4. Outcomes…
At the end of this course you will be able to:
demonstrate a sound understanding of the web and its potential
benefits for teaching and learning in the primary school;
review critically UK government online initiatives in education;
demonstrate an understanding of pedagogical approaches suited to
e-learning;
reflect on approaches to support pupils’ safe and responsible use of
the internet;
develop and evaluate a Course inside a VLE to support a sequence of
lessons, using a variety of the tools available;
integrate externally produced resources and activities and resources
and activities developed by you.
5. Outline
1. The web as a resource for learning
Linking and uploading
2. Effective web design
Creating resources and labels
3. E-learning
Quizzes, assignments, hot potatoes
4. Web 2.0 – blog, podcasts etc.
Audio and video filters
5. Web 2.0 – wikis, forums, mashups
Wikis and forums
6. E-Safety and digital literacy
Chat, AUPs, peer review
8. Plowden
1967
‘At the heart of the educational process lies the
child’
‘Until a child is ready to take a particular step
forward it is a waste of time to try to teach him to
take it’
‘One of the main educational tasks of the primary
school is to build on and strengthen children's
intrinsic interest in learning and lead them to learn
for themselves’
9. Rose
2009
Primary children relish learning independently and
co-operatively; they love to be challenged and
engaged in practical activities; they delight in the
wealth of opportunities for understanding more
about the world; and they readily empathise with
others
The touchstone of an excellent curriculum is that it
instils in children a love of learning for its own sake.
10.
11. HTML by hand
<html>
<head>
<title>My first web page</title>
</head>
<body>
<h1>This is my first web page</h1>
<p>Hello World!</p>
</body>
</html>
12. Design Principles
Content is king
Intuitive navigation
The pages belong to the site
Layout
Golden ratio
Rule of thirds
Symmetry
Balance
13. Design Principles
Unity
Proximity
Repetition
Colour and style
Emphasis
Placement
Isolation
Contrast
Form follows function
14. In education?
Audience
Readability
Engagement
Interactivity
Dumbing down?
Pedagogy
Investigation
Play
Social constructivist
Behaviourism
E-Safety
15. Behaviourism
Practice should take the form of question - answer frames
which expose the student to the subject in gradual steps
Require that the learner make a response for every frame
and receive immediate feedback
Try to arrange the difficulty of the questions so the
response is always correct and hence a positive
reinforcement
Ensure that good performance in the lesson is paired with
secondary reinforcers such as verbal praise, prizes and good
grades.
16. Thorndike 1912
If, by a miracle of mechanical ingenuity, a
book could be so arranged that only to him
who had done what was directed on page one
would page two become visible, and so on,
much that now requires personal instruction
could be managed by print.
18. Ivan Illich 1971
Ivan Illich describes computer-based "learning webs" in
his book Deschooling Society. Among the features of his
proposed system are
• Reference Services to Educational Objects
• Skill Exchanges
• Peer-Matching
• Reference Services to Educators-at-Large
19. Web 2.0
Web 0.1 Web 1.0 Web 2.0
Media Text Media rich Text +
Authors Academics The Industry User community
Content Self publishing Professional Collaborative peer
production
Aims Linking Readers Community
Peer review Customers Esteem
Business Model Subsidy Premium content Advertising
advertising
Premium features
Open Source
20. How can blogs help
learning?
Creating not just consuming
Writing for pleasure
Informal learning
Personalisation – choice and voice
Self esteem
Shared blogs
Reflection and review
21. How can podcasts
help learning?
Multimodal literacy
Speaking and listening!
Engagement
Accessibility
Lesson recording
E-Portfolios
24. Dewey (1859-1952)
Engaging with experience
Enlarging experience
Interaction and environments
The importance of reflection
Education for all
Project based learning
http://www.infed.org/thinkers/et-dewey.htm
26. Social Constructivism
Learners involved in a joint enterprise with
one another and their teacher in creating new
meaning
ATHERTON J S (2009) Learning and Teaching; Constructivism in learning
Pollard: Reflective Teaching; http://www.rtweb.info/content/view/361/42/
27. Vygotsky (1896-1934)
The centrality of social interaction
The more knowledgeable other
The zone of proximal development
http://www.learning-theories.com/vygotskys-social-learning-theory.html
Scaffolding (Bruner)
28. Papert (1928- )
Constructivist learning
happens best when
‘constructing a public entity’
“Constructionism boils down
to demanding that everything
be understood by being
constructed”
“Concrete” materials rather
than abstract propositions
“Soap-sculpture math”
http://www.papert.org/articles/SituatingConstructionism.html
29. Connectivism
CC by-sa Hijod.Huskona CC by jean-louis zimmermann
CC by-nc-sa Mr Ush
http://www.connectivism.ca/
31. Discussion Forums
Pros Cons
Learner voice Moderation
Irrelevant
Audience Inappropriate
Social Constructivism etc Offensive
Any time, anywhere Perception
Evidence of learning Plagiarism
32. Salmon on e-Moderating
Access and motivation
Online socialization
Information exchange
Knowledge construction
Development
33. How can wikis help
learning?
• Writing for an audience
• Proofreading, fact checking
• Awareness of different perspectives
• Evaluation and Discernment – issues of trust,
ownership and authority
• Social construction
• Policy documents
37. I've watched this with interest. At the risk of over simplifying, consider an event x
with probability of 1 in 1 million. How should:
A parent with responsibility for 2 children
A teacher with responsibility for 30 children
A school with responsibility for 800 children
An LA with responsibility for 10 000 children
A secretary of state with responsibility for 6 000 000 children
respond?
Risks that are manageable at the every day level for individuals become
unmanageable when aggregated to system level.
That's the issue that needs to be resolved before we can have a rational debate about
this. Only by actively embracing the risk at a local level can we shift the debate away
from over prescription in order to manage the risk at a regional/national level.
Sorry if this does not help the flow, but it's always worth spending a little time
working out why something that is nonsensical form one perspective is rational
from another.
Excuse thumb typing.
Niel Mclean (Becta) via NaaceTalk, 10/12/2008
40. Cyberbullying
A significant problem
Beatbullying asked almost 2,500 young people about cyberbullying to find
out what's going on. >
50% said they'd been cyberbullied
29% told no-one about being cyberbullied
73% said they knew who was sending them bullying messages
11% admitted to being a cyberbully
‘Don’t be mean on the screen’
CyberMentors >
Teachers can be bullied too >
43. What went well?
Participatory iterative design
Planning and development
Reflection on practice
Peer review
Blogging
Assessment
44. Could do better?
Comments on the blog
The blog engine
User testing
Embedding vs linking or uploading
Subject linking
Wider participation
45. Would this work
outside of ITT?
As in-school CPD?
Across schools?
As accredited CPD?
Adapted as an M-level module?
Or isn’t hands on practical training
enough?
46. Getting in touch…
mberry@bcs.org
@mberry
milesberry.net
www.roehampton.ac.uk
opensourceschools.org.uk