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ICT LITERACY 4 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM

ICT LITERACY 4 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM. LECTURER: MR J.R. Powell, B.A., M.sc. Blogging & Researching. Based on your experience of using themindfuleducator blog this week, answer the following questions

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ICT LITERACY 4 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM

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  1. ICT LITERACY4PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM LECTURER: MR J.R. Powell, B.A., M.sc.

  2. Blogging & Researching • Based on your experience of using themindfuleducator blog this week, answer the following questions • Have you contributed this week? • What was different this week to last week? • Did you find any further articles related to educational technology? • Where do you go to find articles and discussion relating to technology-enhanced learning? Or start discussion?!

  3. Collaborative Learning design • To develop educational practice, educators need to make available to colleagues their rationales for the choices they make, and the activity plans they design for students. Best practice in education is about…..

  4. Why ? • Plans need to evolve and that doesn’t happen without input/output • Sharing encourages innovation, and innovation is at the heart of learning and quests for knowledge • Collaboration deepens our understanding of what we are doing • Very little can function well in a vacuum! (except perhaps dirt!) • Making our learning designs explicit helps us to more accurately identify strengths and treat(!) weaknesses • W E N E E D T O C O M E I N T O • Y O U R C L A S S R O O M!!!! Not literally. BUT MORE STILL, WE NEED TO ENTER YOUR MIND!

  5. So what goes into a good activity plan……………….? Challenges: Teachers rarely externalise the implicit understandings that guide their educational decisions. Even to themselves. 2. Many find the terminology of educational discourse confusing, difficult or simply too contentious. 3. ‘Plan’s are usually found in heads, not on paper! As the plan may seem too difficult or complex to express. 4. Calls too professionalise and evolve individual practice are usually experienced with apprehension, scepticism, and distrust of motives. Teacher’s generally work alone or in niche groups, and are very territorial!!

  6. C O N T E X T What is the goal of the (coming) lesson? What material will provide the focus? How will I know if the activity has achieved the goals? What will the teacher be doing? What tools will be used to support learning? What activities will the students engage in? WHAT ARE THE UNIQUE AFFORDANCES THE LEARNING C O N T E X T PROVIDES HERE?

  7. WHICH TECHNOLOGIES CAN HELP TO SUPPORT TEACHERS IN EXTERNALISING AND SHARING MATERIALS AND RESOURCES? IDEA 1: A SHARED SPACE FOR COLLABORATIVE WORKING WITH COLLEAGUES. IDEA 2: A DIGITAL TOOLWHICH CAN VISUALISE YOU LESSON PLANS IN A WAY THAT CAN BE SHARED WITH OTHERS? IDEA 3: A PUBLIC SPACE WHERE EDUCATORS ACROSS THE WORLD CAN POOL THEIR COLLECTIVE KNOWLEDGE AND SHARE (NEW) IDEAS AND SOLVE EACH OTHERS PROBLEMS? IDEA 4: JOIN THE OPEN EDUCATION RESOURCES (OER) MOVEMENT!

  8. G R O U P 1 Shared space for collaborative work projects GRO U P 2 VI SU A LI SE LESSON PLANS G R O U P 3 PUBLIC SPACE FOR DISCUSSION AND SHARING G R O U P 4 OPEN EDUCATIONAL RESOURCES

  9. Themindful…. Wiki! • The course will now turn it’s public attention to the course wiki. • In the next 24 hours you will receive a new invitation. For the following wiki: • http://themindfuleducator.wikispaces.com • Remaining in your existing groups: • set up an area for your research results. We want to create a repository of information, links, articles, videos, related to your particular focus area. It’s up to you, how you do it, but here’s a quick overview of how to think about wikis: • http://www.youtube.com/watch?v=-dnL00TdmLY

  10. Reading • Sfard, A., (1998) ‘On Two Metaphors of Learning and the Dangers of Choosing just One’, Educational Researcher, vol.27, no.2, pp.4-13, available online at: http://www.colorado.edu/physics/phys4810/phys4810_fa08/4810_readings/Sfard.pdf (last accessed 1 September 2013) • Q. Consider Sfard’s discussion of metaphor. What other metaphors do you employ to describe education? Are they useful and how do they relate to Sfard’s two extreme metaphors? • Brown, J.S., Collins, A., and Duguid, P., (1989) ‘Situated Cognition and the Culture of Learning’, Educational Researcher, vol. 18, no.1, pp.32-42, available online at: http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261%20Papers/Situated%20Cognition.pdf (last accessed 1 December 2013) • Q: Brown’s paper uses an image of how carpenters and chisel makers will evolve different practices with chisels. Can you relate this to the use of tools and artifacts in your discipline?

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