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INTEGRATIVE FRAMEWORKS

Introduction

INQUIRY ORIENTED FRAMEWORK

There are three main characteristics of Inquiry oriented learning:

1. The teacher does not begin with a statement, but with a question, or better still, the students devise their own question. This allows the students to search for information and learn on their own with the teacher's guidance.

3. The topic, the problem to be studied, and methods used to answer this problem are determined by the student and not the teacher

2. Inquiry learning emphasizes constructivist ideas of learning. Knowledge is built in a step-by-step fashion. Learning proceeds best in group situations

So various ICTs and multimedia can be used both in the inquiry process and in the student’s publishing of their findings.

See the Identification of ICT integrative strategies box for some ideas.

Identification of ICT integrative strategies

Bloom’s Digital Taxonomy is an excellent model where ICTs and multimedia applications have been mapped to the 2001 revised Bloom’s taxonomy.

Check out this link - you'll need this for this week's discussion on Blackboard!

http://edorigami.wikispaces.com/Bloom's+and+ICT+tools

ICT Tools Key and examples

ICT Tool Category Possible Tools

WP - Word Processing MS Word, Staroffice writer, pages MS Works, Open Office, Abiword, Google documents, AJAXWrite, Notepad, Zoho Documents, Wordpad, Adobe Buzzword

Presentation Tools Staroffice and open office Impress, Keynote, Microsoft Powerpoint, Google presentation, Zoho presentation, C-Map presentation builder, Mind mapper in presentation mode, prezi.com Mind Manager - presentation Mode, Voicethread, Slideshare

DTP - Desktop Publishing MS Publisher, Serif page Plus, Pages, Adobe Pagemaker, //Scribus//, Quark Express, Adobe Indesign

GIS - Geographical Information systems Arc Explorer, Arcview, Google Earth, Google maps Microsoft Live Maps, Gap-Minder

IM - Instant Messaging IRC, IRQ, yahoo messenger, MSN messenger, First Class IM, Moodle IM, Twitter, texting and SMS

Audio tools Sound recorder, Audacity, readplease 2003, Garage band, adobe acrobat reader - read out loud Online tools [See web2.0] http://voicethread.com/ http://www.looplabs.com/ http://www.jamglue.com http://www.podomatic.com/mix Elluminate

Video Tools Movie maker, iMovie, Pinnacle studio, Pinnacle Videospin, Final Cut, Adobe premier (and premier elements) photostory 3, Online tools [See web2.0] http://voicethread.com/ www.jumpcut.com, www.eyespot.com, www.pinnacleshare.com, www.cuts.com, www,animoto.com

Mind mapping tools See Bloom's, Learning styles & thing organisers

Inspiration, kidspiration, Mind Manager, Smart ideas, Cmap, Mindmapper, freemind

Online tools

http://www.gliffy.com/ http://www.mindmeister.com http://www.drawanywhere.com/examples.aspx[[http://www.mindmeister.com/|]]

Graphics tools Corel Draw suite, Adobe Photoshop, MS Paint, paint.net, the GIMP, Tuxpaint Gimp Shop, Inkscape, Adobe Illustrator

Online tools

http://www.ajaxwrite.com/ http://www.picnik.com

Project Tools MS project, Ganttproject openproj

Modelling tools Google Sketchup, MayaPLE, Blender, Autocad

Timeline tools Preceden - http://www.preceden.com/ xTimeline - http://www.xtimeline.com/ interactive timeline - read write think

Data processing &

Spreadsheet Tools MS Excel, Open Office Calc, Star Office Calc, Numbers, Google Spreadsheet (part of Google Docs), Zoho Spreadsheet (part of Zoho Office)

DESIGN, MODELING & CONSTRUCTION

This framework is based on the Curriculum Cycle, a genre approach to teaching writing.

Four steps are essential:

1. Building the Field

2. Modeling the Text Type

3. Joint Construction

4. Independent Writing

1. Building the Field

 Prior knowledge

 What needs to be explored?

