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ICT LITERACY 6 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM

ICT LITERACY 6 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM. LECTURER: MR J.R. Powell, B.A., M.sc. Today’s meet… . Same address a before…. If there are any questions, please post them. BUT ONLY QUESTIONS! NO CHATTING! http://todaysmeet.com/ICTLiteracy.

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ICT LITERACY 6 PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM

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  1. ICT LITERACY6PART OF THE ‘CLIL AND INTERNATIONALISATION MINOR’ AT THE HOGESCHOOL VAN AMSTERDAM LECTURER: MR J.R. Powell, B.A., M.sc.

  2. Today’s meet… • Same address a before…. If there are any questions, please post them. BUT ONLY QUESTIONS! NO CHATTING! • http://todaysmeet.com/ICTLiteracy

  3. Progress check:Wikis in education • How are getting on with… • Taking one of last week’s topics and turning it into a re-useable educational resource. • The resource should enable students to: • Obtain a clear overview of the subject area • Read a selection of both academic discussion and public discussion. • Focus on at least two multimedia or interactive resources, and links to examples and further resources. • Contribute or collaborate in further research/discussion.

  4. REMEMBER THIS…

  5. TPACK and WIKI Use Knowledge of tools that can best deliver the content: How are the wikis being used to maximise the effectiveness of the content and resources chosen for the learning module? Knowledge of tools that best support pedagogic approaches: Which theories of learning are seen as supported by the affordances of wikis? Teacher knows how wikis work, and how to set them up for learners Teacher understands learning design approaches; these are explicit in activity choices Teacher has relevant content and resources for [topic] Knowledge of learning methodologies best employed for particular content choices: explain how the content resonates with the pedagogical choices made.

  6. TO HELP YOU ON YOUR WAY…. READ THE FOLLOWING ARTICLE: TEACHING WITH WIKIS, TOWARDS A NETWORK PEDAGOGY by Rebecca Wilson Lundin As a teaser, Ludin argues that wikis support what is referred to as a networked pedagogy. She identifies four challenges to assumptions about what is necessary for teaching composition skills (writing). Her article offers some potentially important insights into social media tools like wikis can potentially revolutionise our pedagogical (didactic) choices and open up new possibilities for our learning environments. Try to read the entire article, but section 3 is particularly important.

  7. John Seely-Brownquestions revisited • “You can now expect the ½ life of a skill to be about 5 years”. If skills are redundant by the time people come to use them, what can we do to help student’s prepare for the future? • 2. What do you understand Seely-Brown to mean when he says “How do you participate in the ever moving flows of activities and knowledge? • 3. To what extent does the number of stories and novels about Harry Potter written by children surprise you? And what does this suggest for you about the way we understand technological potential in terms of literacy? • 4. SeelyBrown argues that social infrastructures enabled through technology are turning learners into knowledge creators, as opposed to sinply being knowledge consumers. What advantages or disadvantages are there to this?

  8. John Seely-Brownquestions revisited • 5. We are now able to create contexts? What might this suggest for your domain of education? • 6. “Topics have no boundaries and nobody agrees on anything.” What new strategies and tools must be developed here? • 7. If you don’t feel comfortable tinkering and playing, you will feel ‘an amazing state of anxiety’. What do you see as the conditions you must set up to enable learners to feel comfortable ‘knowing, making and playing’? • Discussion: If you take Seely-Brown’s idea of needing to safety and permission to play into your classroom, what aspects would remain and what would need to change?

  9. Technology case study: Citizen science • What do the words “citizen science” mean to you?

  10. Technology case study: Citizen science

  11. Technology case study: Citizen scientists Defined as “a volunteer who collects and/or processes data as part of a scientific enquiry”.

