" Dr Ian Green from the School of Education here at Adelaide and I [Allan Carrington] have used Padagogy 101 (introduction to iPad in HE) and Padagogy 201 (more advanced use for L&T) to train over 600 faculty from universities in Australia. During my research I saw lots of great work done by others using Bloom’s Taxonomy including the Revised Taxonomy which has now become the Bloom’s Digital Taxonomy. However when I discovered the excellent pioneer work done by Kathy Schrock with “Bloomin’ Apps” I got the idea for the Padagogy Wheel. Dare I say it but it is the next version for mobile learning of the ongoing importance of Bloom’s Taxonomy. Bloom’s is still fundamental to good teaching and learning."
A good starting point for I-pad apps and usage for educational purposes. Great to have the links. As always the first step in a journey that has many twists and turns. It takes you where you want to go but there are many pathways you can take and who knows where they will lead you!Sometimes it's the journey that is important not just the destination.
My role at school is all about trying to helping teachers leverage technology to come up with more interesting and engaging ways to help their students learn. Some of our older students are in laptop programs which gives them fulltime 1:1 access ...
Instructional design, also known as learning design, appears to be making a comeback. Massive open online courses [MOOCs] that mimic the classroom model where the learner is passive and the instructor is not, highlights the need for fresh, new approach to course design. And it’s not just MOOCs that need help, but numerous courses currently offered online; many are in need an overhaul to create an environment focused on learning, rather than one that focuses on instruction.
"There are no limits to what a great educator can achieve when they have the right tools. Graphite, a free service from Common Sense Media, helps teachers find, understand, and share the best digital learning products available."
Where Good Ideas Come From & How Your Classroom Can Respond The source for innovative or creative thinking is as much as mystery as that of curiosity or particular genius. In a traditional classroom, “having...
“ Chance favours the connected mind.” - Steven Johnson. What a powerful statement. This quote came from the end of the video presentation but I found it the most powerful of all his statements.
We need a space for collaboration to take place in order to create.
We need the following 4 steps in order to provide opportunities for creativity.
The identification of a problem or opportunity. An awareness of potential resources and previous modelsThe interdependence of people, technology, past experience, and collectively-wrought social goalsThe iteration of thinking that leads to a solution or further important thinking
“Good ideas require connectivity, time, iteration, and the macro recognition of systems & patterns.” Connectivity at its best and transformation.
I will be using Steven’s 5 Takeaways. Takeaway 3 lends itself to risk taking in class. Takeaway 5 gives me permission to create self-directed learning and Flipping the Classroom. The many Apps we have seen in our Scoops such as Prezzies, mind Maps etc support Steven’s Metacognitive thinking ideas. Finally takeaway 1 and 2 give me permission to create something that I can use to build self-esteem and confidence in my students of their creativity and ability to learn.
by Grant Wiggins, Ph.D, Authentic Education 7 Key Characteristics Of Better Learning Feedback Whether or not the feedback is just “there” to be grasped or offered by another person, all the examples highlight seven key characteristics of...
Feedback is a powerful learning tool. If you are not face to face with your class how well will this be actioned?
This article is important in many levels. Firstly feedback is vital if we want outcomes to improve. Wiggins is quick to point out that there is a notable difference between feedback and advice. He also states that we must use all seven characteristics of feedback if we wish to achieve “robust improvements”.
How does this fit in with my philosophy and e-learning? Let’s go back to the cycle in the flipped classroom. Goal setting although teacher led was integral to the process of concept exploration. Set a goal and you know where you are going Therefore goal referenced feedback is a way of keeping students in the direction they want to go. Can goals be modified, certainly and isn’t that part of constructivist thinking. – build and modify- to create the knowledge you need.
If feedback is to be transparent and tangible what better way than to link it to a model of what your goal is. Here is where technology comes to the fore. Look at the plethora of apps for students to use to present their knowledge or model their response to the project they are involved with. This is truly augmentation. This self-regulation to feedback can be compared to the feedback received from video games. It allows for a change in direction in striving for the goal. Brett Taylor’s insights into gaming as a learning tool in his Scoop about Learning Objects supports this argument. Grant adds that often as teachers we may miss what is or is not happening while we teach, as can student. By recording ourselves or keeping a record of discussions we may be able to look back and find that transparent, tangible feedback and shift our learning direction as needed.