 Structured research tasks

 Internet; tagging e.g. delicious

 Mindmapping e.g. Inspiration or kidspiration

2. Modeling / Deconstruction

Familiarises students with the genre they will write

Collaborative interaction with the teacher to explore the context of the texts and text type

Sorting texts

Sequencing stages

Joint construction

The class and the teacher, together, compose the writing text type. Metalanguage learned through explicit instruction is used to guide the joint construction of a text (or part of a text). The teacher acts as scribe while students contribute to the construction of a text or part of a text. Consider using OneNote or a word document projected, or an electronic whiteboard.

The Independent construction phase is when students are ready to plan and complete their own research and construct their own text. The teacher monitors students’ work and provides support and guidance as needed.

Here a Word document could be used and the teacher could edit using tracking changes.

KNOWLEDGE BUILDING

Knowledge building: what is it: helping students create new knowledge and new understanding in a collaborative manner and through diverse media to prepare them for work in the distributed, virtual workplaces of the future.

The Net Generation (N-Gen) is defined as the population of about 90 million young people who have grown up or are growing up in constant contact with digital media. These kids are going to be working in companies that are restructuring themselves into learning communities, rather than hierarchical business structures, businesses, like Google, which are driven by new learning and innovation, ‘bottom-up, swarm like organiszations with fewer hierarchical barriers between ideas and decisions’, companies where teams are formed around an interest in ideas for new products and services.’ (Philip)

So how do schools produce individuals who can work in such a way and who understand the processes of innovation and creativity?

Firstly, Schools need to move from being traditional, hierarchical models themselves, to being interactive, ICT driven domains. One way of doing this is by creating KNOWLEDGE BUILDING COMMUNITIES and that brings us to this pedagogical framework: KNOWLEDGE BUILDING.

Principles of Knowledge Building:

1. Real ideas and authentic problems

2. Improvable ideas

3. Idea diversity

4. Rise above – students create higher concepts

5. Epistemic agency – students find their way in order to advance

6. Community knowledge, collective responsibility

7. Democratising knowledge

8. Symmetric knowledge advancement – reciprocracy

9. Pervasive knowledge building

10. Constructive uses of authoritative sources

11. Knowledge building discourse

12. Concurrent, embedded, and transformative assessment.

So knowledge building communities are based on flexible organizations of small teams and the Learning communities act as academic and social support structures that allow students to learn in more authentic and challenging ways. ICT and multimedia is naturalised in this learning paradigm as learning communities are based on ICT as an operational platform. Knowledge is democratised and ideas are paramount.

Students can engage in knowledge-building activities facilitated by online environments; report findings using databases, word processing; students can organise themselves into groups and use OneNote or wikis to communicate and share ideas via a knowledge forum.

Palloff and Pratt (2001) note that, whatever online environment is used,

"attention needs to be paid to developing a sense of community in the group of participants in order for the

learning process to be successful" (20). In other words, a knowledge-building community must be allowed to

develop in order for the learning to succeed.

I attach the link here for the excellent article by Donald Philip:

The Knowledge Building Paradigm: A Model of Learning for Net Generation Students:

http://innovateonline.info/pdf/vol3_issue5/The_Knowledge_Building_Paradigm-__A_Model_of_Learning_for_Net_Generation_Students.pdf

PROBLEM ORIENTED FRAMEWORK

Problem oriented learning or Project-Based Learning is known as PBL and is a pedagogical paradigm where students engage in self-directed learning and inquiry processes to solve authentic problems and create meaningful, substantive and assessable projects.

While there is ‘nothing new’ about teachers designing student-centred projects and offering project based learning (think of the good old fashioned project on a big piece of cardboard), what is new is facilitating these projects using ICTs. Students use ICTs and multimedia both during the learning process and in the creation of their projects

Students must undergo the four active stages of searching, solving, creating and sharing (Houghton Mifflin, 2002). While the student drives their own learning, the teacher still needs to map the project and provide instruction regarding skills and content to be taught. Of course ongoing feedback to the students on the development of their projects is essential.

Global SchoolNet (2007) define Project-Based Learning as ‘online collaborative learning’ and a PBL is ‘more than just a web-quest or internet research task.’

