Working with digital technology to enhance inquiry learning | 25 June13
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This document discusses using inquiry-based learning and digital technology to enhance student learning. It provides quotes about inquiry-based learning being an organic process that allows students to develop lifelong skills by dealing with open-ended problems and shaping their own learning. The document then outlines steps for an inquiry process, including developing questions, finding resources, considering connections, creating something to address a partner's needs, evaluating the results, and reflecting on the experience and how aspects could be used in a classroom.
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Working with digital technology to enhance inquiry learning | 25 June13
- 1. Working with Digital Technology to Enhance Inquiry Learning Karen Melhuish Spencer | 25 June 2013 Twitter tag for the morning #inquiry #coreed
- 2. What’s your passion project?
- 4. “We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.” - Ken Robinson, 2010
- 6. “Inquiry is the dynamic process of being open to wonder and puzzlements and coming to know and understand the world” - Galileo Educational Network, 2004
- 7. Inquiry-based learning provides opportunities for students to: •develop skills they will need all their lives •learn to cope with problems that may not have clear solutions •deal with changes and challenges to understandings •shape their search for solutions, now and in the future.
- 9. Picture your class... Universal Design for Learning : http://www.cast.org/udl/
- 12. Propel me #engage Imaged: CC http://www.flickr.com/photos/52972003@N03/5240348548/sizes/m/ Go to #engage> Padlet
- 13. Scope our inquiry Post an image to the blog and tag #scope
- 14. Invite and frame #scope Develop questions that will help us adapt the space for our partners
- 15. #Find and filter http://www.flickr.com/photos/29388462@N06/5790844543/sizes/l/in/set-72157626745938089/ Post sources on learning environments to #find
- 17. Creating. #Act. Share • What can you add that might make a difference for your partner? • Do it! • Record it. • Upload it #act http://fc04.deviantart.net/fs70/i/2011/277/e/3/solaris__create_your_dream_by_dariatl-d4bu174.jpg
- 18. #Evaluate • How well did you meet your partner’s needs? • What went well with the inquiry? • What would you improve for next time? http://farm5.staticflickr.com/4013/4376443940_8d505894d8_o.jpg
- 19. Reflect How did it compare to the way you usually work? How did you adjust your design in response to their needs? What part of the process could you use in school - and how?
Notes de l'éditeur
- Introductions > you and your passion > if you were a student, what would fire you up? > interview each other in pairs, 3 mins each.....
- Image: ontheroadwithlisad.blogspot.com
- Building a culture of inquiry also means recognizing, supporting and teaching the role of metacognition. Metacognitive skills are part of the “ learning to learn ” skills that are transferable to new learning situations, in school and out of school. Through reflecting on the process during inquiry-based learning activities, students are given opportunities to explore and understand both the cognitive and affective domains of “ learning to learn ” (Hacker, 1999; Kuhlthau, 1988). Understanding and dealing with thoughts and feelings makes inquiry-based learning a powerful learning experience for students and teachers Imgfe http://farm6.staticflickr.com/5094/5476978037_ebe90afb4a_o.jpg
- engaging them?
- In the context of learning areas, students ’ needs; students ’ strengths; legitimate contexts
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- Image http://farm5.staticflickr.com/4140/4767700249_1318fca82f_o.jpg
- Return to our SOLO questions... Aligning learning experiences to SOLO also allows teachers to identify the thinking and ICT interventions that target individual student learning needs at each level. For example, coding the complexity of thinking interventions used in schools against SOLO Taxonomy allows teachers to more effectively target the thinking tools and strategies that will help students to “ bring in ideas ” , “ link ideas ” and “ take linked ideas into another context ” in students ’ SOLO coded learning experiences. Refer Thinking interventions Insert Figure XX The design framework also foreshadows the integration of ICT in the SOLO coded “ bringing in of ideas ” , “ linking ideas ” and “ taking linked ideas into another context ” learning experiences of inquiry with triggers for: ICT to enhance conditions for unistructural/ multistructural information gathering: For example, directories/ search engines, Google map; concept mapping; word processing; databases/ spread sheets; environmental probes Web 2.0 based: image storing, word processing, social bookmarking ” to do ” lists, notetaking, calendars, group mapping, aggregators, RSS feeds, blogs, wikis, forums, synchronous/synchronous communication, peer to peer networks, podcasting, SMS text, ism, email, fax, telephone, listservs, newsgroups; ICT to enhance conditions for relational understanding: For example, concept mapping, graphic organisers, simulations, domain specific modelling software; microworlds spreadsheets, collaborative authoring, Grokker, wikis, forums; ICT to enhance conditions for creating, evaluating, communicating and reflecting: For example, multimedia hypermedia authoring software, argument mapping software, PowerPoint, asynchronous/synchronous communication; Peer to peer networks, podcasting, SMS text, ism, email, fax, telephone, listservs, newsgroups, blogs, wikis ICT to enhance performance for understanding: For example, any of the above// Mapping ideas.. similarities differences what if we had loads of time/money what if your partner was was blind
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