Weitere ähnliche Inhalte Ăhnlich wie CORE's ten trends for 2010 (20) Mehr von Derek Wenmoth (20) KĂźrzlich hochgeladen (20) CORE's ten trends for 20103. Overview
1. ChangingâŠroleâŠofâŠteachersâŠandâŠlearners
2. InternetâŠcapable,âŠmobileâŠdevicesâŠforâŠlearning
3. GlobalisedâŠlearning
4. UbiquitousâŠcompuGng
5. CyberâŠciGzenship
6. DigitalâŠliteracy
7. OpenâŠeducaGonâŠresources
8. CloudâŠcompuGng
9. AdvancedâŠnetworksâŠandâŠschoolâŠâloopsâ
10. AssessmentâŠpracGces
5. Changing role of learners
OnceâŠtheyâŠwere⌠NowâŠtheyâŠareâŚ
⢠Consumers ⢠Creators
⢠Contributors
⢠Communicators
⢠Collaborators
⢠Coordinators
InâŠanâŠâarchitectureâŠof
par0cipa0onâ
6. Competing philosophies
PhilosophyâŠA PhilosophyâŠB
EducaGon Broken,âŠbutâŠcanâŠbeâŠďŹxed LongâŠtermâŠinvestmentâŠinâŠthe
(quickly) future
Technology DrivesâŠchange Enables,âŠsupportsâŠand
acceleratesâŠchange
Teachers AnotherâŠproblemâŠtoâŠbeâŠďŹxed SupportedâŠprofessionals
Learners TheâŠfutureâŠworkforce MoreâŠthanâŠjustâŠtheâŠfuture
workforce
InnovaGon LetâŠaâŠthousandâŠďŹowers GotâŠtoâŠbeâŠscalableâŠand
ďŹourish sustainable
Success InputâŠtargetsâŠandâŠaXainment WiderâŠlongâtermâŠbeneďŹts
Curriculum DonâtâŠtrustâŠteachersâŠâ GuidanceâŠandâŠsupportâŠfor
âpackageââŠitâŠup teachers
7. Instructional coherence
ââŚteachersââŠsuccessâŠin
makingâŠcoherent
instrucGonalâŠdecisions
dependsâŠonâŠdevelopingâŠa
posiGonâŠorâŠstanceâŠonâŠsix
dimensionsâŠ:
1.knowledge,
2.âŠprofessionalism,
3.âŠcollaboraGon,
4.âŠinstrucGon,
5.âŠagency,
6.âŠauthority,
ââŠthatâŠisâŠfocusedâŠon
learningâŠandâŠtheâŠlearner.â
8. Teacher roles in a networked learning
environment
1. Amplifying
2. CuraGng
3. WayďŹndingâŠandâŠsociallyâdrivenâŠsensemaking
4. AggregaGng
5. Filtering
6. Modelling
7. PersistentâŠpresence
http://www.connectivism.ca/?p=220
9. Take-aways
⢠socialâŠandâŠtechnologicalâŠnetworksâŠsubvertâŠthe
classroomâbasedâŠroleâŠofâŠtheâŠteacherâŠââŠHowâŠcanâŠwe
achieveâŠclearâŠoutcomesâŠthroughâŠdistributed
means?
⢠InâŠwhatâŠwaysâŠdoâŠweâŠregardâŠteachersâŠandâŠstudents
asâŠlearnersâŠinâŠaâŠdynamicâŠsystem?
⢠IsâŠschoolâŠreformâŠpossibleâŠwithoutâŠaâŠchangeâŠinâŠthe
roleâŠofâŠteachers?
⢠WhatâŠsortâŠofâŠconGnuingâŠprofessionalâŠdevelopment
isâŠmostâŠeďŹecGveâŠforâŠâŠteachersâŠtoâŠadapt?
11. Pockets of Potential
MoreâŠthanâŠhalfâŠofâŠtheâŠworldâs
populaGonâŠnowâŠownsâŠaâŠcell
phoneâŠandâŠchildrenâŠunderâŠ12
consGtuteâŠoneâŠofâŠtheâŠfastest
growingâŠsegmentsâŠofâŠmobile
technologyâŠusersâŠinâŠtheâŠU.S.
