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TODAYS KNOWLEDGE A NEW METHOD A WORSHOP BY: MS. HELENA MOHAMED - MOHAMED SALLAM AHMADY EDUCATIONAL AREA December 2011.

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Presentation on theme: "TODAYS KNOWLEDGE A NEW METHOD A WORSHOP BY: MS. HELENA MOHAMED - MOHAMED SALLAM AHMADY EDUCATIONAL AREA December 2011."— Presentation transcript:

1 TODAYS KNOWLEDGE A NEW METHOD A WORSHOP BY: MS. HELENA MOHAMED - MOHAMED SALLAM AHMADY EDUCATIONAL AREA December 2011

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4 Have a look at these words Internet 1985 Laptop 1984 Google 2001 Cell phone 1984 Search engine 1984 Website Chat room 1986 Mp3 1996

5 Task 1 What do you call this age? Why are kids so brilliant and good at video games ? What do you think of todays classrooms? List the digital items that you use on daily basis?

6 Breakthrough ideas *Gaming world & education Google is to bring together game designers with curriculum experts. -Digital media production -Public awareness should be raised about what learning in the 21 st century should look like --current systems do not support innovation -Where should innovation be nurtured Conceptual shift -Education to learning -Consumption To Participation -Institutions to networks

7 PLATO Universiteit Leiden So how did we learn?

8 How did we learn? We listened to teachers We studied books/subjects We applied our knowledge and made assignments We answered questions We rehearsed Our work was assessed We passed or failed We became knowledgeable

9 And how do we learn today?

10 How do we learn today? We search and scan We contact experts or peers We read, watch, zap, chat, skype, We plan and act We tap and download We copy and paste We produce, create and design We present results, build portfolios We discuss and debate We apply and share We (try to) become competent

11 Change The learner

12 What do we know about todays learners? Change

13 The digital learner Children today: learn differently as a result of their participation with digital media. are digitally literate outside school not in school. It seems that schools are falling behind our kids. There is a gap between those who know how to use and participate with digital media and those who do not.

14 My hobbies My calendar My social Life My school(s) My files My publications E-portfolios My profile My conversations(s) My work My identity

15 They are…..Digital Natives Parallel processing and multitasking Graphics BEFORE text 5,000 hours reading 10,000 hours playing video games 20,000 hours watching television…. At their age, current 40 year old adults had spent 12,000 hours reading

16 Changing… The digital teacher

17 Task 2 New strategies New teaching skills New media skills New innovative ideas Tempo & pace How should teachers be? How does someone who learned in a totally traditional setting learn to teach in an entirely different way ?

18 What does this mean? Teachers make the difference! Its time to… C H A N G E

19 Teachers of the digital age help learners construct knowledge for themselves encourage multiple perspectives use multiple ICT tools rather than only the printed text promote creative and innovative thinking over memorization

20 Traditional Teacher Presents information lecture-style Leads students to one right answer Directs students to mimic the steps Shows students how to solve problems Favors having students work on their own Evaluates students with paper-and-pencil tests

21 Designs projects for students to tackle Designs projects for students to tackle Asks provoking, open-ended questions Asks provoking, open-ended questions Leads students through self- assessment processes Leads students through self- assessment processes willing to change direction of lesson based on student interest and need Modifies lessons for higher-ability and lower- ability students Modifies lessons for higher-ability and lower- ability students Forms cooperative groups Teachers of the digital age Makes use of media Makes use of media

22 Changing… Digital Schools

23 Change

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25 School of the digital age Schools are supposed to be: Teaching with technology Using new technology Going side by side with technology Making use of the new media Ahead and creating new technologies But actually schools are falling behind.

