Loop ed modern learning practice
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The document discusses modern learning practices and key questions around visions of learning and technology and perceptions of knowledge. It addresses how student access to technology is changing expectations and how to engage digital learners. Knowledge is described as flows between people rather than static objects. Learning should involve curiosity, exploration, play and giving students choice, control and voice in their learning. Agency involves students taking initiative and ownership over their learning.
Loop ed modern learning practice
- 1. Modern Learning Practice LoopED conference Wellington, 2 June 2017 derek.wenmoth@core-ed.org @dwenmoth @LoopEd_Wgt #LoopEd17 http://www.wenmoth.net
- 2. • What does the term modern learning practice mean to you? • How would you describe it to a colleague? • How is it different (if at all) from what we’ve always done? Modern Learning Practice
- 3. Two key questions What is knowledge and who owns it? What’s our vision of learning and technology?
- 8. • Have we grasped how significantly student access to technology is changing their expectations as learners? • How do we engage these digital learners in the content and process of learning? Ponder time
- 9. Question Two What is our perception of knowledge… – Content – Process – Cultural …and who owns it? – Teacher? – Learner? – Everyone?
- 10. The chase?
- 11. The changing nature of knowledge • Knowledge is not an object, but a series of flows; it is a process, not a product • It is produced not in the minds of people but in the interactions between people • The idea of acquiring knowledge, as a series of truths, is obsolete http://education-2020.wikispaces.com/Connectivism
- 16. Student Voice • One of the most powerful tools available to influence academic achievement is helping students feel they have a stake in their learning. • To feel motivated to do something and become engaged in its activity, youth (like adults) generally need to feel they have a voice in how it is conducted and an impact on how it concludes. • Time and again, research has shown that the more educators give their students choice, control, challenge, and opportunities for collaboration, the more their motivation and engagement are likely to rise. http://bit.ly/2ecZTh0
- 19. Agency and student voice “Traditionally we have concentrated mainly on student voice, which often led to a focus on teacher practice. If students are active agents of their own learning: 1. It is necessary for them to explore practices in learning and do something about it. 2. They need a voice in their own learning. 3. They need to take a lead role in making this happen. All three components are necessary” Dr Brian Annan, 2104
- 20. Agency • “The power to act” • “Sense of ownership” • “Executing and controlling one’s own actions” • “Self-efficacy” • “Personalisation”
- 21. Three dimensions of agency • Self - involves the initiative or self-regulation of the learner • Others - is interdependent. It mediates and is mediated by the sociocultural context of the classroom. • Environment - includes an awareness of the responsibility of ones own actions on the environment and on others. http://bit.ly/2eUq1AI