âItâŠisâŠnoâŠlongerâŠaâŠques0onâŠof
whetherâŠweâŠshouldâŠuseâŠthese
devicesâŠtoâŠsupportâŠlearning,âŠbut
howâŠandâŠwhen,âŠtoâŠuseâŠthem.â
MichaelâŠH.âŠLevine
http://joanganzcooneycenter.org/pdf/pockets_of_potential.pdf
12. More than a phoneâŚ
⢠PhoneâŠ(obviously)
⢠AppointmentsâŠCalendar
⢠AlarmâŠClock
⢠GameâŠdevice
⢠MusicâŠplayer
⢠SGllâŠCamera
⢠VideoâŠCamera
⢠VideoâŠplayer
⢠AddressâŠBook
⢠ToâŠDoâŠListâŠReminder
⢠VoiceâŠRecorder
⢠Calculator
⢠EmailâŠTool
⢠TextâŠMessenger
⢠SatelliteâŠNavigaGonâŠSystem
13. ⢠Gartner prediction that mobiles will overtake
PCs as the most common web browsing
device within 3 years -
http://lisadawley.wordpress.com/2010/01/16/
thoughts-about-mobile-learning/
17. Take awaysâŚ
⢠DoâŠyouâŠknowâŠwhatâŠtheâŠownershipâŠofâŠmobile
technologiesâŠisâŠbyâŠstudentsâŠatâŠyourâŠschool?
⢠WhatâŠpoliciesâŠdoâŠyouâŠhaveâŠinâŠplaceâŠregarding
theâŠuseâŠofâŠmobileâŠtechnologiesâŠinâŠyour
school?
⢠IsâŠyourâŠschoolâŠnetworkâŠpreparedâŠto
accommodateâŠstudentâownedâŠmobile
devicesâŠbeingâŠconnected?
19. Their future?
⢠GrowingâŠupâŠinâŠaâŠworldâŠthatâŠis
increasinglyâŠglobalised
⢠WhereâŠinteracGonsâŠwithâŠother
cultures,âŠotherâŠlanguagesâŠandâŠother
waysâŠofâŠdoingâŠthingsâŠwillâŠbeâŠthe
norm
⢠WhereâŠtheâŠabilityâŠtoâŠmove
smoothlyâŠbetweenâŠandâŠamong
theseâŠcontextsâŠwillâŠdiďŹerenGate
thoseâŠwhoâŠareâŠsuccessful.
20. Connected
â AbleâŠtoâŠrelateâŠwellâŠtoâŠothers
â EďŹecGveâŠusersâŠofâŠcommunicaGonsâŠtools
â ConnectedâŠtoâŠtheâŠlandâŠandâŠenvironment
â MembersâŠofâŠcommuniGes
â InternaGonalâŠciGzens
Source:âŠNZâŠCurriculum,âŠ2007
21. Global communications
Modern technologies have reduced, and in
some cases removed the boundaries for
learning.
We now live in a 'globalised' world of
communications, news feeds, interaction
etc. where our actions at a local level have
implications at a global level.
22. Borderless learning
Our education is no longer confined to the
school we live in - we can access
courses/subjects from almost anywhere
and at any time. The world is our
classroom! Global connectivity now
enables student driven niche learning
projects - if schools and teachers allow
and enable them to happen.
23. Global awareness
Putting learning in a global context
involves supporting young people to make
sense of their lives by understanding the
global interconnections we all have. It
helps pupils understand how they are
affected by events around the world and
to recognise that what they do affects
people and the environment in other
countries. This learning can help counter a
sense of helplessness in the face of âglobal
forcesâ.
24. Take-aways
⢠HowâŠareâŠtheâŠissuesâŠofâŠbeingâŠaâŠpartâŠofâŠaâŠglobal
villageâŠreďŹectedâŠinâŠyourâŠschool;âŠinâŠtheâŠstudent
body,âŠinâŠtheâŠprogrammesâŠofâŠlearning?
