Digital wk2
Knowledge as a noun and knowledge as a verb. What does this mean?
I think that I can understand this with the use of an analogy I read when I was a young teen. I can't remember where I read it to reference but I suspect it was in the book "Zen and the Art of Motorcycle Maintenance", if my memory serves me well. If a young guy knows how to service motor mower engines he has the knowledge he needs and leaves school. He gets a job in a little shop and plods along quite happily maintaining and repairing mowers. After a while he realises as he works on the machines, that the engines aren't performing as efficiently as he thinks they should. His noun knowledge- that putting the parts together in a certain way makes the machine work - is becoming verb knowledge because he wants to take what he knows and do something to change the way the machine works. He may need to learn more in order to develop his ideas. The knowledge he had becomes the building block to new learning and innovation. He is engaged in learning in a real time context and seeks further education and information to help him develop his concept.
I hope people can understand what I am meaning here, as I think the ability to get back into education at any stage in your life is possibly the biggest shift we have had. That young man couldn't wait to leave school and get a job, but when a real learning context presented itself he was able to go to Ara or a similar institution and gain the knowledge he needed when he needed it.
Whew!
Wednesday, November 9, 2016
What is the difference between 20th century and 21st century skills?
Digital - 21st Century skills
What is the difference between 20th century and 21st century skills?
My understanding of the differences and shifts in thinking are based on the changes in thinking about how students learn and how they are assessed.
20th century learning was assessed by using a range of tasks and assessments designed to check proficiency. Students were ranked with an assumption that not all will become proficient. A grading system ranked students in terms of academic accomplishments and their mastery of relevant skills and knowledge.
The 21st century shift that has occurred places greater emphasis on learning outcomes and the desire to help all students master the skills and competencies. The use of rubrics such as SOLO or Blooms Taxonomy show performance standards and clearly defined learning objectives in a way that students can articulate and evaluate performance standards.
The 20th century model of teaching had the teacher as the main source of knowledge, and that knowledge was imparted to students in the same way as has been done for centuries. Students were expected to engage and learn by watching and listening to the teacher, then copying or reproducing that knowledge in a task.
In the 21st century there is a much greater expectation for educators to be familiar with neuroscience and cognitive and developmental psychology. These will inform the teaching and the use of higher order thinking, metacognition and multiple delivery modes will be some of the tools required to reach students in a way they can engage.
Confusion or gaps in understanding should become more apparent in the 21st century as a result of embedded assessments. These will help the educator understand how students learn successfully. This should also lead to personalised or individualised learning pathways tailored to students needs. The use of effective technology can enhance this process and allow the anywhere, anytime learning. The collaboration and connectivist nature will widen the learning experience beyond the classroom and into the world.
Real world tasks or problems and project based learning come to mind as catch phrases. I guess the shift will be in the ability to put these into practice in an effective learning environment where students drive the learning and can articulate not only what they are learning, but how they are learning and why.
What is the difference between 20th century and 21st century skills?
My understanding of the differences and shifts in thinking are based on the changes in thinking about how students learn and how they are assessed.
20th century learning was assessed by using a range of tasks and assessments designed to check proficiency. Students were ranked with an assumption that not all will become proficient. A grading system ranked students in terms of academic accomplishments and their mastery of relevant skills and knowledge.
The 21st century shift that has occurred places greater emphasis on learning outcomes and the desire to help all students master the skills and competencies. The use of rubrics such as SOLO or Blooms Taxonomy show performance standards and clearly defined learning objectives in a way that students can articulate and evaluate performance standards.
The 20th century model of teaching had the teacher as the main source of knowledge, and that knowledge was imparted to students in the same way as has been done for centuries. Students were expected to engage and learn by watching and listening to the teacher, then copying or reproducing that knowledge in a task.
In the 21st century there is a much greater expectation for educators to be familiar with neuroscience and cognitive and developmental psychology. These will inform the teaching and the use of higher order thinking, metacognition and multiple delivery modes will be some of the tools required to reach students in a way they can engage.
Confusion or gaps in understanding should become more apparent in the 21st century as a result of embedded assessments. These will help the educator understand how students learn successfully. This should also lead to personalised or individualised learning pathways tailored to students needs. The use of effective technology can enhance this process and allow the anywhere, anytime learning. The collaboration and connectivist nature will widen the learning experience beyond the classroom and into the world.
Real world tasks or problems and project based learning come to mind as catch phrases. I guess the shift will be in the ability to put these into practice in an effective learning environment where students drive the learning and can articulate not only what they are learning, but how they are learning and why.
Sunday, November 6, 2016
What makes a good leader?
A leader is someone who understands the big picture and is able to allow others in so that they can share the vision and reap the rewards that come with the success of the project - no matter how big or small it is. The leader needs to be able to offer guidance and have good knowledge of the desired outcome. They also need to be able to recognise strengths in others and allow growth. This may mean deferring or delegating to use strengths and skills offered by collaborators. Communication and people skills are useful and often make projects run smoothly. Leaders need to recognise the time for different quadrants of leadership to come to the fore. Leaders can be any age depending on the situation.
Right now, this is my starting point. I suspect my views are about to be changed, challenged and become less simple and straightforward.
Right now, this is my starting point. I suspect my views are about to be changed, challenged and become less simple and straightforward.
Saturday, November 5, 2016
Mind Lab #Christchurch Week1
Started Mind Lab this week. First thoughts were the jargon we come across in teaching and learning are quite mindblowing at times. So far it all makes sense, though, and it was great to work collaboratively. Everyone in our group was contributing and it felt like a safe place to work.
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