cher ping lim
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DESIGN OF FUTURE LEARNING ENVIRONMENTS:
EMPOWER & ENACT to ENGAGE
Professor Cher Ping LIMDirector, Asia-Pacific Centre of Excellence for
Teacher Education & InnovationsEdith Cowan University (Western Australia)
Why Engagement?
Engagement is paramount for learning success; where engagement entails mindfulness, intrinsic motivation, cognitive effort and attention.
By undervaluing the rich and complex processes of learning for engagement, classroom activities that require active inquiry and deep conceptual understanding may become scarce in schools.
Globalisation is a complex and multidimensional phenomenon that has become a part of everyday life that complicates local, national and global boundaries and creates tension between local and global dynamics.
In such a new world order, our children and young people have to be prepared to be agents of change rather than just passive observers of world events.
Learning for engagement has to provide students with opportunities to critically examine local and global issues and act upon them .
Empower & Engage:
3 Considerations in Such Environments
• Developing Dispositions of Teachers and School Leaders to Support Technical and Pedagogical Competencies
• Engaging Global and Local Communities
• Transforming Mode and Process of High Stake Examinations
Dispositions of Teachers
Activities carried out by teachers in schools for teaching, learning and administration:
Lesson/activity planning; Resource design/development; Classroom activities and management; Out-of-school/classroom activities; Independent learning; Assessment of and for learning; Professional learning; Class/School administration; Communication with students, teachers, school
leaders, parents, district office, and community; and Extra-curricular activities.
o Dispositions (reflection, willingness to learn and innovate, values, beliefs and interpersonal relationships);
o Methodological competencies (instructional planning processes, pedagogical knowledge, content knowledge, pedagogical content knowledge, classroom management, knowledge of students); and
o Technical competencies (communication tools, word processing, presentation tools, spreadsheet, web-publishing, social networking (Live Space, Facebook), desktop publishing, multimedia design and production, database, learning management, classroom management and content management systems).
Developing Dispositions: Example
Worksheet
Levels of Use of ICT in Education Fundamental: Awareness (productivity, to support
existing practices) and Exploration (support teaching and learning of lower-level of thinking) – may consider the roles of teachers & students, & classroom activities
Proficient: Infusion (complement selected lessons to support higher-level thinking) and Integration (provide rich context and design and implement experiences to develop higher-level thinking).
Innovative: Expansion (Beyond classroom walls, support more authentic learning and problem solving) and Refinement (ICT pushes the boundaries of curriculum and assessment).
Levels Fundamental Proficient Innovative
Presentation Tools Preparation and use of Powerpoint for presentation in teaching (multimedia, text, slide transition)
Preparation and implementation of student-centred learning package using Powerpoint as tool
Facilitation of students’ construction of multimedia presentation
Technical Basic features of Powerpoint
Advanced features of Powerpoint
Just-in-time teaching of Powerpoint competencies & basic troubleshooting
Methodological Explain and pose questions
Plan and implement meaningful activities to engage students
Empower and facilitate/manage students’ knowledge construction
Dispositions Willingness to learn and use ICT
Willingness to change pedagogical practices & beliefs
Willingness to experiment & innovate
Levels Fundamental Proficient Innovative
Social Networking Tools
Building and maintenance of personal profile on Live Space
Communicating and exchanging/sharing of files with students on Live Space
Creation of learning community that involves other stakeholders of the school and its community on Live Space
Technical Basic features of Live Space
Advanced features of Live Space
Complementary use of Live Space with other ICT tools
Methodological Planning and organising personal profile
Planning and organising Live Space for communication and sharing with students
Empowering and facilitating/managing students’ collaboration among themselves and community
Dispositions Willingness to learn and use ICT
Willingness to change pedagogical practices & beliefs
Willingness to experiment & innovate
Engaging Communities
An Example: Quest Atlantis
3D environment
Synchronous Chat2D environment
Quest Atlantis in Singapore
An Example: Planting Rice
Planting Rice in Thailand
Planting Rice in Thailand
High Stake Examinations
An Example: Digital Assessment
Synchronous Chat
How are digitally based representations of student work output on authentic tasks most effectively used to support highly reliable summative assessments of student performances for courses with a substantial practical component?
An Example: Digital Assessment
Synchronous Chat
AIT Portfolio + Performance Tasks Exam
Engineering Studies Extended Production Exam
Italian Oral Exam with Portfolio
Phys Ed Studies Performance Tasks and Response Exam
An Example: Assessment in Italian
Synchronous Chat
Part A - Folio: Andiamo! Collect a series of tasks and activities including map activity, retrieval
chart and question answers, brainstorm, fact sheet, word processed reflection on practice talk and one minute voice recording evaluating final performance, to show development of ideas and preparation for presentation (Part B).
Part B - Presentation: Destinazione: Western Australia Prepare a talk to be recorded on video/DVD and send to a school in
Italy. Your talk will focus on your local area/WA destination, providing information such as, features of the area, recreational activities and cultural events. You should also consider the time of visit, and choose activities which are appropriate. Comparisons with the area you have chosen and region in Italy where your presentation will be shown should also be included. During your presentation you will be asked to respond to a question relating to the information you’ve prepared.
Synchronous Chat
Synchronous Chat
Synchronous Chat
Italian Pairs Marking Tools
Question to Ponder
Synchronous Chat
How do we develop a set of mechanisms to support such learning environments?
Cher Ping LIM
Professor of Education
Asia Pacific Centre of Excellence for Teacher Education & Innovations
Edith Cowan University
http://edresearch.education.ecu.edu.au/chirp/