Sydney University one: -lifelong learning, problem solving and dealing with information -Have orientation on what are the graduates should be 21st partnership one: Skill-based but not much about value
<3 literacies> Information: -part of inquiry skill, particularly in research->define information needs, where to find, evaluate, manage information and workflow, synthesize and integrate information, analyse and presentation
Media: -so much and so many media now-> be aware of all these issues -evaluate and independent thinking maybe affect by-> sources of fund in generating the media production -controlled media-> as effective political weapons in some countries e.g. N Korea -In contemporary world, make best use of media and be critical consumer of media
Digital: -more technical aspects than information literacy -EDB paper on Information literacy in HK -> set standard for teachers and students -> for problem solving -> ethical use of information ---> aware of IP rights ---> don't plagerism ---> full credit to information source ---> cyber threats e.g. identity stolen, email account hacked etc-> need to protect ourselves
E.g.1 Learning Chinese as second language: Qu in Chinese-> google translate into English -> solve and answer in Eng -> google translate into Chinese Answer E.g.2 Make the biggest rectangle using the same length of string-> Answer: Square (OECD program for International student assessment for 15 years old - usually end of compulsory education) => Just increase the use of computer in teaching not = increasing information literary level => teachers, as designers (not facilitators) of learning experiences
Behaviorism – the “inner man” is meaningless (Watson, Skinner) - Learners can be programmed - Stimulus / response, behavior followed by reinforcement or punishment Cognitivism - Piaget – new schema constructed by assimilation and accommodation - Focus on the development of meaning - Learning is thinking about concepts in new ways - assimilation between dog and 水牛 (which is similar to a big big dog) Lave & Wenger - communities of practice - professional learning usually consisted of social, affective learning Knowledge creation - create or develop a better understanding of something Learning technologies relating to learning environment embience Atkinson-Shriffrin Memory processing models – sensory, working, processing to long term conceptual storage Constructivism – learners actively construct meaning from encountering new ideas or concepts - Teachers are the “guide on the side”, facilitating work Connectivism – connections to prior understandings George Siemens – nodes in a network, being updated all the time Open-ended dialogue leads to new understandings in group collaborative work - Authentic problems Collaborative learning – Laurillard
Use of ICT has 'no significant difference' if we don't distinguish between a lever vs catalyst: Lever ~ that use in physics: 1) need force to drive change 2) must be continuous 3) make it easier to do the job 4) should do it in the right direction/way 5) must understand clearly on how learning takes place Catalyst ~ that use in chemistry: 1) activate the action only 2) not continuous process
Why US public school cannot implement ICT effectively? 1) lack of system impeding the change 2) teacher assciation 3) teacher focus on exam result
Singapore MP3 2009: 1) no change to desired learning outcomes 2) just focus on the use of ICT in collaborative learning and self-directed learning
Transformation (gradual, over time change) in different forms: 1) not improvement on earlier products but previous technology is obsolete 2) disruptive 3) sustaining e.g. Iphone 5S
E.g. Digital camera - first appeared in 1999, invented by Kodak, originally serving different market (for low quality photos and instant photos). wiped out Kodak's film business.
Evolutionary change: need to co-evaluate hardware and people involvement E.g. Linus (can tailor-made) vs Microsoft (no tailor-made)
Criteria for a successful change: 1) large scale (scalability) 2) sufficient funding (commercialbility) 3) sustainability 4) gradual change so that it's easier for followers to learn
However, some will view that the change should be Epidemic to make it effective!
Session 5: Learning -> focus on analysis Freedom -> intelligence to make decisions From self direction to self actualization -> final purpose of education (John Dewey and Maslow) Self-actualization -> enlightment Retention-> help learners to achieve another step Six methods for instruction: Modeling - demonstration Coaching - can go through feedback but need peers Scaffolding - {ZPD (the zone of proximal development) from Cognitive Social Mediated Theory by Lev Vygotsky} difficult and cannot go through Articulation - forward looking and make thinking visible, meta-cognition Reflection - beyond learners, between peers, look at alternatives Exploration - push learners to explore by themselves
Session 7: Qu: What are the connections between ‘change’, ‘leading’, and ‘learning’? How do we link these concepts in the discussion of ‘leadership for technology-supported education innovation and organizational learning’? Responses: 1) All three are not mutually exclusive. Senior leadership in any good organisation will recognise that they need to establish a culture of risk taking in order to support innovative practices.