Global SchoolNet (2007) has found that ‘Research studies are also pointing to the efficacy of networked Project-Based Learning activities.’

www.globalschoolnet.org

is an excellent example of a well-established, long-running site for PBLs. Global SchoolNet runs its innovative, annual CyberFair which it claims to be ‘the largest educational event of its kind ever held on the Internet’ and which ’ brings together more than 2.5 million students across 115 countries.’

Also important is that the teacher should create a supportive, student-centred ICT environment in which the student can delve, explore, self-direct and create.

Project-Based Learning needs to be well structured. Indeed to be successful, PBLs must be carefully planned for, mapped and created by the teacher who should have the driving question, and end product and assessment in mind from conception. The Buck Institute (2006) on their excellent website http://www.pbl-online.org/ propose the following when designing the project:

1. Begin with the end in mind

2. Craft the Driving Question

3. Plan the Assessment

4. Map the Project

5. Manage the process

The Buck Institute 2006 tells us that Using this learning platform, ‘students focus on a complex question or problem, then answer the question or solve the problem through a collaborative process of investigation over an extended period of time’ (The Buck Institute, 2006).

The Buck Institute’s (2006) excellent website http://www.pbl-online.org/

Underpinned by theory of Constructivism.

• Learner in process

• Authentic, real world problems

• Collaboration

• Teacher as facilitator

‘Learning is therefore a personal endeavour.’ (Finger et al., 2007, p119)

Metacognition: PBL places emphasis on learning how to learn.

It is timely here to consider the huge scope of ICTs and multimedia at the students’ disposal. I again direct you to Bloom’s Digital Taxonomy, as PBLs can really cover the scope of Blooms from investigation to creation.

IMMERSIVE LEARNING

The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible and teachers can create virtual realities to use as a teaching tool.

Consider the use of virtual environments and gaming such as SecondLife, Quest Atlantis, activeworlds, even World of Warcraft to support learning and teaching. Using virtual environments can engage students in exploratory-type activities.

Immersive Education, a Media Grid initiative, is a learning platform that combines interactive 3D graphics, commercial game and simulation technology, virtual reality, voice chat, Web cameras (webcams) and rich digital media with collaborative online course environments and classrooms.

Check this out at:

http://members.immersiveeducation.org/node/316

Principles such as constructivism, interactivity,

cognitive load and learner-centred design are central considerations when

constructing virtual learning environments

We can broaden our scope when discussing immersive learning and consider

Collaboration and networking strategies including: discussion boards, forums, blog, wiki's, twitter, threaded discussions, bulletin boards, chatrooms, video conferencing, instant messaging, txt and pxt messaging, video messaging audio conferencing,

social networking tools, audio and video conferencing and email threads.

Rationale for using Inquiry Oriented Framework

1. Inquiry-Oriented Learning encourages team-work and the associated skills including negotiation, hypothesising, debating ideas, asking questions, drawing conclusions and compromising. Within the Catholic school setting, we can look to Jesus as a model of relationship and collaboration and this is a further rationale for using teaching and learning strategies which privilege relationship. Not only are students called into relationship with each other, but teachers are called to put aside their traditional authority and enter a neutral space in which true relationship with the students can develop.

2. Inquiry-oriented learning should be used as it is relational and collaborative. Finger et al (2007) discuss an ICT based learning environment as having a ‘social-interpersonal subsystem.’ (p.122) Furthermore, naturally, as humans, we tend to learn in a communal way with Finger et al., again believing that ‘Learners naturally work in learning and knowledge-building communities, exploiting each other’s skills while providing social support, and modelling and observing the contributions of each member.’

3. As humans, we like to be autonomous and empowered. This right to self-determination should be mirrored within school structures and pedagogy as teachers need to respect that each student is an individual. Indeed, ‘the teacher's role is to guide and advise, rather than to direct and manage, student work.’ (Solomon, 2003) This is a sound rationale for using eLearning strategies such as Inquiry based learning which empower the student and ‘The student assumes the central role as the active architect of her / his own knowledge and skills, rather than passively absorbing information provided by the teacher.’ (Finger et al., 2007, p19) Roffe (as cited in Finger et al., 2007, p.39) foregrounds the more human elements of eLearning as including ‘the engagement of the learner, the enhancement of learning, the ease of use, the empowerment of the learner to control the learning schedule and the execution of the learning programme.’

