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Transcript of MITE6310 (4)
QSL principles arising from an experience-based learner-centred view of learning:
Acknowledgement of the context
Challenging learners and learner practices (Harper, 2003 in Dowling & Lai, 2003 and Dörnyei, 2007) http://www.newsy.com/videos/india-unveils-35-computer-tablet-for-students Outline: Role of the Student
Innovative practices -stories from Hong Kong
Key principles for ‘high quality’ student learning
Hong Kong Case: CN005
ICT promoting student cooperation and collaboration
Student roles in IPPUT cases
Patterns of IPPUT & student practices
Activity: Student’ roles in innovative classrooms “Exploring Live Physics” – 6 months PBL
Groups propose a topic, eg “What is the Butterfly Effect?”
Aim: to encourage students to address daily life problems with their knowledge in physics.
6 lessons + teacher offers lunchtime facilitation for each group. E-mail and a project-website also used as channels for communication. Students search for relevant information on Internet and compile their presentation report in ppt. Cooperation & Collaboration
Cooperation depends upon a supportive community who agree to help one another in activities aimed at attaining the goals of each person involved
Collaboration depends upon the establishment of a common meaning and language in the task which leads to the community setting as a common goal, and involves the joint construction of meaning through interaction with others. Collaboration can be characterized by a joint commitment to a shared goal ICT was used within problem-oriented, project-based learning or open learning environments
These environments with ICT promoted a cooperative and collaborative learning culture in schools 3 SITES M2 cases in Norway
Students had positive experiences of working in open learning environments and working with ICT resources
Students gained a broader understanding of knowledge and its meaning beyond school
Both weak and strong performing students seem to do better in these environments
(Erstad, 2002, JCAL 18, 427-437) Patterns of IPPUT
Tool use (US019) – use of productivity tool
Student collaborative research (CN005)
Student collaborative projects (DE003)
Information management – searching, organizing, analyzing information (SG002)
Teacher collaboration (SK003)
Outside communication (ZA004)
Product creation (CZ002)
Tutorial/ drill and practice software (ES004)
(Kozma, 2003) Hong Kong SITES M2 Study Student’ Roles - from Traditional to more Innovative
listen and follow instruction
some new elements – data gathering and processing; search for information
create learning products; analyzing and drawing conclusions from data
collaborate with peers; engage in enquiry
peer tutoring and evaluation; set own learning goals and strategies; reflect on own learning Summary
Teacher’ & Student’s Roles in IPPUT Some IPPUT Observations
The 6 dimensions are not mutually independent
The extent of innovativeness along the 6 dimensions across cases are very different
The teacher’s role may not be innovative at all in some of the innovative cases
However, the teacher’s role is a key dimension influencing other dimensions
Where the teacher’s role remained traditional, innovations along other dimensions -created new demands on the teacher
Law, Yuen, & Fox, 2011 In general:
Irrespective of whether there were substantial changes in the pedagogical roles played by the teacher, the teacher had to innovate at a professional level to meet new challenges in order to realize the classroom innovation
Teachers had to engage in lifelong learning & work collaboratively with other teachers Innovative Classroom Practices and the Teacher of the Future
It is through pedagogical innovations that the teaching profession renews and recreates itself suitable for education needs in the 21st century What are the dominant student’ roles in this case?
How do the roles compare with the principles of QSL?
Are these roles more likely to sustain innovative practices?
What challenges might this project-based approach bring to schools, teachers, students? Traditional Innovative Activity:
Exploring roles of students in innovative classrooms.
Each group analyses an innovative case and identifies roles adopted by students. Each group will then present their case highlighting the role of students and the percieved degree of innovativeness of the case. MITE6310 (4) Does it lead to sustainable IPPUT? http://www.edutopia.org/maine-project-learning-schools-that-work Progress Learner engagement
Acknowledgement of the context
Challenging learners and learner practices Recommended Reading
Chapter 4: Student and teacher roles in ICT-supported innovations Group Blog
Progress Presentations Innovative Practices in Classrooms Today
Stories from Hong Kong