2) Technology serves as the link among the concepts, as technology has the capability to effect unprecedented changes: a) induces change b) opens new way of leading c) brings in and sustains new way of learning
3) Changes brought about by technological advancements, educational or pedagogical practices will serve as an impetus for staff assumed a leader role to initiate micro changes within an organization. To help motivate technology-supported education innovation, one of the key contributions of leaders is to promote organizational learning and increase the adaptability of staff to changes.
4) I agreed that the three concepts are closely linked together. Actually I was quite shocked to understand the term 'disruptive' in last class. Thanks to our Professor in leading us to think and I start to understand the real difficulties encountered by the experienced education practitioners who are asked to champion the change. Disruptive as it may bring about: the curriculum, padagogy, assessment etc needed to be revamped or replaced! This is so scary to most of us as we spent years in going through this and somehow succeed in playing this game. How will we situate ourselves if something unpredictable will soon evolve? Another very useful concept in this course is the effect brought about with the use of technology: catalyst vs lever!
5) The technical-rational approach has the advantage of creating a framework in which the proposed change can be planned and implemented. This is useful for implementing major changes and complex policies such as a new curriculum. However this systematic approach should be adapted according to the context in which the change takes place. A major weakness of the technical-rational view is that it assumes that implementers will automatically embrace the change and dissent is seen as negative rather than constructive. This does not take into account emotional, political and cultural dimensions of change.
Leader -> do the right things Manager -> do the things right
ICT and Educational Leadership for Change: 1) innovation diffusion theory -disruptive -Leader=innovation champion, should not be as R&D should be able to help the organisation to be leader in the field 2) epidemic like SARS 3) Emergency ~ Evolution -sustaining (business as usual, no change to assessment and learning outcomes) vs disruptive (much better i.e. have new things!) -catepillar + 4 wings = butterfly? -IB curriculum is good in using Problem Based Learning however it still use MCQ to test students -Teacher should be the capstone spiecs for innovation
回覆刪除Sydney University one:
-lifelong learning, problem solving and dealing with information
-Have orientation on what are the graduates should be
21st partnership one:
Skill-based but not much about value
<3 literacies>
Information:
-part of inquiry skill, particularly in research->define information needs, where to find, evaluate, manage information and workflow, synthesize and integrate information, analyse and presentation
Media:
-so much and so many media now-> be aware of all these issues
-evaluate and independent thinking maybe affect by-> sources of fund in generating the media production
-controlled media-> as effective political weapons in some countries e.g. N Korea
-In contemporary world, make best use of media and be critical consumer of media
Digital:
-more technical aspects than information literacy
-EDB paper on Information literacy in HK
-> set standard for teachers and students
-> for problem solving
-> ethical use of information
---> aware of IP rights
---> don't plagerism
---> full credit to information source
---> cyber threats e.g. identity stolen, email account hacked etc-> need to protect ourselves
E.g.1 Learning Chinese as second language:
Qu in Chinese-> google translate into English -> solve and answer in Eng -> google translate into Chinese Answer
E.g.2 Make the biggest rectangle using the same length of string-> Answer: Square (OECD program for International student assessment for 15 years old - usually end of compulsory education)
=> Just increase the use of computer in teaching not = increasing information literary level
=> teachers, as designers (not facilitators) of learning experiences
Behaviorism – the “inner man” is meaningless (Watson, Skinner)
回覆刪除- Learners can be programmed
- Stimulus / response, behavior followed by reinforcement or punishment
Cognitivism - Piaget – new schema constructed by assimilation and accommodation
- Focus on the development of meaning
- Learning is thinking about concepts in new ways
- assimilation between dog and 水牛 (which is similar to a big big dog)
Lave & Wenger
- communities of practice
- professional learning usually consisted of social, affective learning
Knowledge creation
- create or develop a better understanding of something
Learning technologies relating to learning environment embience
Atkinson-Shriffrin Memory processing models – sensory, working, processing to long term conceptual storage
Constructivism – learners actively construct meaning from encountering new ideas or concepts
- Teachers are the “guide on the side”, facilitating work
Connectivism – connections to prior understandings
George Siemens – nodes in a network, being updated all the time
Open-ended dialogue leads to new understandings in group collaborative work
- Authentic problems
Collaborative learning – Laurillard
Session 3:
回覆刪除Assessment part is easier than creativity part (ATS21S-June 2003 conference)
Rationalise assessment rubics:
1) design
2) operational feasible
3) collect behavioral data
Use of ICT has 'no significant difference' if we don't distinguish between a lever vs catalyst:
Lever ~ that use in physics:
1) need force to drive change
2) must be continuous
3) make it easier to do the job
4) should do it in the right direction/way
5) must understand clearly on how learning takes place
Catalyst ~ that use in chemistry:
1) activate the action only
2) not continuous process
Why US public school cannot implement ICT effectively?