4. A further reason for using the Inquiry based framework is that it values conversation. Learning is inherently a ‘social, dialogical process’ where ‘people naturally seek out opinions and ideas from others.’ Using ICT in the learning process can ‘support this conversational process by connecting learners.’ (Finger et al., 2007, p125) Conversation is valued as it is central to meaningful relationship and students can experience growth and change through dialogue as ‘there can be no conversation without the openness to conversion.’ (Whelan)

5. The Board of Studies NSW (2003) maps the Information and Communication Technologies requirements across their syllabuses and NSW teachers are responsible for actively integrating ICT in their teaching and learning. Using Inquiry based learning is a legitimate way teachers can satisfy the Board of Studies syllabus requirements. For example, Year 9 and 10 students learn to: ‘respond to and compose increasingly complex texts in different technologies considering the effects of the technology including layout and design on meaning.’ (Board of Studies, NSW, 2003) Teachers can use Inquiry based Learning to deepen the learning experience of their students.

6. When Inquiry based learning is used to investigate real world scenarios, students can work collaboratively and work through processes to find solutions to meaningful and relevant problems. This style of learning encourages a realistic and global approach to thinking and problem solving; students exercise strategies and skills which exist in workplaces and external, ‘real-time’ worlds. As such, school becomes a meaningful apprenticeship for post-school life. Solomon (2003) posits that ‘When students are challenged to get to work solving real-life problems, the whole world becomes a classroom.’ Learning is externalised, authentic and connected as students forge meaningful links with outside worlds.’

Conclusion

• In conclusion, we are indeed living in a time of change, a time of exciting developments. Finger et al tell us ‘of a global economy and globalised society, where daily life is mediated by complex and changing multimedia and technologies’ (Finger et al., 2007, p17). Using the integrative frameworks outlined in this Prezi coupled with ICTs and multimedia, particularly as outlined in the Bloom’s Digital Taxonomy model, our Digital Natives will be engaged in the learning process and motivatedin a Web 2.0 world. As teachers, we need to create knowledge and information communities in our classrooms, classrooms built on ideas and which prepare our students for the future. In this way we can work together to foster independent learners who think for themselves while becoming relational, conversational and critically thinking global citizens.

References

Australian Journal of Educational Technology Retrieved: January 12 2010 http://www.ascilite.org.au/ajet/ajet.html

Board of Studies NSW (2003). English Years 7-10 Syllabus. Board of Studies NSW: Sydney, Australia.

Derewianka, B. (1991). Exploring how texts work. Newtown, NSW: PETA.

Finger, G., Russel, G., Jamieson-Proctor, R., Russell, N. (2007). Transforming learning with ICT- making it happen. Frenchs Forest, NSW: Pearson Education Australia.

Friends and Flags Global Portal (http://www.friendsandflags.org/)

Global SchoolNet. (2007). Global SchoolNet Retrieved: 29/6/2010 http://www.globalschoolnet.org

Houghton Mifflin (2002) Background Knowledge & Theory. Retrieved: 10/3/2011 http://college.hmco.com/education/pbl/background.html

Newby, T, Stepich, D., Lehman, J., Russell, J. (2000) Instructional technology for teaching and learning. New Jersey, USA: Pearson Education

The Buck Institute for Education and Boise State University, Department of Educational Technology, (2006). Project Based Learning. Retrieved: 17/3/2011 http://www.pbl-online.org/

Solomon, G. (2003). Project-Based Learning: a Primer TechLEARNING Retrieved: 17/3/2011 http://www.techlearning.com/article/17708

Whelan, M. (2005) Good Conversation. Catalyst for Renewal, Inc.

www.boardofstudies.nsw.edu.au accessed 17.3.11

These tools are enablers of collaboration, and therefore enablers of 21st century teaching and learning.

Collaboration

Enable collaboration

Enable 21st century teaching and learning

Wikis

Classroom blogs

Collaborative document tools

Social networks

Learning management systems

Collaboration is not a 21st Century Skill, it is a 21st century essential.

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