presentation (draft version) on autonomy - react final conference - valencia oct 10 2012

Balancing autonomy and structure

Some outcomes of the reAct project

Intro• Thieme Hennis

– reAct project– Factors to address in preparation for an autonomous classroom

• Ms. Davinia Hernandez Leo– QuesTInSitu (The Signal Orchestration System)– ICT-based orchestration of structured learning activity flows as a way

to foster students’ autonomy: a contradiction?

• Mr. Juan Carlos González González– PROJECT ELVIN– A new approach to the practice of the target language in language

learning

• Mrs. Teresa Guasch– eLene2Learn– Exploring and promoting the contribution of ICT and digital media to

the development of learning to learn competencies in lifelong learning.

My Talk

• Balancing structure and autonomy–What are factors we should keep in mind

when designing for autonomy in the classroom?

– How to deal with CHAOS!?

2 approaches to autonomy

• Structured: procedures and outcomes defined by teacher

• Chaotic: process less defined, more flexible, learners in control.

Why important?

• Learning to learn– Developing your own procedures,

managing groups, personalizing your learning environment (PLE)

• Motivation– Control over learning– Danger: ‘feeling lost’

reAct approach to autonomy

• Project based• Interest based• Creative• Learner control

but...• Adaptation to local circumstances

different implementations

2 pilots: MIX Academy & Berlage Lyceum

• 2 entirely different schools in Amsterdam

• How do they approach autonomy? What problems do they have? What can we learn from them?

MIX Academy

• Art Academy in Amsterdam, many dropouts

• Key points– Learner identity - inter-

dependence– From creative self-

exploration to self-direction & expression

• Topics– Art & Design– Entrepreneurship, branding

& identity building, critical thinking, collaboration

What is your

role in

society?

Is art education a good example of what education should be like?

MIX Approach to autonomy

“provide the overall perspective”

“entrepreneurship: earning while learning”

“be patient – identity doesnot develop overnight”

“no grades – only qualitative feedback”

“involvement of industry experts”

“group reflection”

“provide structure and rhythm”

“change of environment”

Berlage Lyceum

• Group of very demotivated migrant kids

• Key points– Standard curriculum

• Learners– Perception on education

traditional– Learning difficulties and

lacking basic skills in ICT, language, etc.

• Key outcomes– Personal relevance, managing

collaboration, setting expectations, project management support is needed

Berlage approach to autonomy

“starting with inspiration”

“arranging interships based on interest”

“using Social Media to communicate”

“Prezi, Pinterest, Facebook”

“More structured/pushy”

“International exchange”

“focus on creative expression”

How to approach autonomy?

• 10 lessons from the reAct experience

1/Perceptions and expectations from the project

• Do I know what I am doing?• Does the student know what he/she

is going to learn?• Cultural/educational values?

Manage expectations

• ASK STUDENTS– What they expect– What they already know– What they want

• Curiosity: Point out inconsistencies in their knowledge – challenge them

• Process: Keep a clear rhythm and link goals with their own objectives

• Context: Provide the larger picture, illustrate with real life examples

2/Confidence

• New situation:– Discomfort– Affects motivation and atmosphere (+/-)– Little confidence

Open environment

• Create an environment …–…where students can ask any question–… positive outcomes are reinforced–…with low thresholds and you can go

step-by-step (scaffolding)–…p2p-learning

3/Interests? Goals?

• Does the learner know what he/she wants?

Finding (common) goals

• Give some time for orientation, to explore, connect, reflect

• Creative exploration (collage / Pinterest)

• Create realistic goals based on interests and time

4/Experience and meta-cognitive skills

• Students’ capabilities?• What relevant/required experience

(ICT, project management, collaboration)?

More structure or more time?

• More time– … to explore, learn necessary skills, develop

understanding

• More structure– … to streamline process, create output (and

feedback)

• Strategy depends on…– …time ‘available’– …skillset and diversity of the students– …objectives of the project/course

5/Teacher ‘readiness’

• Teacher experience with project facilitation?

• ICT skills of the teacher?

Teacher training and clear procedures

• Teacher should be prepared– Training–Manuals and guidelines to facilitate

student-led projects– Practice with ICT

6/Group characteristics

• What kind of group of students are you dealing with?

• What is its size? Internal cohesion?

Collaboration techniques

With a large group…• …create smaller groups• …define roles (monitor, note-taker,

&c.)• …match on similar or

complementary skills and interests

7/Social environment

• Influence by parents, peers, friends, other teachers.

Involvement

• Opportunities for projects to involve:– Parents (i.e. skills or knowledge)– Other classes (i.e. ‘do social research’)– Friends (i.e. ‘Lifecasting’)– Collaborate with other teachers

8/Physical environment

• Impact on atmosphere and energy

Nice example

Real world & Change of environment

What is your brand?

Change of context

• Do not restrict students physically– Go out, talk to people– Visits and exhibitions– Internships

• Regular change of context

9/Institutional environment

• Rules, regulations, and restrictions?• How much time?• Official curriculum?• Management support?

Be flexible & make friends..

• Management support– Recognition (other teachers, students)– Sufficient time and space/equipment

•Find a buddy

• Curriculum restrictions?– Interdisciplinary: Mix & Merge topics– Extra-curricular activity

10/Technology

• What do you want to do/support? • What facilities are there?

Developing an initial toolset

• Predict what is going to be needed ( develop scenarios)– Support– Collaboration– Communication– Creativity

• Set requirements - Find tools (w. students) – Practice

• Don’t count on technology alone!

• START SIMPLE (limited toolset)