  12. Evolution meglab • Scientists have been studying the banded snail for many years and have found that the darker shell types tend to be more common in woodland where the background colour is brown, while in grass banded snails tend to be lighter-coloured, yellow and more stripy. This variation is thought to be adaptive, at least in part providing camouflage. • Scientists want to find out whether predation by birds and changing climate has affected ther snails in any way. • Project: asking schools to join the project to collect data and upload to website, to map the evolution of the snail across the….world? EvolutionMegalab.com

  13. Evolution megalab • Spend some time exploring Evolution MegaLab. You will notice it’s available in a number of European languages. • 1. Note your reactions, whether positive or negative, as you move around the site. • If you are not a specialist in this area, do you feel the site is intended for you? Consider these questions: • Would it appeal to your friends and family? • If you took part in the project, would your main motivation be to learn about evolution, to help with the research, or something else? • Would it be ‘your’ research or someone else’s?

  14. Evolution megalab technology for education • What does this all mean for technology enhanced learning? • Who is teaching and who is learning? • Who own the process of knowledge production? • What is the status of the learner in the process of learning? • What is the role of technology for learning? • What is the role of technology outside of learning? • What does it do to the relationship between learning and working i.e. the learnspace vs. workspace?

  15. Evolution megalab technology for education • What does this all mean for technology enhanced learning? • Teachers and learners roles have merged into co-researchers • Who own the process of knowledge production? • What is the status of the learner in the process of learning? • What is the role of technology for learning? • What is the role of technology outside of learning? • What does it do to the relationship between learning and working i.e. the learnspace vs. workspace?

  16. Evolution megalab technology for education • What does this all mean for technology enhanced learning? • Teachers and learners roles have merged into co-researchers • Learners are know able to participate in process of knowledge creation. • What is the status of the learner in the process of learning? • What is the role of technology for learning? • What is the role of technology outside of learning? • What does it do to the relationship between learning and working i.e. the learnspace vs. workspace?

  17. Evolution megalab technology for education • What does this all mean for technology enhanced learning? • Teachers and learners roles have merged into co-researchers • Learners are know able to participate in process of knowledge creation. • Learners able to define (new) tasks / objectives. • What is the role of technology for learning? • What is the role of technology outside of learning? • What does it do to the relationship between learning and working i.e. the learnspace vs. workspace?

  18. Evolution megalab technology for education • What does this all mean for technology enhanced learning? • Teachers and learners roles have merged into co-researchers • Learners are know able to participate in process of knowledge creation. • Learners able to define (new) tasks / objectives. • New digital pedagogy allows novices to participate in and contribute to (new) knowledge production. • What is the role of technology outside of learning? • What does it do to the relationship between learning and working i.e. the learnspace vs. workspace?

  19. Evolution megalab technology for education • What does this all mean for technology enhanced learning? • Teachers and learners roles have merged into co-researchers • Learners are know able to participate in process of knowledge creation. • Learners able to define (new) tasks / objectives. • New digital pedagogy allows novices to participate in and contribute to (new) knowledge production. • Technology gives learners access authentic practice(s) • What does it do to the relationship between learning and working i.e. the learnspace vs. workspace?

  20. Evolution megalab technology for education • What does this all mean for technology enhanced learning? • Teachers and learners roles have merged into co-researchers • Learners are know able to participate in process of knowledge creation. • Learners able to define (new) tasks / objectives. • New digital pedagogy allows novices to participate in and contribute to (new) knowledge production. • Technology gives learners access authentic practice(s) • It blurs the boundaries between the two; brings them closer together; allows mutual shaping of practice to occur

  21. Citizen……? • Could this work in other domains other than the traditional sciences? • Citizen mathematician? • Citizen veterinarian? • Citizen social scientist? • Citizen historian? • Citizen English? • Citizen Geographer • Citizen Historian? Take a few minutes to write down ideas in answer to the following questions. What might be a basic project that could work like evolution megalab in your discipline? What would be the added value of adopting this ‘new’ approach to learning in your domain?

  22. Next week • 1. Make sure you learning module is ready for the next group to use. • 2. In addition, please produce a TPACK venn diagram that elaborates the choices you made in relation to the use of the wiki.

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