Johnson-Hartranft-Hurst-Gioiosa Final Presentation5

Group 3 Final Project EPSY 556: 

Bryce Hartranft Brian Johnson Carmen Gioiosa Rachel Hurst Group 3 Final Project EPSY 556

Pedagogy & Curriculum: 

Pedagogy & Curriculum Rachel Hurst Bryce Hartranft

Constructivism: 

Constructivism Humans learn by constructing new thoughts based on previous experiences. Process Learn new information Reflect Student led with teacher as facilitator. http://www.thirteen.org/edonline/concept2class/constructivism/images/spiral_ill.gif Educational Broadcasting Corporation. ( 2011). Constructivism as a Paradigm for Teaching and Learning. Retrieved from h ttp :// www.thirteen.org/edonline/concept2class/constructivism/index.html

Situated Learning: 

Situated Learning For true learning to take place, it must not be abstract, but instead firmly “situated” in reality. i.e. medical doctor would learn far more about surgery from a cadaver than a book. Virtual Learning Environments present an interesting opportunity for realistic experiences. Jean Lave http://www.ciclope.art.br/ieat/wp-content/uploads/2011/07/Jean-Lave-jpg.jpg Jean Lave: Situated Cognition. ( n.d. ). Retrieved November 9, 2011, from http://www.lifecircles-inc.com/Learningtheories/constructivism/Lave.html .

Common Formative Assessment: 

Common Formative Assessment Use of common assessment tools amongst a group of teachers in the interest of eliminating variables connected to student achievement. Allows educators to compare and contrast methods that work and those that do not. http://www.sls-sixsigma.com/images/misc/Assessments.jpg Rutherford County Schools. (2008). Common Formative Assessments. Retrieved November 9, 2011, from http://www.rcs.k12.tn.us/rc/instruction/plc/common_formative_assessments.html .

Mastery Based Education: 

Mastery Based Education Eliminating structural obstacles to student achievement and basing progress upon skills mastered rather than time. Would allow for more appropriate support for student abilities and restructure the way school works. http://www.lauracandler.com/images/masterylearn.jpg Vockell , E. ( n.d. ) Mastery Learning. Retrieved November 9, 2011, from http://education .calumet.purdue.edu/ vockell / edPsybook /Edpsy3/edpsy3_mastery.htm .

Virtual Learning Environment: 

Brian Johnson Virtual Learning Environment

Virtual Learning Environment: 

Virtual Learning Environment A student will normally work over the Internet and a VLE provides a collection of tools such as those for assessment (particularly of types that can be marked automatically, such as multiple choice), communication, uploading of content, return of students' work, peer assessment, administration of student groups, collecting and organizing student grades, questionnaires, tracking tools, etc. New features in these systems include wikis , blogs , RSS and 3D virtual learning spaces. VLEs are often used in schools and other educational establishments in order to make the learning experience more interactive. (retrieved from Wikipedia, 2011)

Web 3.0 Tools: 

Web 3.0 Tools According to some Internet experts Web 3.0 will allow the user to sit back and let the Internet do all of the work for them. Rather than having search engines gear towards your keywords, the search engines will gear towards the user. Keywords will be searched based on your culture, region, and jargon (retrieved from Wikipedia, 2011)

Augmented Reality: 

Augmented Reality “ Augmented reality (AR) is a term for a live direct or indirect view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data.” (retrieved from Wikipedia, 2011)

Augmented Reality: 

Augmented Reality AR allows for effective collaboration among users because the environment is shared AR allows for users to see both the virtual objects they are manipulating and each other without obstruction AR provides the user with effective positional cues because the surrounding environment is constantly visible AR allows for accurate virtual representations that mimic every physical interaction the user has with a real object (Thomas, R., John, N., & Delieu , M. (2010). Augmented Reality for Anatomical Education. Journal of Visual Communication in Medicine, 33(1), 6-15)

Virtual 3D Environments: 

Virtual 3D Environments Virtual reality is often used to describe a wide variety of applications commonly associated with immersive, highly visual, 3D environments. (retrieved from Wikipedia, 2011) “Corporations, academic institutions, and government agencies must develop a clear understanding of how virtual immersive environments will impact global interactions, knowledge transfer, work transactions, and existing learning paradigms.” ( Kapp , K.M. & O’Driscoll , T. (2010). Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration)

Virtual 3D Environments: 

Virtual 3D Environments children often learn faster and retain more information in a 3D environment (http://www.eschoolnews.com/2011/10/03/how-to-use-3d-in-the-classroom-effectively/2/?) Learning in 3D empowers forward-thinking executives, managers, faculty members, and training professionals to design, develop, and collaborate in the rapidly emerging field of 3D immersive environments. ( Kapp , K.M. & O’Driscoll , T. (2010). Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration)

Designing the learning environment: 

Carmen Gioiosa Designing the learning environment

Real World Learning Environment: 

Real World Learning Environment Designing schools or classrooms of the future requires us to understand and know what we expect of 21 st century teaching and learning and then build schools to meet those requirements.

