c e n t r e d e f o r m a c i Ó learning with ict a conversational approach nick kearney forestur...

C E N T R E D E F O R M A C I Ó

Learning with ICTA conversational approach

Nick KearneyFORESTUR 16th November 2006

2C E N T R E D E F O R M A C I Ó

LEARNING THROUGH ICT

“E-LEARNING”

Evolved out of distance learning

Content focus

Self study vision, suits only a few

Failure for many, demotivation and isolation

Contrast with richness of online communities

Transmission paradigm – passive learner


Conversational learning – Social context

Learning as a social processDewey (1938)- learning takes place in a social

context. Garrison and Archer (2000) - Need for education

to take into account both the process of indivudual construction of meaning and social acculturation.

We could also cite Bandura (1977) – social learning, Lave (1988) - situated learning, Resnick (1991) – social cognition or Rogoff (1991) - social construction of knowledge


Conversational Learning – Interaction as key

Palloff y Pratt (1999) describe interactions between students, teachers and students and the resulting collaboration as a key element in the learning process.

Laurillard (2000) emphasises the importance of interaction with others as an integral part of the gradual development of individual comprehension.

Interaction with others reveals other perspectives, thus enriching the learner’s emerging comprehension.

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Conversational Learning – Learning through interaction

Kaplún (2000):

“only in the act of expression, of externalising and transforming one’s thought into a communicable message, is it shaped, organised and constructed...true understanding of knowledge is only reached when there is a requirement – and an opportunity- to communicate it to others...”


Conversational Learning - Background

Furthermore, it has been observed that the asynchronous nature of online contexts favours support and promotion of interaction, and facilitates learning.

Garrison y Anderson (2003): the unique characteristics of online asynchronous communication “have a significant impact on the facilitation of critical thinking and the achievement of higher-level learning outcomes”


LEARNING THROUGH ICT

Fenicia and Ikarus projects

Development of a conversational approach that takes into account these considerations

Change of focus from learning content to learning activity

Activities embedded in conversations

Not a revolution but a reorganisation


FENICIA PROJECT

Focus on providing temporal access to learning

Target group: Retail workers marketing and management

Isolated, each in his her shop, unable to reach class, due to opening times

Vocational training, not “natural” students

Need for contact and support


FENICIA PROJECT

Development of methodology for these students, based on interaction.

Learning conversations, a variety of activities of different types aimed at promoting the active discovery by the students of the different concepts involved in the subject.

Instead of giving them the knowledge (passive) we create the conditions in which they construct it actively.


FENICIA PROJECT

Successful project, students felt involved with and part of the group with which they learned. Active participation was highly valued.


IKARUS PROJECT

Further development of the methodology in an e-learning course

Collaborative groupwork activities in inter and intra disciplinary groups

International (30 countries)

Large scale up to 300 students

Facilitating geographical access


IKARUS PROJECT

The content debate, the fish or the rod?!!The role of the teacher...from fount of all

wisdom to VirgilTeacher knows the field they are exploring

(importance of definition of objectives) but allows students to find their own way, giving guidance and support (use of checklists)

6 years 1500 students


From content to activity

From passive to active....

a change of emphasis that makes more appropriate use of the communications capabilities provided by the technology.

Learning is about developing autonomy

Autonomous participation in the target community, learning should rehearse this


Key ICT tools

The forum, where all the conversation happens

The download area, resources repository


Key elements

Activity, anything you can imagine from a reading to a treasure hunt

Resource, an article, a glossary, a website, a video, a sound file etc

People, when interaction is central, you need to know the other participants


Key teaching tools

Activity description

Systematization of teaching/learning activity

Facilitates reflection on the work of teaching

Definition of learning objectives

Facilitates transfer to other contexts

Centred on what the students are going to do, and why

Easily sequenced


Key teaching tools

Activity Description TemplateTitle

Objectives

Timing ( duration, student time needed)

Procedure (from students point of view)

Assessment

Resources


Key teaching tools

Activity Guide Template (2)Extra information for the teacher:

Teacher time needed

Procedure from teacher’s point of view

Reference material for the teacher (checklists, etc)

Comments and evaluation of the activity for future reference


Key teaching tools

Learning unit (sequence of activities)TitleDescription

Brief description of unit putting it in contextDescription of learning objectives and sub-objectives

ProgrammeSubject area of unitSchedule of the unit

General resourcesRelevant bibliographic and other support and reference material


Key teaching tools

Learning unit (sequence of activities) 2

Activities

List of the activities planned in order to achieve the objectives of the unit and estimated schedule (in tabular form)


Example of sequence

Ikarus Pedagogy course Unit 1General objectivesThe two poles of debateExploring student assumptions as they articulate themLooking at different approaches

An introductory sequenceUsing students own words as basis for exploration, a

start message.Basically three activities that make up a structured

discussion that lead students to the issues they need to be aware of, instead of telling them


Example of activity

Ikarus tools activity

General objectives

Discover types of tools available

Discover variety of activities available

Raise awareness of the importance of tenchnological design and its effects on what you can and can’t do online

Introduction to collaborative work


Example of activity

Ikarus tools activityA discovery activity (basically a kind of scavenger

hunt)

Promoting evaluation by students of tools and activities, and explration of the possibilities. Content instead of given is “out there” and in the students reflections about what they have found.

Each (individual or group) becomes relative expert on chosen tool, and shares this expertise with others in the larger group, importance of this process of articulation in consolidating what has been learned


Advantages

Student autonomy Participation, commitment of studentsTeaching processVisibility of learning processes, as they are

articulated through conversation, facilitates intervention

Flexibility of activity based approach Lends itself to hybrid and distance

approaches


Possibilities in FORESTUR

1.Local Group activities

Similiar objectives, similiar processes (comparability) local content.

2.International online activities

Students in small international groups compare contrast and comment, feedback to local


Possibilities in FORESTUR

1. Data collection activity - several groups 2. Inventory activity3. Design of indicators.... cross compare

internationally4. Field work5. Reports presentations (national/international)

All run/organised by students? Self-paced? Asynchronous gives time to overcome language issues

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