TODAY’S KNOWLEDGE A NEW METHOD A WORSHOP BY: MS. HELENA MOHAMED - MOHAMED SALLAM AHMADY EDUCATIONAL AREA December 201

1. TODAY’S KNOWLEDGE A NEW METHOD A WORSHOP BY: MS. HELENA MOHAMED - MOHAMED SALLAM AHMADY EDUCATIONAL AREA December 2011

4. Have a look at these words Internet 1985 Laptop 1984 Google 2001 Cell phone 1984 Search engine 1984 Website 1992 E-mail 1982 Chat room 1986 Mp3 1996

5. 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?

6. Breakthrough ideas • *Gaming world & education • Google 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

7. So how did we learn? PLATO Universiteit Leiden PLATO Universiteit Leiden

8. 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

9. And how do we learn today?

10. 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

11. Change The learner

12. Change What do we know about today’s learners?

13. The digital learner • Children today: • learn differently as a result of their participation with digital media. • are digitallyliterateoutsideschool 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 digitalmedia and those who do not.

14. My social Life My work My school(s) My calendar My profile My hobbies My files My identity My publications E-portfolios My conversations(s)

15. 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

16. Changing… The digital teacher

17. Task 2 • How should teachers be? • How does someone who learned in a totally traditional setting learn to teach in an entirely different way ? • New strategies • New teaching skills • Newmediaskills • New innovative ideas • Tempo & pace

18. What does this mean?Teachers make the difference! It’s time to… C H A N G E

19. 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

20. Traditional Teacher Leads students to one “right” answer Presents information lecture-style Favors having students work on their own Directs studentsto mimic the steps Teacher Traditional Shows students how to solve problems Evaluates students with paper-and-pencil tests

21. Teachers of the digital age Asks provoking, open-ended questions Designs projects for students to tackle Modifies lessons for higher-ability and lower-ability students Makes use of media Forms cooperative groups willing to change direction of lesson based on student interest and need Leads students through self-assessment processes

22. Changing… Digital Schools

23. Change

25. 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.

26. 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

27. MANAGING COMPLEX CHANGE + + + + = Vision Skills Incentives Resources Action Plan Change Confusion + + + = Skills Incentives Resources Action Plan + + + = Vision Incentives Resources Action Plan Anxiety = Resistance + + + Vision Skills Resources Action Plan + = Frustration + + Vision Skills Incentives Action Action Plan + + + = Vision Skills Incentives Resources Treadmill from Knoster, T.

28. THE AGE OF CONNECTION AND THE CONNECTED LEARNER

29. learningwith technology • Adding technology to existing subjects / courses • Converting materials to digital formats • Adding computers to classrooms

30. 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. Knowledge Society 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.

32. From chain to pyramid and to network..

33. NETWORKING • The Knowledge Society is networked. • Networks offer : • Ways to access knowledge, • Possibilities for networking people • Developing collaborative work • Enhancing the “collective intelligence”

34. George Siemens ConnectivismA Learning Theory for a Digital Age

35. What is learning for George Siemens?

36. 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.

37. 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

38. 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.

39. Learning theories

40. Behaviourism • Stimulus/Response • Theorists: Pavlov, Watson, Skinner, Thorndike

41. Cognitivism • Information processing • Input, processing, storage, output • Computer-modeled • Theorists: Ausubel, Gagne, Bruner, Piaget, Vygotsky

42. Constructivism • Learning is process of active construction of knowledge • Learners make sense of their experiences • Theorists: Bruner, Vygotsky, Piaget

43. What’s missing?

44. Connectivism • Learning as a connection-forming process (neural and external) • The learning is in the network • Diversity • “Know where”…know how • Pattern recognition

45. Learning Theories

46. 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

47. 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

48. 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.”

49. 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,

50. Reflections: against 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