TODAY’S KNOWLEDGEA NEW METHOD

A WORSHOP BY:MS. HELENA MOHAMED - MOHAMED SALLAM

AHMADY EDUCATIONAL AREADecember 2011

Have a look at these wordsInternet

1985 Laptop

1984 Google

2001 Cell phone

1984 Search engine

1984 Website

1992 E-mail

1982 Chat room

1986Mp3

1996

Task 1

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

Breakthrough ideas

*Gaming world & educationGoogle is to bring together game designers with curriculum experts.- Digital media production - Public awareness should be raised about what

learning in the 21st 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

PLATO Universiteit LeidenPLATO Universiteit Leiden

So how did we learn?

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

And how do we learn today?

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

Change

The learner

What do we know about today’s learners?

Change

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.

My hobbies

My calendar

My social Life

My school(s)

My files

My publicationsE-portfolios

My profile

My conversations(s)

My work

My identity

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

Changing…

The digital teacher

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 ?

What does this mean?Teachers make the difference!

It’s time to…

C

H

A

N

G

E

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

Traditional Teacher

Trad

itio

nal

Teac

her

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-penciltests

Designs projects forstudents to tackleDesigns projects forstudents to tackle

Asks provoking, open-endedquestions

Asks provoking, open-endedquestions

Leads students through self-assessmentprocesses

Leads students through self-assessmentprocesses

willing to change direction of lesson based on student interest and need

willing to change direction of lesson based on student interest and need

Modifies lessons for higher-abilityand lower-ability students

Modifies lessons for higher-abilityand lower-ability students

Forms cooperative groupsForms cooperative groups

Teachers of the digital age

Makes use of media

Makes use of media

Changing…

Digital Schools

Change

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.

The 3T Rule

Things

Take

Time

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

Vision Skills Incentives Treadmill

Skills Incentives

Resources

Action FrustrationVision

Vision

MANAGING COMPLEX CHANGE

Skills ResourcesAction Plan

Vision Incentives ResourcesAction Plan

Action Plan

Skills Incentives ResourcesAction Plan

Vision Skills Incentives ResourcesAction Plan

from Knoster, T.

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Resistance

Anxiety

Confusion

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TODAY’S KNOWLEDGEA NEW METHOD

THE AGE OF CONNECTION

AND THE CONNECTED

LEARNER

learning with technology

Adding technology to existing subjects / courses

Converting materials to digital formats

Adding computers to classrooms

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

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

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From chain to pyramid and to network..

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• The Knowledge Society is networked.

• Networks offer :

• Ways to access knowledge,

• Possibilities for networking people

• Developing collaborative work

• Enhancing the “collective intelligence”

NETWORKING

TODAY’S KNOWLEDGEA NEW METHOD

Connectivism

A Learning Theory for a Digital Age

George Siemens

What is learning for George Siemens?

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.

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

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.

Learning theories

Behaviourism

Stimulus/Response Theorists: Pavlov, Watson, Skinner,

Thorndike

Cognitivism

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

Vygotsky

Constructivism

Learning is process of active construction of knowledge

Learners make sense of their experiences Theorists: Bruner, Vygotsky, Piaget

What’s missing?

Connectivism

Learning as a connection-forming process (neural and external)

The learning is in the network Diversity “Know where”…know how Pattern recognition

Learning TheoriesTheory Learning model Learning

residesBehaviourism Stimulus/Response Behaviour

demonstration

Cognitivism Computer-model In 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

What is the role of the teacher?

Among the roles of the teacher in networked learning environments we find:

1. Amplifying2. Way finding and socially-driven 3.sensemaking4. Filtering5. Modeling6. Persistent presence

What is the role of the teacher?

Amplifying: Social media like Twitter provide a few examples of how teacher’s 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

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.

Stephen’s 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.”

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,

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

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.".

A final remark

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

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