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Mlw presentation V3

UNESCO Mobile Learning Week 2014. Presentation Wednesday 19 FEBRUARY, 2014, Track 5, 10:15-11:40.
by Bjoern Hassler on 4 April 2014

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Transcript of Mlw presentation V3

OER4Schools resource
(except images, video, logos)
www.oer4schools.org
connected
dis
ICT
OER
PD
Internet-based
resources
open questioning and whole class dialogue
promoting
pair / group work
ICT-rich lessons
Open (digital)
Educational
Resources
MOBILE technologies, such as netbooks, wikireaders, tablets, calculators, ...
motivating students and teachers
Games
mobile apps
(low power, robust)
(low bandwidth, download)
Pedagogy
use of available resources,
integrating ICT with other resources

The issues:

Not all children are in school
Children often have a poor experience in school
Teacher professional development and achieving UPE (the 2nd MDG)
primary teacher
Grade 7 pupils
group work
college lecturer
college students
group work
"modelling"
How does
the programme
work?

Teacher Education Resources!
OER Freedom 1:
Legal freedom
OER Freedom 2:
Technical freedom
OER Freedom 3:
Educational freedom
Participation:
Ownership
Participation:
Dialogue
Participation:
Choice

Information
Consultation
Deciding together
Acting together
Supporting independent community interests
Five stances of participation
(David Wilcox, based on Sherry Arnstein)
(UNESCO Community discussion, "Access to OER" , 2009)
Lack of skills
Lack of confidence
Lack of training
legal freedom
technical freedom
educational freedom
OER freedoms
School-based professional learning for teachers
focus on learning in the classroom
questioning
and dialogue
OER4Schools.org
group work
Assessment
for Learning
Eness, with Grade 3
Chimwemwe community school
dis
c
o
n
n
e
c
t
e
d
focussed
activities
other OERs
and digital resources
background
reading
pedagogical ideas
and lesson plans
audio
resources
lesson video clips
texts
lesson pacing
enquiry-based
learning
educator
notes

University of Cambridge, UK
Lack of skills
Lack of confidence
Lack of training
Lessons learned from trialling an open multimedia professional development programme to support interactive teaching using mobile technology in sub-Saharan Africa.

Mobile Learning Week 2014, Paris, France
Sara Hennessy and Björn Haßler
Interactive pedagogy for ICT use in a developing context: Zambia...

A model of professional development

Professional learning resource

Research trial & findings

Outline
What was the teacher able to achieve in this small group work that would be difficult in the whole class?

How does a teacher (or workshop facilitator!) know when to intervene in groupwork?

How did the use of ICT help the learners’ inquiry?
Video of Grade 3: children devising own classifications of animals using pictures on Android tablets
freely available on internet
easy to download
multiple formats
share on flash sticks
How to use the resource:
working with colleagues
initial teacher education
distance learning
adapt or use parts
make your own course
self study
oer4schools.org
classroom trialling
(+ peer observation)
post-lesson reflection:
audio diary /
colleagues in workshop
new approach / technique
reflection on
current practice /
drawing on prior
knowledge
trialling ideas and using ICT with peers in workshop
video as stimulus for reflection & discussion
Trial at Chalimbana Basic School

12 teachers and classes
Grades 4 - 6
peer facilitator with remote support
one school year
participatory approach
lesson
planning
modify practice

What supporting
and constraining factors influence the introduction of interactive teaching and the integration of ICT in low-resourced basic schools in Zambia?

What impact does participation in the programme have on teachers' thinking and classroom practices, with and without ICT?
Research questions

lesson observation; video recording
workshop video/audio recording
teacher & SLT interviews, focus group
audio diaries: research & T reflection
workshop facilitator reflections
portfolios
'most significant change' technique

Data collection
[
Brainstorming
is] a very, very good concept to be used as you are teaching, because you don't just go into a room or a classroom and then say today we are talking about this, and you start to telling them this, but no. ...
I let them brainstorm,

so that I know where to start from.

What is it that the children know about a particular topic?


I remember one time I was teaching about Aids. ... They brought in a lot of issues you know. Oh Aids is transmitted like that, Aids stands for this that.
So all those really taught me a lot of things.
(Priscillah)
This programme has really changed even the way I teach children.
Children now know ... what is to be done, even when it comes to cleaning. ... They will rush and fetch water, and
if there is no soap, they always demand it.
So they know the importance of it, and it has really helped the children at lunch. It's a very very good programme. (Judith)
"In groups, they were able to share their ideas. Not ... just to listen to the teacher, the teacher talks, talks, talks and gives the work: "you do this", and they write and we mark, you know, but
[now] there’s a change whereby [the students] change their ideas
, see?"  (Mirriam)
TEACHERS
were

Exploring children’s current knowledge levels
adapting to children’s levels of understanding
shifting from "telling" to "listening": children shared ideas & led activities...
creating a more inclusive and collaborative classroom environment
involving more students within the class
cooperating more with colleagues
shifting their perceptions of pupils' capabilities
using digital technologies for teaching...

FINDINGS (1)
Teachers recognised some elements of the approach from college education, but had not been practising it

Giving up control is a ‘leap of faith’, but having the concrete programme enables testing new ideas
FINDINGS
STUDENTS
were

building deeper understanding of subject matter
given new opportunities
more actively engaged in classroom teaching and learning
remembering better what they had been taught
enjoying their classroom learning more
helping each other
using digital technologies for problem solving

FINDINGS
Challenges
High absenteeism & poverty levels
Language barriers
Large classes, low staffing
Limited resources in challenging environment
ICT: resilience, maintenance and connectivity
School inspections, shifting government policies
Teacher perceptions of pupils' capabilities
Giving up control is a ‘leap of faith’

In-service
programme continues: self-sustaining whole school trial

Unisa (ODEL)

HE/Colleges (
pre-service:
TP)

Open to other educators & other countries to participate!
OER4Schools
What now?
Use of tablets (animal classification)
GeoGebra (area, perimeter of rectangles)
Etherpad / collaborative writing
(provinces of Zambia; stories)
Spreadsheets (fitness, heart, BMI)
Digital technologies
OER4Schools Resource
group work
whole class dialogue and questioning
assessment and lesson pacing
enquiry-based learning
sharing the vision with parents, other teachers, and schools
reflective practice
Supporting interactive teaching in science & maths with & without ICT
Interactive pedagogy, OER, and digital technologies can reinforce each other and promote:
professional learning for teachers
student learning & engagement

OER4Schools is an effective programme for in-service teacher professional development – video stimulates debate and trialling of new ideas; pre-service education too...
Conclusions
secure
case for
server
UPS
Internet from VSAT
Internet to school
© Google Maps
ICT as discrete subject vs. integrated
ICT lab vs. classroom / mobile use
http://commons.wikimedia.org/wiki/File:Zambia_(orthographic_projection).svg
http://en.wikipedia.org/wiki/File:Za-map.png
Zambia
low HDI (163/187)

passive, rote learning,
copying from board;

misalignment between theory & practice
"training"

one-size-fits-all

one-day course

technical focus / technical experts

models of “best practice”

Image CC-By:
http://betchablog.wikispaces.com/
Conclusions
www.oer4schools.org/mlw2014
sch30@cam.ac.uk, bjohas@gmail.com
More info:
offline demo
OER4Schools.org
images, movies, ...
This prezi:
interactive pedagogy
technology
Open
Educational
Resources

Learning for
teachers and
children
digital
See the full transcript