⢠InâŠwhatâŠwaysâŠareâŠICTsâŠbeingâŠusedâŠinâŠyourâŠschoolâŠto
enableâŠparGcipaGonâŠinâŠtheâŠglobalâŠclassroom?
⢠DoâŠyouâŠagreeâŠthatâŠglobalâŠlearningâŠcanâŠhelpâŠcounter
theâŠsenseâŠofâŠhelplessnessâŠinâŠtheâŠfaceâŠofâŠâglobal
forcesâ.
28. Take-awaysâŚ
⢠HowâŠdoâŠyourâŠprogrammesâŠofâŠlearningâŠenable
studentsâŠtoâŠconGnueâŠlearningâŠoutsideâŠofâŠthe
classroomâŠandâŠschoolâŠhours?
⢠ToâŠwhatâŠextentâŠareâŠstaďŹâŠandâŠstudentsâŠableâŠtoâŠgo
onlineâŠanywhereâŠinâŠyourâŠschoolâŠenvironment?
⢠WhatâŠexpectaGonâŠdoâŠyou,âŠyourâŠstaďŹ,âŠyourâŠstudents
haveâŠofâŠbeingâŠableâŠtoâŠconnectâŠtoâŠtheâŠinternetâŠat
anyâŠGme,âŠfromâŠanywhere,âŠwithâŠanyâŠdevice?
30. Whatâs it all about?
⢠DigitalâŠCiGzensâŠwillâŠadapt
theirâŠexisGngâŠknowledgeâŠto
faceâŠnewâŠchallenges.
⢠DigitalâŠCiGzensâŠmakeâŠtheir
ownâŠdecisionsâŠonâŠhowâŠmuch
riskâŠtheyâŠwillâŠexpose
themselvesâŠto.
⢠DigitalâŠCiGzensâŠcontribute
toâŠtheâŠsafetyâŠofâŠtheirâŠfellow
ciGzens.
http://blog.netsafe.org.nz/2010/02/22/is-digital-citizenship-just-marketing-spin/
31. What are the issues?
⢠SharingâŠpersonal ⢠FuncGoningâŠeďŹecGvelyâŠin
informaGon aâŠdigitalâŠworld
â Skills
⢠OnlineâŠpredators
â Knowledge
⢠InappropriateâŠcontent â Integrity
⢠Piracy ⢠BeingâŠdiscriminaGng
⢠SocialâŠnetworks ⢠SocialâŠparGcipaGon
⢠Cyberâbullying ⢠SocialâŠresponsibility
38. 21st Century learners need toâŚ
⢠DevelopâŠproďŹciencyâŠwithâŠtheâŠtoolsâŠofâŠtechnology
⢠BuildâŠrelaGonshipsâŠwithâŠothersâŠtoâŠposeâŠandâŠsolveâŠproblems
collaboraGvelyâŠandâŠcrossâculturally
⢠DesignâŠandâŠshareâŠinformaGonâŠforâŠglobalâŠcommuniGesâŠto
meetâŠaâŠvarietyâŠofâŠpurposes
⢠Manage,âŠanalyzeâŠandâŠsynthesizeâŠmulGpleâŠstreamsâŠof
simultaneousâŠinformaGon
⢠Create,âŠcriGque,âŠanalyze,âŠandâŠevaluateâŠmulGâmediaâŠtexts
⢠AXendâŠtoâŠtheâŠethicalâŠresponsibiliGesâŠrequiredâŠbyâŠthese
complexâŠenvironments
41. General Principals - OER
⢠free, or very nearly free,
⢠easy to use, get and pass around,
⢠editable so teachers can customize content,
⢠cross-platform compatible,
⢠printable,
⢠and accessible so it works with adaptive technology.
44. Take-awaysâŚ
⢠WhatâŠuseâŠdoâŠyourâŠandâŠyourâŠstaďŹâŠcurrently
makeâŠofâŠopenâŠeducaGonâŠresources
⢠DoâŠyouâŠhaveâŠpoliciesâŠandâŠpracGcesâŠinâŠplace
regardingâŠtheâŠuseâŠofâŠresourcesâŠobtained
online?
