eLearning and literacy powerful learning, not 'busy work’ Integrating new technologies to empower learning and transform leadership Karen Melhuish © Learning Media Ltd.
ULearn2010_eLearning and Literacy
Nov 01, 2014
This collaborative presentation and workshop will give participants the chance to unpack why they use technology as part of literacy learning, explore a NZC-based inquiry framework to guide decision-making, and work through an example together. Participants will be empowered to think about both the literacy and the technology demands of texts explored through elearning.
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eLearning and literacy powerful learning, not 'busy work’
Integrating new technologies to empower learning and transform leadership
Karen Melhuish© Learning Media Ltd.
links on livebinder http://www.livebinders.com/play/play_shared_binder?
id=32508
Integrating new technologies to empower learning and transform leadership
Karen Melhuish© Learning Media Ltd.
.
Why are we here today? What do we hope to learn?
By the end of the session, we will have….
“Give one, get one”
• Surfaced and explored what we think about using e-learning /digital content in literacy contexts
• Understood how to use the teaching as inquiry framework to guide our decision-making
• Considered what this might look like
Think of one example when you have used digital technology as part of your literacy (reading, writing, speaking) teaching.
Describe what you did (2mins)
Starting with what we do….
Exploring what we think…
Looking more closely at what we do…
Consider the example you described:
• What was the impact on the students’ behaviour?
• What was the impact on the students’ literacy? How do you know?
Exploring what we think…
Our global context
The world in which our students live…
• Lifelong, ‘21st Century’ learning• User-focused paradigms• Quis custodiet ipsos custodes? The importance of digital
literacy• Economic and social drivers e.g. roll-out of UFB
Alignment with the NZC
Pedagogy: ‘…e-learning can support the teaching approaches’
‘Connected…lifelong learners…’
‘Using language, symbols and texts…intellectual curiousity…participating and contributing..’
National Standards:’…reading and writing as interactive tools to meet specific learning purposes across the curriculum
‘Each learning area has its own language’
LLP: ‘…develop theirliteracy expertise … purposefully, in meaningful contexts.
a framework for decision-making
a framework for decision-making
A scenario to critique: Miss Smith gives it a go
How did she decide on
• what it was important to teach? • the strategies? • the digital content/technology?• how to integrate digital content and • how to construct new learning?
• What happened ?• Next steps?
a framework for decision-making
‘Boy Soldiers’ (SJ, Part 4 Number 3, 2008)
Authentic context for literacy: Starting with the big ideas
Purposeful curriculum links:
•Social Sciences: History
•Social Studies
•English
Key competencies
•Relating to others
•Using language, symbols and texts
•Thinking
Context for learning
Why do we still mark ANZAC day?
Focus on what’s important
‘Boy Soldiers’ (SJ, Part 4 Number 3, 2008)
Context for learning about the ‘big ideas’: ‘Boy Soldiers’Learning goal: to understand why we remember those who fought…
My students’ needs?• Their experience with
historical text; challenges for them re: readability for guided reading; can they visualise?
• Their prior knowledge of war• Their literacy needs (OTJs etc)
Text features• Theme and text type (non-
fiction)• Structure• Language choices• Specific vocab.
Elearning needs?:• How media literate are they? • What Web 2.0 tools can they use?
What are my own needs?• Do I understand how to support
students’ literacy needs?• Can I/we scaffold their elearning
needs• Do I know the affordances of
suitable technology?
Why do we still mark ANZAC day?
Planning the teaching and learning: ‘Boy soldiers’:
Deliberate acts of teaching to help them engage with the text and the over-arching question:
Preparing for reading: • Engage prior knowledge about war• Make connections with history/literacy
During reading• Visualising the experince• Analysing and synthesising ideas
After reading• Explore and consolidate learning
Would digital content help this?
How will I choose this?
Why do we still mark ANZAC day?
Integrating elearning into literacy: PREPARING FOR reading
Learning goal: to understand what it was like to be a young soldier in the First World War: construct together what success criteria might look like….
Engage prior knowledge about war and make connections• Digistore learning pathways• Google Earth/ Google maps• Interviews with people who were there (mobile phone/Skype)• Flickr
Building vocabulary• Wallwisher• Wordle• Flickr
Why do we still mark ANZAC day?
Integrating elearning into literacy teaching and learning
DURING reading
Visualising the experience• Voicethread: commenting on the details in the illustrations• Selecting images (Flickr, Google) that relate to the vocabulary
Analysing and synthesising the boys’ experiences:• Freemind, Inspiration• Wallwisher• Create short film/stills on mobile/digi camera that capture key moments
Forming hypothesis about the war graves• Pose a question via wiki/blog for shared responses
Why do we still mark ANZAC day?
What have we learned? What progress have students made?AFTER reading
Consolidate the learning about why we should mark ANZAC day
• Create an ANZAC diary entry (blog, wiki, Glogster)
• Use other texts and post a podcast review/blog entry that argues for ANZAC day
• Voicethread/Flickr/ key phrases that affect my senses
Next learning steps for the students?
•What are their next literacy steps?
•How can I build on their interest and understanding in History? English? [eportfolios]
•What digital skills do we need to foster?
Next learning steps for me?
•What do I need to now know about fostering literacy skills? Curriculum knowledge?
•How can I learn more about the use of digital content/skills?
Why do we still mark ANZAC day?
Return to your own example
What would you keep?What would you change?
Exploring what we think…
Have we met our success criteria?
Review the initial direction we set ourselves….[slide 2]
Exploring what we think…
Where to now? 3-2-1-out!3 ideas that are worth exploring further
2 things you have learned
1 point for action, for yourself or your school
Image sources:
• Slide 1: ‘Adrian on the computer’ by Bombardier (Flickr CC)• Slide 3: ‘Students working on class assignments in the computer lab’ by ExtraKetchup (Flickr CC)• Slide 4: by ‘Playing with magnifying glass’ Somegeekintn (Flickr CC)• Slide 5: It’s future is in our hands by aussiegall (Flickr CC)• Slide 7: MoE/Literacy Online TKI: elearning as inquiry• Slide 9: MoE/Learning Media [School Journal, Part 4, Number 3, 2008]• Slide 11: Bluff Signpost by Rob Young• Slide 12: 'Different sides’ by JP<3• Slide 13: Question mark and arrow by laurakgibbs
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