1) Outdoor Space: 

1) Outdoor Space Tajimi Junior High School (Japan )

2) Communal Space : 

“foster social interaction among school users ” ( Heitor, 2005, p. 47) 2) Communal Space Alpha High School (USA) Australian Mathematics and Science School (Australia)

3) “Gravity Centre”: 

space where sections of the school intersect and students congregate (Heitor, 2005, p. 47 ) 3) “Gravity Centre”

Classroom Design: 

Classroom Design 21 st Century classroom involves purposeful group activities collaborating on problem-solving tasks teamwork 5 design elements to consider

1) Technology: 

1) Technology

2) Learning relationships: 

2) Learning relationships Harbor City International School (USA) Presentation Forum Media Lab Student Work Stations Cafe

3) Experiential/contextualized learning: 

3) Experiential/contextualized learning Learning from experiences or through authentic opportunities have proven to be powerful learning tools

4) Integrating teacher’s workspaces: 

4) Integrating teacher’s workspaces Inderkum High School (USA)

5) “Learning centers”: 

“ connected through a central space sharing high levels of cross-visibility” (Heitor , 2005, p. 47). 5) “ L earning centers ” Crosswinds Arts and Science Middle School (USA)

Sustaining the vision: 

Rachel Hurst Bryce Hartranft Brian Johnson Carmen Gioiosa Sustaining the vision

Curriculum Reform: Multimodal learning: 

Curriculum Reform: Multimodal learning A proposal is just that – make it grow 47 states have adopted Core Curriculum standards 45 of those are involved in developing a new assessment What this means: An assessment that reflects new modes of learning Quantitative and verbal reasoning (SAT, GRE) are no longerer all that matters

Curriculum Reform: Multimodal learning: 

Curriculum Reform: Multimodal learning www.themegallery.com Company Logo (MIT, 2011) New initiatives and goals: STEM: Forging real-world connections through incorporating science, technology, engineering and mathematics S.T.E.M. is now an MEd option at some colleges National impetus means stronger communities of practice Once 6-12 and grad school; now trickling into lower grades S.T.E.A.M. adds the arts

Curriculum Reform:Multimodal learning: 

Curriculum Reform: Multimodal learning www.themegallery.com Company Logo (MIT, 2011) New initiatives and goals: Common Core State Standards: Reading and math goals for K-5 Add technical literacy for math and science in 6-12 Benchmarks are skills needed in today’s college educations, with expectations for: Writing Reading comprehension Modeling and artifact design

Multimodal + Tech: Why It Works: 

Multimodal + Tech: Why It Works www.themegallery.com Company Logo

Multimodal + Tech: How to Integrate: 

Multimodal + Tech: How to Integrate www.themegallery.com Company Logo (AlhambraESD, 2011) New initiatives and goals Match technical literacy to reading skills in other areas Use tech to reach new kinds of learners More sensory engagement

Multimodal + Tech: How to Integrate: 

Multimodal + Tech: How to Integrate www.themegallery.com Company Logo (AlhambraESD, 2011) Best Practice: Let them be in command of their learning Tablets for cloud network Programming Forge real-world connections to science and engineering to make models – moving beyond paper Carries students further into STEM “pipeline” ( Brown, R., Brown, J., Reardon, K. & Merrill, C., 2011)

How to Sustain: 

How to Sustain Keep driving assessments to fit what students need to learn. Do your best to make real-world connections Don’t stagnate… Innovate Develop open spaces that encourage a learning community No more unitaskers – teaching subjects together encourages cohesion and fluidity

How to Sustain: Talent Development: 

How to Sustain: Talent Development Three stages recognized by America COMPETES (2007) Stage I: from abilities to competencies Stage II: from competencies to expertise Stage III: from expertise to scholarly productivity Know the psychosocial factors needed that encourage learning, including self-regulation and risk-taking – and support them. (Thomas. J & Williams, C., 2010 )

What needs to change:: 

What needs to change: www.themegallery.com Company Logo (MIT, 2011) Development of a learning community More collaboration More time will be spent in schools as a bridge to professional development and career readiness… Make it a place where students want to be Modern teaching methods that recognize new fields and non-traditional modes or subjects that fit new learning.

References: 

References AlhambraESD (2011). Best Camp Robots [Image]. Retrieved from http://alhambraesd.schoolfusion.us Brown, R., Brown, J., Reardon, K. & Merrill, C. (2011) Understanding STEM: Current Perceptions. Technology & Engineering Teacher, 70 (6), 5-9. MIT (2011). Photo camp boys [Image]. Retrieved from http://www.internaldrive.com MIT (2011). Princeton 8-1 Bubbles [Image]. Retrieved from http://www.internaldrive.com Prensky , M. (2005) Chapter Six: Computer Games and Learning: Digital Game-Based Learning. In. J. Raessens and J. Goldstein (Ed.), Handbook of Computer Game Studies (pp. 97-122). Cambridge, MA: The MIT Press. Thomas, J. & Williams, C. (2010). The History of Specialized STEM Schools and the Formation and Role of the NCSSSMST. Roeper Review, 32 (1), 17-24. doi : 10.1080/02783190903386561

Issues For The Future: 

Issues For The Future Technological Dependence Classification Practices Math/Science Focused Education

The End: 

The End