⢠DoâŠyouâŠhaveâŠpoliciesâŠandâŠpracGceâŠinâŠplace
regardingâŠtheâŠdevelopmentâŠandâŠsharingâŠof
studentâŠandâŠteacherâŠcreatedâŠresources?
46. What is cloud computing?
maintenance storage
Disaster backup
recovery
backup updates
48. Common ServicesâŚ
super
extra
new Student Record
Library
LMS system
System
Now includes: All in one: Complete solution:
â Content management â Content management â Grading
â Discover â Discover â Audit
â Collaboration â Cataloguing â Report
â Course management â Course management â Course management
â Authentication â Authentication â Authentication
â Authorization â Authorization â Authorization
â Packaging â Packaging
â Assessment
50. Advantages to schools
⢠ReducedâŠcapitalâŠoutlay
⢠ReducedâŠsupportâŠcosts
⢠ExpertâŠsupport
⢠AutomaGcâŠsorwareâŠupdates
⢠AddressesâŠlicensingâŠissues
⢠BackâupâŠandâŠfailâover
⢠UbiquitousâŠaccess
⢠CollaboraGonâŠpotenGal
51. Take aways
⢠HowâŠwouldâŠyouâŠdescribeâŠtheâŠconceptâŠofâŠthe
cloudâŠtoâŠyourâŠstaďŹâŠorâŠboardâŠofâŠtrustees?
⢠WhatâŠdoâŠyouâŠunderstandâŠtoâŠbeâŠthe
advantagesâŠandâŠrisksâŠofâŠstoringâŠschoolâŠdata
inâŠtheâŠcloud?
⢠WhatâŠservicesâŠcurrentlyâŠownedâŠand
managedâŠbyâŠyourâŠschoolâŠwouldâŠmostâŠeasily
beâŠprovidedâŠinâŠtheâŠcloud?
53. What is an advanced network?
⢠AnâŠAdvancedâŠNetworkâŠisâŠaâŠveryâŠhighâŠspeedâŠcommunicaGons
networkâŠofâŠregionalâŠâmeetâŠmeââŠpointsâŠ(referredâŠtoâŠas
GigaPoPs)âŠthatâŠareâŠinâŠturnâŠlinkedâŠtoâŠinternaGonalâŠnetworks.
⢠TheyâŠtypicallyâŠuseâŠopGcalâŠďŹbreâŠinfrastructureâŠasâŠopposedâŠto
copperâŠwireâŠtelephoneâŠnetworkâŠsystemsâŠsuchâŠasâŠthoseâŠused
byâŠADSLâŠ(AsymmetricâŠDigitalâŠSubscriberâŠLine).
⢠AdvancedâŠNetworksâŠareâŠalsoâŠknowâŠasâŠNextâŠGeneraGon
InternetâŠ(NGI)âŠnetworksâŠand,âŠinâŠtheâŠUSA,âŠasâŠInternet2.
54. What makes an AN different?
⢠AnâŠAdvancedâŠNetworkâŠoďŹersâŠsigniďŹcantlyâŠgreater
accessâŠspeed:
â DialâŠupâŠconnecGonâŠââŠaroundâŠ50kbit/secâŠ(50,000âŠbitsâŠper
second)
â 'HighâŠSpeed'âŠinternetâŠââŠtypicallyâŠ2.5Mbit/secâŠ(2.5âŠmillion
bitsâŠperâŠsecond)
â AdvancedâŠNetworkâŠââŠfromâŠ1Gigabit/secâŠ(1000âŠmillion
bitsâŠperâŠsecond)âŠforecastâŠtoâŠriseâŠtoâŠaroundâŠ40Gbit/sec
withinâŠtheâŠnextâŠfewâŠyears.
56. A Schoolâs âLoopâ
Internet
School A
School
KAREN
School A
School
Aggregation University
Point
Services
Public Library
School A
School
59. Take-awaysâŚ
⢠DoâŠyouâŠknowâŠhowâŠmuchâŠyourâŠcurrentâŠICT
systemsâŠactuallyâŠcostâŠ(includingâŠstaďŹâŠGme
forâŠsupportâŠandâŠmaintenanceâŠetc?)
