Hacking education
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The document discusses innovative approaches to education, emphasizing the need to adapt teaching methods to prepare students for an unknown future. It highlights the shift from traditional knowledge transfer to a focus on competencies and collaborative, contextualized learning in the digital age. Additionally, it stresses the importance of integrating technology in teaching while recognizing the role of educators in facilitating this transformation.
Hacking education
- 1. Hacking Education Prof. dr. Frederik Questier Vrije Universiteit Brussel Unicef Innovation Lab Kosovo 7th of September 2012
- 2. This presentation can be found at http://questier.com http://www.slideshare.net/Frederik_Questier
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- 7. Hacking Education What's in a title? ➢ Hacking solving a problem in an extraordinary, innovative way ➢ Education means through which the knowledge and habits of a group of people sustain from one generation to the next 7
- 8. why ? 8
- 9. How can we educate our students for the unknown future? 9
- 10. The best way to predict the future is to invent it. (Alan Kay, 1971) 10
- 11. innovation? Politics Education Science 1km/h 10km/h 100km/h 11
- 12. “Schools we have today were designed around commonsense assumptions that had never been scientifically tested” R. Keith Sawyer 12
- 13. Information Society ? 13
- 14. Knowledge Society 14
- 15. information scarcity → information abundance ! Total information is now doubling every year ! 15
- 16. Surveys How much of the knowledge you need for your job is in your own head? >75% | 75-50% | 50-25% | 25-10% 16
- 17. Surveys How much of the knowledge you need for your job is in your own head? 1986 75% → 2010 10% 17
- 18. The longer one studies, the more one comes to realize how much one does not know 18
- 19. % tested genius in Divergent Thinking (used to generate creative ideas by exploring many possible solutions) Source: Breakpoint and Beyond by George Land and Beth Jaman 19
- 20. Evolution of organizations Source: Jessica Lipnack and Jeffrey Stamps, Virtual Teams http://www.netage.com/pub/books/VirtualTeams%202/CHAPTERS%20PDF/chapter02.pdf 20
- 21. Network society 21
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- 23. Demand for new skills? ➢ Social skills ➢ communicating, networking, teamwork ➢ international, intercultural ➢ Creativity ➢ Entrepeneurship ➢ Information technology skills ➢ Handle information overload ➢ ... ➢ ➢ Learning to learn → Life Long Learning! 23
- 24. Knowledge -> Skills -> Competences Competences are the ability to use ➢ knowledge ➢ skills ➢ attitudes in new, complex, authentic situations 24
- 25. “Staff are digital immigrants, students are digital natives” (Prensky) ? 25
- 26. Discrepancy? What are students used to? What is their classroom experience? control no control action passive instant feedback little, late feedback rich media poor media always online offline social interactions working together = cheating 26
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- 29. Why change the way we teach and learn? We have new scientific knowledge about teaching and learning 29
- 30. how ? 30
- 31. Evolution in learning theories Behaviourism Learning = change of behaviour Stimulus → response Learner is passive receiver of knowledge Mind = black box Cognitivism Focuses on how the brain works Metacognition, learning strategies Motivation Constructivism Knowledge is actively constructed by the learner New knowledge is linked to prior knowledge Learners discover themselves facts and relationships Social Constructivism Social interaction plays a fundamental role Discussions lead to deeper understanding and increased motivation Constructionism Constructing an artifact or something that can be shared leads to better learning Connectivism Learning is a process of connecting nodes or information sources Knowledge and learning may reside in non-human appliances Try to see connections between fields, ideas, and concepts Know-what & Know-how → Know-where 31
- 32. Educational innovation? Traditional learning New Learning teacher oriented student oriented (passive) knowledge transfer (active) knowledge construction; interaction focus on knowledge focus on competences individual learning collaborative learning focus on course contents also focus on learning process (learning to learn, reflection) teacher = expert teacher = coach teacher directs also self-directed learning selective education adaptive education students focus on good scores attention for (intrinsic) motivation surface learning deep (natural) learning 32
- 33. Educational innovation? Traditional learning New Learning abstract, school-like examples & tasks authentic contexts evaluation by teacher self/co/peer-assessment, ... summative evaluation + formative evaluation (learning from mistakes and feedback) linear curriculum flexible curriculum independent courses and disciplines connexion, integration, interdisciplinarity supply oriented demand oriented uniform education differentiated education (adapted to e.g. learning styles) classroom flexible learning environment (also online & virtual) course materials powerful learning environments formal learning + informal learning behaviorism and cognitivism Social constructivism (and connectivism) 33
- 34. How can we improve teaching and learning with ICT? Don't apply traditional teaching methods in new technologies! Substitution? (dropping your coursebook online) Transformation! 34
- 35. Seek the synergy! Theories about learning and technologies have evolved towards very similar concepts 35
- 36. Model Jonassen for (constructive) learning environments → Technologies can support the intentional construction, in a collaborative way, of complex contextualized artifacts and the conversation and reflection about it 36
- 37. One Laptop Per Child 37
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- 50. Open educational resources (OER) digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research
- 51. Believing that OER can widen access to quality education, particularly when shared by many countries and higher education institutions, UNESCO champions OER as a means of promoting access, equity and quality in the spirit of the Universal Declaration of Human Rights.
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- 70. Learning Analytics Gephi export, learning interactions, R. Carlos, F. Questier 70
- 71. We all can learn from Learning Analytics! ➢ The Learning Analytics Cycle, by Doug Clow, http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/ 71
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- 74. Is this ICT supported learning paradigm shift possible without teacher learning/training?
- 75. Research studies show that how much and how effectively teachers integrate ICT in their teaching process depends mainly on their educational vision (not age, gender, ...) 75
- 76. Copyright acknowledgements ➢ Screenshot http://www.chamilo.org/ ➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!) ➢ Question! CC-by by Stefan Baudy ➢ http://users4.jabry.com/vortex/misc/DivergentThinking.gif ➢ Edupunk: http://blogs.pstcc.edu/drbrown/files/2009/11/Picture-4.png ➢ Flipped-Classroom-CC-BY-NC-SA-2-by-ransomtech ➢ http://cogdogblog.com/2012/07/17/mooc-hysertia/ ➢ http://www.onlinecollege.org/2012/08/21/25-tips-make-most-mooc/
- 77. DARE TO SHARE 77
- 78. Active/Manipulative - Collaborative - Complex - Constructive - Contextualized - Conversational - Intentional - Reflective Questions? Thank you! Pyetje? Faleminderit! See also http://questier.com 78