26 The 3T Rule T hings T ake T ime You don't have to be a "person of influence" to be influential. In fact, the most influential people in my life are probably not even aware of the things they've taught me. ~Scott Adams Power lasts for ten years - influence for more than a hundred. ~Korean Proverb

27 VisionSkillsIncentives Treadmill SkillsIncentives Resources Action Frustration Vision MANAGING COMPLEX CHANGE SkillsResources Action Plan VisionIncentivesResources Action Plan Action Plan SkillsIncentivesResources Action Plan Vision SkillsIncentivesResources Action Plan from Knoster, T. = = = Resistance Anxiety Confusion = = + + =

28 TODAYS KNOWLEDGE A NEW METHOD THE AGE OF CONNECTION AND THE CONNECTED LEARNER

29 learning with technology Adding technology to existing subjects / courses Converting materials to digital formats Adding computers to classrooms

30 Learning in the Age of Connection Always on – continuous computing Laptops, handhelds, mobile phones Invisible, portable information fields Wireless networks Constant connectivity Increased levels of collaboration – beyond the classroom

31 31 In the Knowledge Society, every learner is a lifelong learner. The content and the methods of initial education must take into account preparation for lifelong learning. ICT is a key tool for developing lifelong learning. The development of lifelong learning needs an integration of education into the real world - ICT should be used for this purpose. Lifelong learning must be encouraged in all countries, as a tool for reducing the Digital Divide. Knowledge Society

32 32 From chain to pyramid and to network..

33 33 The Knowledge Society is networked. Networks offer : Ways to access knowledge, Possibilities for networking people Developing collaborative work Enhancing the collective intelligence NETWORKING

34 TODAYS KNOWLEDGE A NEW METHOD Connectivism A Learning Theory for a Digital Age George Siemens

35 What is learning for George Siemens?

36 A New learning theory: Connectivism was introduced as a theory of learning based on the premise that knowledge exists in the world rather than in the head of an individual. Connectivism regards knowledge to exist within systems which are accessed through people participating in activities. It also proposes that people learn through contact. The add-on "a learning theory for the digital age", that appears on Siemens paper indicates the special importance that is given to the effect technology has on how people live, how they communicate, and how they learn.

37 Principles of Connectivism Learning and knowledge rest in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known

38 Principles of connectivism Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.

39 Learning theories

40 Behaviourism Stimulus/Response Theorists: Pavlov, Watson, Skinner, Thorndike

41 Cognitivism Information processing Input, processing, storage, output Computer-modeled Theorists: Ausubel, Gagne, Bruner, Piaget, Vygotsky

42 Constructivism Learning is process of active construction of knowledge Learners make sense of their experiences Theorists: Bruner, Vygotsky, Piaget

43 Whats missing?

44 Connectivism Learning as a connection-forming process (neural and external) The learning is in the network Diversity Know where…know how Pattern recognition

45 Learning Theories TheoryLearning modelLearning resides Behaviourism Stimulus/Response Behaviour demonstration CognitivismComputer-modelIn the mind of the individual – processed Constructivism Creation or construction of meaning (Building) In the mind of the individual – constructed Connectivism Networks and ecologies, connections Distributed, in network

46 What is the role of the teacher? Among the roles of the teacher in networked learning environments we find: 1. Amplifying 2. Way finding and socially-driven 3.sensemaking 4. Filtering 5. Modeling 6. Persistent presence

47 What is the role of the teacher? Amplifying: Social media like Twitter provide a few examples of how teachers roles might change. Way finding: The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration

48 What is the role of the teacher? Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Stephens statements that resonated with many learners centers on modeling as a teaching practice: To teach is to model and to demonstrate. To learn is to practice and to reflect.

49 What is the role of the teacher? Persistent Presence An educator needs a point of existence online – a place to express herself and be discovered: a blog, profile in a social networking service, Twitter,

50 The idea that connectivism provides a new theory of learning has not received wide acceptance. Verhagen, for instance, has argued that connectivism is not a learning theory, but rather is a "pedagogical view. Elaborations fail to include any review of the literature and no mention of prior work in this area. It is quite difficult to evaluate how Connectivism, introduced in the mid-2005, relates to prior theories of social learning Reflections: against

51 Reflections: for Kop and Hill conclude that while it does not seem that connectivism is a separate learning theory, it "continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner." Dr. Mohamed Ally at Athabasca University recognizes that world has changed and become more networked, so learning theories developed prior to these global changes are less relevant. However, he argues that, "What is needed is not a new stand-alone theory for the digital age, but a model that integrates the different theories to guide the design of online learning materials.".

52 A final remark Parents send us the best kids they have…they are not keeping better ones at home.

53 Please visit our blog ahmadyelt.wordpress.com and our YouTube channel


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