Westcoast teacher presentation
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The document discusses using e-learning to create authentic audiences for students by building a 5th wall in the classroom. It notes that the traditional education model may not reflect today's needs in New Zealand. The Ministry of Education has been working to incorporate e-learning and developing student competencies using technology. E-learning can help make subjects more relevant and engage students by connecting different disciplines and knowledge. However, limited equipment or timetabled access can create bottlenecks. The document recommends strategies like distributing tasks and utilizing class experts to manage these bottlenecks. It highlights several online tools like wikis, blogs, and multimedia sites that can be used to "decorate" this 5th wall and engage authentic audiences.
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Westcoast teacher presentation
- 1. Building a 5 th wall in your classroom: Using e-learning to create authentic audiences for your students http://dakinane.com Greymouth April 2010
- 3. http://dakinane.com Eductation as an industrial process… A sieve… to create a traditional hierarchy Does that model best reflect the needs of New Zealand today?
- 4. http://dakinane.com The Ministry have been working on this e-learning thing for a while Ministry of Education, 2006 “ Teachers can transform their teaching role through the deliberate and considered use of ICT.” p. 10 “ E-learning can contribute directly to the development of all these competencies and increasingly these competencies are applied in ICT rich contexts for all students.” p. 8 “ It will require a culture of continuous enquiry, innovation and improvement, risk taking and entrepreneurship.” Steve Maharey, Minister of Education. p. 3
- 5. http://dakinane.com The rationale: “ Students believe that using technology improves their writing skills” Issue 21, Term 1, February 2010 http://bit.ly/alCv0g
- 6. http:// dakinane.com On dis-engagement: Teachers recognised that “…an imperative to make the subject relevant was in opposition to more traditional approaches that de-contextualises the content.” Darby, L., (2009) Traditional Curriculum Student Interest Behaviour issues Student engagement Drop out rate
- 7. http:// dakinane.com Learning silos isolate relevance and minimise connections between disciplines and knowledge Literacy Numeracy Science Social Studies
- 8. http:// dakinane.com http://k-web.org/public_html/home.htm Interconnectedness = relevance “ Knowledge is immensely interconnected, this is the way of the Internet and the way things are going in general.” Burke, J., Interview: Dan Carlin’s Hard Core History March 1 2008
- 9. “ The people to be worried about are those in a digital age but who are not learning these sophisticated information gathering and information-processing skills, or creating things of their own based on what they learn and sharing it with others.” Palfrey, J. and Gasser, U., p. 241 (New York, 2008) who are growing up Digital divides http://dakinane.com
- 11. http://dakinane.com ICT The problem with the way it has always been… Social studies Te Reo Health Phys Ed Art Tech Literacy Numeracy Science
- 12. http://dakinane.com The true status of e-learning Social studies Te Reo Health Phys Ed Art Tech Literacy Numeracy Science ICT/e-learning
- 13. Managing ICT resources in your class Some basic e-learning maths… 1 ÷ 30 = 2 ÷ 30 = 4 ÷ 30 = Chaos Slightly less chaos Manageable chaos http://dakinane.com
- 14. Limited equipment or timetabled access Creates e-learning bottlenecks…. http://dakinane.com
- 15. Strategies to manage bottlenecks… Distributed tasks – peripherals Class experts – distributed expertise Drivers and navigators – nested LOs Iterative workflow – cumulative tumble Desk removal – fully integrated planning http://dakinane.com
- 16. http://dakinane.com The 5 th wall to decorate…. AKA your very own Grand Central Station Wikis Vs Blogs Wikiwiki - Hawaiian for quick quick Evidence of editing Iteration not obliteration Team work monitoring Feedback loop http://wikispaces.com
- 17. http://dakinane.com Clustr map – Proof that your stuff is being read. http://clustrmaps.com
- 18. http://dakinane.com Vocaroo – the simplest tool on the Internet http://vocaroo.com
- 19. http://dakinane.com Glogster – the online poster http://edu.glogster.com
- 20. http://dakinane.com http://fotobabble.com Fotobabble - talking pictures
- 21. http://dakinane.com http://wallwisher.com Wallwisher – online post its
- 22. Mail: [email_address] Twitter: dakinane Skype: dakinane Blog:http://dakinane.com/blog http://dakinane.com
Editor's Notes
- #2: Introduce yourself 10 years Team Solutions Independent Consultant Auckland
- #3: The problem is: Architectural Curriculum based Generational Give example of c19th teacher and medical doctor in today’s society
- #4: The reason that our C19th teacher would not feel out of place Teaching was and is a conveyor belt, one that produced a system where you fell off at key point All worked OK if there was a traditional job structure to be sorted in to ACER lamp example
- #5: E-learning underpins the current curriculum Key Competencies Look at date
- #6: Perception is key here. Part of our skill as a teacher is to disguise the real work that the students are doing by packaging up the work required into engaging units of work Engaging for whom though ‘Students should be working harder not teachers’ Learning At Schools conference 2010 If their perception is positive we should use that to build upon
- #7: What we see here is that a traditional curriculum content and delivery model is at odds with relevance and student engagement Teachers are left to manage behavioural issues and evident student boredom It is time to re-engage our students and make learning relevant, authentic and purposeful to and for them
- #8: Education historically parceled up information When the only information available was the school library – this was OK The Internet has subverted traditional teaching paradigms Students have a wealth of information at their fingertips They are disconnecting from their ‘formal learning’ because of this and as a system we continue to split halve and specialise Science becomes physics, Chemistry, Biology etc They do not see the interconnectedness of everythng, if they did we would be able to foster the awe and motivation
- #9: Making connections explicit is one way to ensure students see the relevance in what they do Using the Internet, their primary information/communication/recreation vehicle is paramount to maintaining their motivation and making their learning relevant to them The necessity to work with mountains of information is now a primary skill for students to learn To synthesise their understanding and then publish their work for peers to read family to review etc
- #10: Content is king and creating an publishing content it the lord of them all Students need the skills to manipulate the information New Information is the new export economy for NZ our brains and not our bodies need to be exported Students need to capitalise on this and we need our students to be content creators
- #11: Vibrant learning community, the 5 th wall