LaL Language Centers - Travelling classroom - Intelligent Partners
Intelligent classroom design
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Transcript of Intelligent classroom design
INTELLIGENT CLASSROOM DESIGN
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DESIGN PRINCIPLES
TECHNOLOGY IN THE CLASSROOM
Scott McCloudScott McCloud is a comic artist
His books teach others how to create successful comics
He was the comic artist for Google when his comics prepared the way for the new browser Chrome.
He believes good design comes down to 5 choices:
Image : BULLSEYE
Focus
Frame
Image
Word
Flow
What exactly do you want to
teach?
What is the focus of the lesson, the
image, the text, the
presentation?
What do you want your
students to know at the end of the
session? The presentation?
Is your message clear at the
start?
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TEACHING FOR EFFECTIVE LEARNING
4.1 BUILD ON LEARNERS’ UNDERSTANDINGS
Government of South Australia 2011
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Identify basic misunderstandings
• Have plenty of examples to clarify.
• Ask others to set the picture straight.
• Show how search engines/translators can be faulty.
• Ask about interpretations and what something could and might mean.
Frame What is your angle?
Are you focussing on detail and complexity
or is it a general overview and
contextualisation?
Is it inclusive?Who are you
including?
Where are the boundaries for today?
Where does this lesson fit in with the
rest of your narrative?
Image
Are your images
inclusive?
Do you want your images to
teach a subtext?
Are the images crystal clear?
What kind of
atmosphere are you setting?
Are your images able to
contribute to visual literacy?
WORD
What register are you using and
why?
Are you using words which will convey meaning
to students?
Do you need to include
clarification of terms?
Are you preventing
misconceptions?
Are you captioning when and where you
can?
FLOW
Are you showing how one thing leads to another?Are you showing how this connects to prior knowledge, life, the world, other subjects?
Have you explained which part of the picture you are in at the moment and where that can lead?
Are you making connections with what you have taught and what comes next?
Resources• A photographer’s frame of mind
• Literacy Today
• A rhetoric of sequential art
• 30 graphic novels in 30 days
• TeFL
• paper.li
• Scoop.it
• I’d like to thank Shoo Rayner for allowing me to download and splice the Mr. British Culture clip
Game TheoryGAME THEORY
The Principles
Interaction
Cognitive interaction
Explicit interaction
Beyond the object
I
Introduction
• Both Katie Salen and Eric Zimmerman are well credentialled academically and in the gaming industry to look at gaming principles from a theoretical point of view .
Classroom implications
• As classroom practitioners we could benefit from looking at the principles which attract our students to games and try to apply the theory to ensure more effective learning in the 21st century.
• Interaction
Teacher is the author of the classroom
Teacher provides content and teaches it
Teacher’s approach may be in conflict with student agenda
The action is going on separately in the head of teacher and student
• Examples
• Lecture• Presentation• Video• Demonstration• Talking through examples
• What can you do to provide absorbing content which engages student brains more comprehensively?
• Question
• Cognitive interactivity
Functional activity of button clicking and page turning
Students are clicking on web links
Students click on the button to get to the next set of information
Students read a page
• Examples
• Web quests• Independently viewed
presentations• Web research• Completing sets of exercises• Filling in spaces
• What resources can you provide at the button clicking page turning level which will want them to click and turn?
• Question
• Explicit interactivity
Participation with designed choices or activities
Students have their own input to consider
Students are creating something as they learn
Students can see they learn better by consulting
• Examples
• Using what is learned to create a video• Presenting what is learned to an
audience• Creating an assignment but including
reflection and feedback• Allowing students to act and make
choices relevant to content and assignment
• What assignments and activities can you provide to ensure students are using their new knowledge in an interactive, connected way?
• Question
• Beyond the object interactivity
• This is the fan base, the merchandising the getting users to engage with the game in ways so that they identify strongly with the game.
• Discussion
• You need to think about and discuss this. Do we need fan bases for French? Maths? Science? Are there ways we can do this ethically as classroom practitioners?
• Getting students to participate in extra curricula events
• Making students aware of expos, films, special events, competitions
• Having focus days• Creating clubs, teams, special interest
groups• Publishing work online
• Examples
• Question
• Do you show how the love of the subject and the new knowledge can be used to connect with others and the real world?
• Affective interaction design• Eric Zimmerman• Rules of play• A meaningful read• Gamelab’s hustler
• Resources
Content Share Feedback
• MICROSOFT OFFICE FOR MAC 2011
• CATHY WOODS • ADELAIDE, JULY 2013• @SALL07