towards new stem pedagogy for byod classrooms
TRANSCRIPT
Towards new STEM pedagogy for BYOD classrooms
Mart Laanpere, senior researcher @ Tallinn University, Estonia :: [email protected]
The role of computers in education
Learning ABOUT computers: hardware, software, coding, network administration
Learning FROM computers: multimedia educational software, online learning platforms
Learning WITH computers: computers as tools for knowledge creation and sharing, collaborative learning, distributed cognition
Loss of enthusiasm at school
Solution 1: new technology in the classroom (tablets, smart phones, clickers, IWB, edugames)
Solution 2: fun factor in learning (interesting school, outdoor learning, gamification, museums)
Technology and fun are not enough
Successful educational innovation requires combination of three forces on the school level:
SCHOOL
Technology
Pedagogy
Change management
M.Fullan (2013) Stratosphere:Integrating Technology, Pedagogy and Change Knowledge
Change management: whole school turn
The training and support is oriented on the level of a teacher
Diffusion of innovations (Rogers, 1992), OECD study (2002)
Whole school intervention models are needed
Pedagogical change The Club of Rome (1979) From reproductive learning
to innovative learning (anticipation, participation)
Metaphors of learning (Paavola & Hakkarainen): MONOLOGICAL: learning as aquisition of knowledge DIALOGICAL: learning as participation in community of
practice TRIALOGICAL: learning as collaborative knowledge
creation resulting with shareable digital artefacts
Old and new pedagogies
Tech use
Pedagogical capacity
Content knowledge Master requiredcontent
Outcome: Content mastery
Old
New
Outcome: Deep learning
Teacher Pupil
Discover and master content together
Pedagogicalcapacity
Create and use new knowledge in the world
Ubiquitous technology
(Fullan 2013)
Five scenarios for tablet classrooms
Flipped classroom: learning in advance of the lesson from short videos and other resources, making sense and applying new knowledge during the lesson (Khan Academy)
Inquiry-based learning: learning like scientists do, by questioning, exploring, explaining, (in)validating
Project-based learning: collaborative creation of digital artifacts
Problem-based learning: solving, then designing problems (tasks)
Game-based learning: learning from playing and designing games (e.g. Quest2Learn school NY)
Configurations of digital textbook 2.0
Planetary systemmodel
Linuxmodel
Legomodel
Stabilecore
Dynamic core
No core at all
Levels of textbook co-authorship
Level Learner’s contribution Examples of tools6: Creating Creates a new resource
from scratchGeoGebra, iMovie, Aurasma, PhotoStory, GarageBand, iBooksAuthor
5: Remixing Rips, mixes, cuts, adds visuals or subtitles
“Hitler gets angry” video, 9gag, samples, GeoGebra, GDocs
4: Expanding Curates, adds external resources to collection
Scoop.it, blog
3: Submitting Solves a task, submits to teacher for the feedback
Kahoot, Khan Academy, online tests, worksheets made with Gdocs
2: Interacting Self-test, simple game LearningApps, HotPotatoes, SCORM1: Annotating Likes, bookmarks,
commentsYoutube video, ePub, PDF, Web page
0: Consuming Views, listens, reads PowerPoint, PDF, video
LePlanner: re-using lesson scenarios
Visual language, timeline view
Resource-centric approach
Co-authorship levels
Prototype: http://leplanner-beta.romil.ee
Some Rights Reserved This work is licensed under the Creative Commons
Attribution Share Alike 3.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.
The photo on the title slide comes from Flickr.com user Michael Surran
The photos on the second slide are taken from the Estonian version of Wikipedia, Koolielu.ee and Flickr