Nordic pil ws 12 nov 2013
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Øystein Johannessen gave a presentation about new competencies, technologies, and forms of assessment. He discussed how technology is driving changes in pedagogy and the importance of coherence in education. He outlined new pedagogical models where teachers take on roles as designers of learning experiences and partners with students. The presentation examined key trends in technology like social media, mobile learning, and BYOD. It also looked at challenges like the need for improved teacher training and the demand for personalized learning. Johannessen concluded by discussing how assessment needs to change and move towards more embedded, formative models using technology.
Nordic pil ws 12 nov 2013
- 1. New Competence, New Technology, New Assessment Øystein Johannessen Partners in Learning Workshop 1 12 Nov 2013
- 2. Outline • The Best of Times, The Worst of Times.....? • The Importance of Coherence • Towards a New End: New Pedagigies for Deeper Learning • New Technologies: The Norwegian Horizon Report • New Assessment: Changing Assessment Through ICT 2
- 3. Inspired by Technology, Driven by Pedagogy 3
- 4. Coherence is Key....maybe even King 4
- 5. 5
- 7. Barriers 7
- 9. New Pedagogical Models • The teacher as designer of powerful learning experiences • The teacher as a source of human, social and decisional capital in the learning experience • Teachers as partners in learning with students, accelerated by technology 9
- 10. Technology Outlook Norwegian Schools 2013-2018 å 10
- 11. Key Trends Social media is changing the way people interact, present ideas and information, and communicate. Education paradigms are shifting to include online learning, hybrid learning, and collaborative models. People expect to be able to work, learn, and study whenever and wherever they want. As the cost of technology drops and school districts revise and open up their access policies, it is becoming more common for students to bring their own mobile devices. Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is becoming a value. 11
- 12. Significant Challenges Current approaches to initial teacher training and in-service training in digital tools and pedagogies are insufficient for the need. Teachers and schools remain dependent on physical textbooks. Digital skills and the use of ICT for learning do not appear to be embedded in reform efforts, measurement strategies, prioritized areas and national programmes to any appreciable extent. The demand for personalized learning is not adequately supported by current technology or practices. Digital literacy in the curriculum should be revised or embedded in new ways. 12
- 13. Technologies to Watch • BYOD ONE YEAR OR LESS: • • • Cloud Computing Flipped Classroom Social Media TWO TO THREE YEARS: • Games & Gamification • • • Mobile Learning Online Learning Open Content FOUR TO FIVE YEARS: Creative Commons flickr photo by Mads Boedker • • • • Learning Analytics Natural User Interfaces Real-Time Machine Translation Wearable Technology 13
- 14. OECD on formative assessment 14
- 15. Changing Assessment: Towards a New Assessment Paradigm Using ICT 15
- 17. Thank you! • oysteinj@me.com • Blog: oysteinj.typepad.com • Twitter: @oysteinj • Slideshare: www.slideshare.net/oysteinj/ 17
- 18. References • OECD (2010): Inspired by Technology, Driven by Pedagogy • Michael Fullan et al: Towards a New End: New Pedagogies for Deep Learning • Horizon Project: Technology Outlook: Norwegian Schools 2013-2018 • IPTS: COMPASS: The Use of ICT for the Assessment of Key Competences • C. Redecker & Ø. Johannessen: Changing Assessment: Towards a New Assessment Paradigm Using ICT, European Journal of Education 1/2013