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John Lockley Mathematics, Science and Technology Education Department Faculty of Education

John Lockley Mathematics, Science and Technology Education Department Faculty of Education University of Waikato. From knowledge gathering to meaning making: The place of reflection in the online learning environment. Background. Faculty of Education Mid-career changers

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John Lockley Mathematics, Science and Technology Education Department Faculty of Education

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  1. John Lockley Mathematics, Science and Technology Education Department Faculty of Education University of Waikato From knowledge gathering to meaning making:The place of reflection in the online learning environment

  2. Background • Faculty of Education • Mid-career changers • Secondary Education • Technology; Intervention by Design • Sustainability • MSc Chemistry • Yr 2 Environmental Science • Yr 2 Computing and Mathematical Science • NCEA / Cambridge (IGCSE)

  3. Comments such as: • “90% of the exam was based on the last 2 lectures.” • What teachers think learning is • What do you want?” • What students think learning is Teaching and learning

  4. Content Knowledge • PCK (Schulman , 1987, Gess-Newsome, 1999) • Learning • The Influence of Previous Experience (Osborne and Freyberg, 1985)

  5. Learning • What is learning? • What is the difference between learning and remembering? • How do you know if you have learned something? Learning is a process of meaning making, not just the collection of new knowledge.

  6. Knowledge and Learning • Knowledge as Absolute • Explicit / Declarative / Universal / Factual • Knowledge as Situated • language / culture / traditions • Knowledge as Decision Making • “how and why might we” Knowledge • Knowledge as Action • Tacit / Technical / Procedural Automaticity

  7. Reflection • What is reflection on learning?

  8. Meaning making • Knowledge construction within the individual • How do we encourage reflection / meaning making / knowledge construction by learners?

  9. Tasks that encourage reflection • Discussing (compare and contrast) past experiences and new experiences. Expressing the way thinking has changed. • Explaining situations to peers • Explaining decisions to peers • Individual creative design tasks using new knowledge and justification of decisions • Multichoice quiz, instant feedback • Role play. Perceived goal of the learner, important stakeholders

  10. Assessment Rules “What do you want?” • How much water stayed in the jugg???? • What sense has been made of this? (so far)

  11. Knowledge as Absolute • Multichoice / Short Answer • Knowledge as Situational • Case study / Application in known context • Knowledge as Decision Making • Design situations / unknowns • Knowledge as Action • Design and implementation

  12. and discusses (compare and contrast) the differences between this and examples of design education you observed and/or heard about during practicum. Write an essay that critically reviews the models of design education presented in the research literature Then reflect upon your understanding of how design can be taught more effectively in your area of expertise and explain how you would improve student learning in technology as intervention by design for year 7-10 students (2000 words maximum)

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