This then becomes actionable feedback. What is working, and what is not? How can I make it work? This type of feedback can be discussed in a social setting through Blogging and reflection by the students, peers and learning coaches (teachers).
In order for the feedback to be ‘user friendly’ it must be perceived as do-able and in terms understood by the learner. What better than feedback from peers. The language is familiar and the understanding on a par with the student to whom the feedback is offered. Gerstein’s Flipped Classroom, the Meaning making quadrant offers the opportunity for user friendly feedback.
Technology is probably one of the better ways for timely feedback to be proffered. Time is allowed for reflection, thinking and reviewing the work. Presentations can be edited right up until the minute of presentation. It can be ongoing to allow for constant adjustment and readjustment of ideas and learning. This type of feedback was demonstrated beautifully in Eric Mazur’s U-Tube watched earlier in this course. His advocating of less lecturing and more problem solving, allows the student to actualize the learning in a way that is best for their level of development, whilst still encouraging the thinking process, higher level thinking and problem solving strategies that are meaningful to the student.
Finally consistent feedback keeps both the learner and the coach a symbiotic understanding of how each are travelling on their learning journey. For we are all learners. As teachers we modify our approaches according to the needs of the students from their feedback and as students we are guided by feedback to find our own way in the learning journey.
Google Presentation is a great tool for helping students construct knowledge about a topic as they create. Here is an interactive tutorial designed to demonstrate how to use some of the handy built in features.
This particular item is a fantastic online resource for students to learn about how Google can be used to help track their research, and develop presentations collaboratively with others within their class to share. By doing so, this is a functional improvement to the technology in that now it has provided an opportunity to augment the production of a presentation on line in time with someone other than the original author. It now fits into Connectivist theory because of the social interaction. It creates an artefact to demonstrate learning and can involve student selected options to display the learning .The teacher is now no longer ‘the sage on the stage” but “the guide on the side”.
Learners are encouraged to create their own pathway in learning and can utilize as little or as much of the technology to help them gather the information, store it and retrieve it as and when needed. They may choose to reject some of the data, or alter the presentation to suit their own understandings and preferred learning style.
I like the way the this tool allows the student to create their own topic. Once again taking on responsibility for their own learning.
The new version of the Padagogy Wheel tackles a major question that is lurking in the back of everyone’s mind. If it’s not … it should be. It’s about the problem of motivation in education. How do we motivate students, teachers, parents, and everyone else to get excited about learning? How do you stay motivated? What works and what doesn’t?”
Now you are talking! what a fantastic source of information about digital storytelling. I could probably think of hundreds of ways to use this in the setting I am in - but then I wouldn't have time to use it. Best I try to apply. A sure fire way to encourage and enthuse children's creativity.
Educators often contact us asking for resources they can use to introduce Edmodo to colleagues at their school, district or at conference sessions. We want to share two great video resources that you can use to help others ...
The Flipped Classroom is a cycle of learning with relevance to the broader community. It is authentic, engaging , relevant with its foundations in experiential learning.
Starts with experiencing, reflecting, making meaning and acting - (EXPERIENCING)
After the initial engagement comes concept exploration – (WHAT)
The technology supports learning through live chats, videos and web sites to support the learning.
Learners have the control over when and how they learn. They can also choose how to capture store and represent their learning.
They then are tasked with making meaning from their learning - SO WHAT
NOW WHAT - How can I demonstrate my learning and who to?
Note how the right hand side of the cycle is educator driven whilst the final stages on the left of the cycle are Learner driven. Here the locus of responsibility for learning has shifted from teacher orientated to student orientated which leads to more constructive learning.
The learning is definitely Constructivist in approach but it has strong elements of Connectivism. It allows for learning to occur through social networking that has been enhanced through the use of technology. It involves more than modification and redefinition it allows for substitution and augmentation. Students conducting their own research, blogging, making meaning and transforming that meaning into video and audio reflections. The ability to share their ideas and receive feedback from peers, creates a rich learning environment.
What a great way to engage students in taking responsibility for their own learning. Imagine for example a student with low self esteem exploring ways to investigate comprehension strategies, applying them to a task and in a flipped classroom developing activities for their peers to try out their activity and provide feedback about their new understandings.