shifting the ownership of learning
TRANSCRIPT
Shifting the Ownership of
Learning
Orewa CollegeT.O.D.25January,2017
@dwenmoth
What’sonthehorizon?
http://www.core-ed.org/thought-leadership/ten-trends
Twokeyquestions
Whatisknowledgeandwhoownsit?
What’sourvisionoflearningandtechnology?
QuestionOneWhatisourvisionoflearningandtechnology?
– Substitution/addition
– Augmentation/incorporation
– Modification/integration
– Redefinition/assimilation
ASSIMILATION
• Totaloralmosttotalfocusonlearning
• HighbutsubconsciousconnectednessbetweenICTactivityandcurriculum,philosophy,learningtheory,thinkingetc.
• ICTactivityembeddedinlongtermstructureforlearning.
• Emphasisonspontaneous useandstudentagency
ADDITION
• TotaloralmosttotalfocusonICT,ICTskills,ICTplanning.
• Littleornoconnectiontothinking,learning,cognitivechallenge,philosophyetc.
• ICTactivityseparatedintimeandplacefromotherlearning.
• Emphasisonuseperse.
INCORPORATION
• ICTasignificantaspectoffocus
• Someconnectiontocurriculum,thinking,learning,cognitivechallenge,philosophyetc.
• ICTactivityprobablyseparatedintimeandplacefromotherlearning.
• Emphasisonfrequent use
INTEGRATION
• SomeICTconsciousnessstillpresent
• HighconnectednessICTactivitywiththinking,learning,challenge,philosophy
• ICTactivitylinkedintimeorplacewithotherlearning.
• Emphasisonappropriate use
TECHNOLOGY,SKILLS,PROFICIENCY
CURRICULUM,PEDAGOGY.
AGENCY
https://proquestionasker.github.io/
http://www.bbc.com/news/business-34174796http://www.radionz.co.nz/news/world/284302/classroom-technology-fails-knowledge-test
Whatthereportactuallysaid…
• Confrontthereality.Technologyhasnotyetdeliveredonitspotential.
• Technologytodayisanamplifierofeffects,bothpositiveandnegative.
• Youcan’tthinkabouttechnologyinisolationfromteachers.• We’venotyetentirelyunderstoodwhattheimplicationsoftechnologyareforeducation.
• Weriskincreasedinequalitiesineducationinthedigitalera,withsomeexceptions
http://openeducationeuropa.eu/en/node/174147
Challenge:
• Havewegraspedhowsignificantlystudentaccesstotechnologyischangingtheirexpectationsaslearners?
• Howdoweengagethesedigitallearnersinthecontent andprocess oflearning?
QuestionTwo
Whatisourperceptionofknowledge…
– Content
– Process
– Cultural
…andwhoownsit?
– Teacher?
– Learner?
– Everyone?
Ref:JaneGilbert(2005)CatchingtheKnowledgeWave- NZCER
Whataretheideasaboutknowledge,mind,and
learningthatinformyourcurrentthinkingabouthowyouteachandhowschools
shouldbeorganised?
Knowledge
Itcanbestored- inminds,booksorotherkindsofdatabasesKnowledgeistrue,correct,“thefacts”Itissomethingstablethataccumulatesslowlyovertime;newknowledgebuildsonolderknowledgeItisbuiltupbypeople,andpeoplecan“have”it,however,itexistsobjectively,independentlyofpeopleTherearedifferentbranchesofknowledgecalleddisciplinesorsubjectsEachdisciplinehasitsownwayofdoingthings
Ref:JaneGilbert(2005)CatchingtheKnowledgeWave- NZCER
Minds
• Mindsarelikecontainers(filingcabinetsordatabases),theystoreknowledge
• Mindsalsoprocessknowledge;theytakeitin,organise itandrepresentit
• Mindsaretheplaceswherethinkingandlearninghappen• Somemindshavemorecapacitythanothermindsforstoringandprocessingknowledge
• Themindislocatedinthebrain,butitsactivitiesaredistinctfromthebrain’sotherfunctions
Ref:JaneGilbert(2005)CatchingtheKnowledgeWave- NZCER
Learning
• Learningistheprocessbywhichknowledgegetsstoredinminds• Learningisanindividualactivity:ittakesplaceinindividualminds• Learningisanactivitythathappensinmoreorlessthesamewayinallindividuals
• Learnersofthesameage(orstageofdevelopment)willbereadyforthesamekindsofknowledgeatthesametime
• Learningiseasieriftheknowledgetobelearnedisbrokendownintopartsandintroducedasaseriesofsteps.
Ref:JaneGilbert(2005)CatchingtheKnowledgeWave- NZCER
Studentexpectations
Washor,EandMohkowski,C(2013)Leavingtolearn
Domyteachersreallyknowaboutmeandmyinterestsandtalents?
DoIfindwhattheschoolisteachingrelevanttomyinterests?
DoIhaveopportunitiestoapplywhatIamlearninginrealworld
settingsandcontexts?
DoIfeelappropriatelychallengedinmylearning?
CanIpursuemylearningoutofthestandardsequence?
DoIhavesufficienttimetolearnatmyownpace?
DoIhaverealchoiceaboutwhat,whereandhowIlearn?
DoIhaveopportunitiestoexploreandmakemistakes?
DoIhaveopportunitiestoengagedeeplyinmylearningandtopracticetheskillsIneedtolearn?
StudentVoice
• Oneofthemostpowerfultoolsavailabletoinfluenceacademicachievementishelpingstudentsfeeltheyhaveastakeintheirlearning.
• Tofeelmotivatedtodosomethingandbecomeengagedinitsactivity,youth(likeadults)generallyneedtofeeltheyhaveavoiceinhowitisconductedandanimpactonhowitconcludes.
• Timeandagain,researchhasshownthatthemoreeducatorsgivetheirstudentschoice,control,challenge,and opportunitiesforcollaboration,themoretheirmotivationandengagementarelikelytorise.
http://bit.ly/2ecZTh0
http://bit.ly/2ecZTh0
Agency
• “Thepowertoact”• “Senseofownership”• “Executingandcontrollingone’sownactions”
• “Self-efficacy”• “Personalisation”
Threedimensionsofagency
• Self- involvestheinitiativeorself-regulationofthelearner• Others- isinterdependent.Itmediatesandismediatedbythesocioculturalcontextoftheclassroom.
• Environment- includesanawarenessoftheresponsibilityofonesownactionsontheenvironmentandonothers.
http://bit.ly/2eUq1AI
Collaborationiskey
• Student-studentcollaboration• Teachercollaboration• Communitiesofpractice• Professionallearninggroups• Movingfrommetowe
Owne
rshipofkno
wledge
Individual
Collective
Reproduction TransformationVisionoflearningandtechnology
Collectivefrustration.
Potentialof21st Centurylearningrealised
Personalorientation,innovationresisted
Isolatedpocketsofinnovation
• Whichofthesestatementsreflectyourcurrentstate?
• Aretheredifferentthingsyoucouldwriteinherethatbetterdescribeyourschool’sapproach?
• Comparewhatyouwroteincolumntwowithwhatisdescribedincolumnthree.
• Incolumnfour,listsomespecificstepsyoucouldtaketoincreasetheleveloflearneragencyinyourclassorschool.