⢠AreâŠyouâŠacGvelyâŠseekingâŠtoâŠworkâŠwith
local/regionalâŠcouncilsâŠandâŠbusinessâŠgroups
toâŠďŹndâŠsoluGonsâŠinâŠyourâŠarea?
⢠WhoâŠinâŠyourâŠschool/communityâŠisâŠcharged
withâŠunderstandingâŠandâŠleadingâŠthis?
62. Methods of assessment
AllâŠassessmentâŠinvolvesâŠmakingâŠcomparisons:
⢠StandardsâbasedâŠassessment
â ComparesâŠwithâŠanâŠestablishedâŠstandard
⢠AchievementâbasedâŠassessment
â UsesâŠprogressivelyâŠmoreâŠdemandingâŠdescriptors
⢠CompetencyâbasedâŠassessment
â MustâŠmeetâŠpreâdeterminedâŠlevelâŠofâŠcompetency
⢠NormâreferenceâŠassessment
â ComparesâŠachievementâŠofâŠaâŠspeciďŹedâŠgroupâŠofâŠlearners
63. Key Principles
⢠PurposeâŠshouldâŠalwaysâŠbeâŠexplicit
⢠BestâŠinterestsâŠandâŠprogressâŠofâŠstudentsâŠparamount
⢠ShouldâŠbeâŠanâŠintegralâŠpartâŠofâŠtheâŠlearningâŠprocess
⢠InformaGonâŠshouldâŠbeâŠsharedâŠwithâŠtheâŠstudentâŠatâŠtheâŠGme
ofâŠtheâŠeventâŠââŠorâŠshortlyâŠarerwards
⢠FormâŠofâŠassessmentâŠshouldâŠbeâŠappropriateâŠforâŠthe
knowledge,âŠskills,âŠattudesâŠtoâŠbeâŠassessed
⢠TakesâŠintoâŠaccountâŠlearningâŠstylesâŠandâŠculturalâŠexpectaGons
64. Planning for assessment
⢠PurposeâŠââŠdiagnosGc,âŠformaGve,âŠsummaGve?
⢠ObjecGvesâŠââŠwhatâŠobjecGvesâŠareâŠbeingâŠassessed?
⢠MethodsâŠââŠhowâŠcanâŠtheâŠevidenceâŠbeâŠobtained?
⢠TaskâŠââŠwhatâŠwillâŠtheâŠlearnerâŠdoâŠtoâŠdemonstrate?
⢠RecordingâŠââŠhowâŠwillâŠtheâŠinformaGonâŠbeâŠcollected,âŠanalysed,âŠrecorded?
⢠ReporGngâŠââŠhow/whenâŠwillâŠfeedbackâŠbeâŠgiven?
65. Assessment strategies
⢠InformalâŠassessmentâŠbyâŠteachers
⢠ObservaGon
⢠SelfâŠAssessment
⢠PeerâŠassessment
⢠Conferencing
⢠Poruolios
⢠BenchmarksâŠ(exemplars)
⢠Tests
66. ICTs
⢠EâasXle
⢠WikisâŠââŠtrackingâŠcontribuGons
⢠OnlineâŠquizzesâŠandâŠsurveys
⢠Eâporuolios
67. Take-aways
⢠WhatâŠareâŠtheâŠrangeâŠofâŠdiagnosGc,âŠformaGve
andâŠsummaGveâŠassessmentâŠpracGcesâŠyou
currentlyâŠuseâŠinâŠâŠyourâŠschool?
⢠WhichâŠofâŠtheseâŠcouldâŠbeâŠorâŠareâŠenabledâŠby
theâŠsmartâŠuseâŠofâŠICTs?
⢠HowâŠareâŠyouâŠusingâŠdataâŠtoâŠsupportâŠreporGng
ofâŠstudentâŠprogressâŠagainstâŠnaGonal
benchmarks?