1) lack of system impeding the change
2) teacher assciation
3) teacher focus on exam result
Singapore MP3 2009:
1) no change to desired learning outcomes
2) just focus on the use of ICT in collaborative learning and self-directed learning
Transformation (gradual, over time change) in different forms:
1) not improvement on earlier products but previous technology is obsolete
2) disruptive
3) sustaining e.g. Iphone 5S
E.g. Digital camera - first appeared in 1999, invented by Kodak, originally serving different market (for low quality photos and instant photos). wiped out Kodak's film business.
Evolutionary change: need to co-evaluate hardware and people involvement
E.g. Linus (can tailor-made) vs Microsoft (no tailor-made)
Criteria for a successful change:
1) large scale (scalability)
2) sufficient funding (commercialbility)
3) sustainability
4) gradual change so that it's easier for followers to learn
However, some will view that the change should be Epidemic to make it effective!
Session 5:
回覆刪除Learning -> focus on analysis
Freedom -> intelligence to make decisions
From self direction to self actualization -> final purpose of education (John Dewey and Maslow)
Self-actualization -> enlightment
Retention-> help learners to achieve another step
Six methods for instruction:
Modeling - demonstration
Coaching - can go through feedback but need peers
Scaffolding - {ZPD (the zone of proximal development) from Cognitive Social Mediated Theory by Lev Vygotsky} difficult and cannot go through
Articulation - forward looking and make thinking visible, meta-cognition
Reflection - beyond learners, between peers, look at alternatives
Exploration - push learners to explore by themselves
Session 7:
回覆刪除Qu: What are the connections between ‘change’, ‘leading’, and ‘learning’? How do we link these concepts in the discussion of ‘leadership for technology-supported education innovation and organizational learning’?
Responses:
1) All three are not mutually exclusive. Senior leadership in any good organisation will recognise that they need to establish a culture of risk taking in order to support innovative practices.
2) Technology serves as the link among the concepts, as technology has the capability to effect unprecedented changes:
a) induces change
b) opens new way of leading
c) brings in and sustains new way of learning
3) Changes brought about by technological advancements, educational or pedagogical practices will serve as an impetus for staff assumed a leader role to initiate micro changes within an organization. To help motivate technology-supported education innovation, one of the key contributions of leaders is to promote organizational learning and increase the adaptability of staff to changes.
4) I agreed that the three concepts are closely linked together. Actually I was quite shocked to understand the term 'disruptive' in last class. Thanks to our Professor in leading us to think and I start to understand the real difficulties encountered by the experienced education practitioners who are asked to champion the change.
Disruptive as it may bring about: the curriculum, padagogy, assessment etc needed to be revamped or replaced! This is so scary to most of us as we spent years in going through this and somehow succeed in playing this game. How will we situate ourselves if something unpredictable will soon evolve?
Another very useful concept in this course is the effect brought about with the use of technology: catalyst vs lever!
5) The technical-rational approach has the advantage of creating a framework in which the proposed change can be planned and implemented. This is useful for implementing major changes and complex policies such as a new curriculum. However this systematic approach should be adapted according to the context in which the change takes place. A major weakness of the technical-rational view is that it assumes that implementers will automatically embrace the change and dissent is seen as negative rather than constructive. This does not take into account emotional, political and cultural dimensions of change.
Lesson 7 continue
回覆刪除Leader -> do the right things
Manager -> do the things right
ICT and Educational Leadership for Change:
1) innovation diffusion theory
-disruptive
-Leader=innovation champion, should not be as R&D should be able to help the organisation to be leader in the field
2) epidemic like SARS
3) Emergency ~ Evolution
-sustaining (business as usual, no change to assessment and learning outcomes) vs disruptive (much better i.e. have new things!)
-catepillar + 4 wings = butterfly?
-IB curriculum is good in using Problem Based Learning however it still use MCQ to test students
-Teacher should be the capstone spiecs for innovation