: hypermedia and communication
- Slide 4 - Shift in paradigms…an experiment
- Slide 5 - Suppose... that you can thighten a rope around the equator. You cut the rope, and add 1 meter in between… Then the whole rope is put back on the equator… What will be the distance between the ‘new rope’ and the earth surface? Solve and register your thinking process!! what goes through your mind…?
- Slide 6 - Suppose... you can thighten a rope around the equator... You cut the rope, and add 1 meter in between… Then the whole rope is put back on the equator… What will be the distance between the ‘new rope’ and the earth surface? Help: Equator = 44000 km.
- Slide 7 - Observations
- Slide 8 - ‘Mental representations’ …a key concept!
- Slide 9 - Learning re-defined as… … an active, constructive, cumulative, reflective, intentional, situated, collaborative, individually different… …process… …of knowledge and skills development, meaning giving and personal growth… …in a meaningful, social and global context.
- Slide 11 - Learning paradigms......the old… ...and the new... offer – driven question – driven class – based flexible settings transfer model interaction model standardization taylored teacher: expert + learning guide linear curriculum open curriculum selection adaptation abstractions authentic contexts discipline – structured problem – structured limited resources variety of resources school – linked community – linked
- Slide 12 - Active learning responsible natural learning example active manipulation reflection
- Slide 13 - Constructive learning integrate make sense simple models complex structures
- Slide 14 - Collaborative learning communities social support help practice?
- Slide 15 - Complex learning no oversimplification! problems complexity different perspectives development of world views
- Slide 16 - Contextual learning meaningful reality understanding and transfer useful contexts practice contexts no ‘canned’ problems
- Slide 17 - ICT impact on learning and teaching processes
- Slide 18 - Tool 1: PROBLEM / TASK REPRESENTATION Tool 1: PROBLEM / TASK REPRESENTATION Student: “How does this really look like?” “What happens really?” “How to represent to understand better?” Learning activity: visualize problems in their context, analyze problems into sub-questions,… ICT input: use of digital video, graphical interfaces, flowcharts, media player, mindmaps.. Teaching activity: analyse required learning activity, identify visual support, questioning,…
- Slide 19 - Tool 2: INFORMATION GATHERING Student: “Where can I find?” … “How can I get to?” Learning activity: search and find relevant information; define adequate information; develop a search strategy; explore the information; select... ICT input: browsers and search engines; specific searchable databases related to disciplines; e-libraries; e-journals; thesaurus;… Teaching activity: provide tools and help in search strategy; orient students to library; provide specific tasks;…
- Slide 20 - Tool 3: KNOWLEDGE MODELLING AND COGNITIVE TOOLS Tool 3: KNOWLEDGE MODELLING AND COGNITIVE TOOLS Student: “Do I understand it right…” “How can I express my ideas?” Learning activity: explore knowledge domain: analyse, interpret, transform, relate, search essential elements, develop relations among concepts, synthesize, formulate new questions,… ICT input: mind mapping software, expert systems, modelling tools, presentation software, blogs and podcast... Teaching activity: provide support software (+ instruction), decide when students have to articulate what they constructed, monitor the process and give feedback, stimulate the reflection...
- Slide 21 - Tool 4: PERFORMANCE SUPPORT Tool 4: PERFORMANCE SUPPORT Student: “How can I perform, write, calculate, design …..?” Learning activity: automate algorithmic tasks: text, numerical, graphic, ICT input: calculators, “Office” - like software, specific software related to domain, CAD-CAM Teaching activity: provide note-taking and data treatment facilities, identify activities that need support for a certain performance,…
- Slide 22 - Tool 5: CONVERSATION / COLLABORATIVE WORK Tool 5: CONVERSATION / COLLABORATIVE WORK Student: “Who could help me?” “To whom can I talk about…?” “I would like to show and have comments and feedback.” “Who else works on the topic?” Learning activity: learning in a group/team, cooperative developments, exchange of ideas, build learning communities,… ICT input: all CMC facilities (synchro./a synchro), e-mail/discussion groups/e>learning platforms/chat, wiki-activities,… Teaching activity: provide access to shared networks, develop and support social environment encourage conversation/decision making/interacting…
- Slide 23 - approaches to teaching added…
- Slide 24 - modelling
- Slide 25 - scaffolding
- Slide 26 - coaching
- Slide 27 - Example: Curriculum and ICT Objectives and content Learning process Educational procedures Learning materials Evaluation of results Conditions
- Slide 28 - Example: Curriculum and ICT Objectives and content ICT: professional tools and applications, web-sites, e-libraries... Learning process ICT: e-mail, RSS, Twitter, wiki, digital portfolio, learning platforms,… Educational procedures ICT: applications to extend direct teaching, blended learning... Learning materials ICT: all hypermedia applications... Evaluation of results ICT: meta-curricular applications Conditions ICT: electronic environments for staff (re)training
- Slide 29 - Some pitfalls… Results Target Aims vs tools Freedom and happyness
- Slide 30 - How ICT can help??