Posts Tagged ‘learning’
I release Part 4 of my video series on flipped learning tomorrow.
As I have already received a few queries about my course on flipped learning, here is reminder of what I mentioned in Part 1 of my video series:
- The video series will be part of an MOOC-like course in iTunes U in January 2014
- The iTunes resource will be used in an inservice teacher elective (MLS 126) in NIE in January 2014
For those who cannot wait, I share my curated resources on flipped learning in Scoop.it.
The MOOC-like course will be self-paced and not subject to Coursera-like schedules. If you want to get some professional development at your own pace and place, this could be one of many resources for you.
The blended course in NIE is designed specifically for middle managers in Singapore schools. They will benefit from the full flip in that face-to-face lessons build on or precede the video sneaks and peeks.
This is the third part of my YouTube series of flipped learning.
It is probably the first of the meatier and more challenging parts participants new to flipped learning will come to terms with.
It is also one of the main reasons I started the series. I have always felt that many practitioners have misconceptions about what flipping involves.
This is a video that could have gone very long. It had the most content in my Evernote section for flipping. But it is about the same length as the other two parts   thanks to other content creators who share their work openly and generously!
When the opportunities come my way, I make it a point to compare the importance of informal learning (as revealed by research) and the perceived importance of formal learning.
I normally use this graphic by the LIFE Center to illustrate.
But those are the numbers. How about a narrative?
Thanks to a Flickr user, here is an excellent graphic that tells an informal learning story.
Click on the image above to see the poster in all its glory!
In this short episode, I outline what I think are three main reasons for the rise of flipped learning:
- Technological readiness
- Teacher readiness
- Learner readiness
Next Monday: What flipping is and is not.
I loved having a studio-like room where I could conduct sessions using video games and gaming as tools and strategies.
When that room got repurposed, I asked for the collaborative classroom nearest to my office. I could probably use any of the 68 collaborative classrooms on the ground floor of NIE, but I have a cart of goodies to push around!
The video shows how I set up a session and how I facilitate a typical class. I forgot to record the dismantling and the post-lesson consultations. The latter are to prepare the next group of learners to lead the next topic.
I will be using this video at a symposium to provide insights on how to leverage on game-based learning. I am also planning on sharing this in our Blended Learning in Collaborative Classrooms series.
Many, many thanks to the video team members who helped set up cams to take some of the footage (I took some of my own). In particular, I am grateful to Niko Chen for her editing and quick post-production work.
Yesterday I started to write about a LEGO-fied trailer that caught my eye. I explained how that effort was an indication of where education might head.
I started to go off on a tangent about an imitative effort on Twitter, but the entry got long, so I am reflecting as a separate piece today.
In July 2012, I was inspired by the fact that Sweden got its citizens to take turns being its Twitter representative for a week. The citizens volunteered, were rostered, and were advised on standards of practice.
I think the effort was one of creating awareness, providing a voice to the layperson, building good will, creating reputational capital, and giving their tourist industry a boost.
I wanted the Centre for e-Learning to do the same, but for different reasons.
Not every member of CeL was on Twitter. Not all could write succinctly, respond promptly, and react responsibly in this different social environment. We are also due to celebrate social media-based learning and social learning at e-Fiesta 2014.
So a year ago, we started imitating Sweden.
We are getting better at it, but we are still learning. We know that others are watching us and even imitating us. We watch back and we learn from them too.
Some learning objectives have been emergent. The professional development has been on a need-to-learn basis or self-directed or even serendipitous. The content has had to be created on the run.
One test has been the sustainability of the effort (so far so good). A crucial test will be whether we can lead the way when others ask us how they can do the same.
Is imitation the sincerest form of flattery?
Perhaps. If you consider the painstaking LEGO rendition of the trailer of the second Hobbit installment.
According to Brotherhood Workshop, the creators of the trailer, it took two month to recreate it.
But this is no mere imitation or copy.
Other than the sheer effort, we might marvel at the creativity to solve problems that LEGO minifigs and pieces inherently bring. We could appreciate the reinterpretation of scenes while staying on course. We might admire the patience and persistence of the process.
This is an example of non-curricular learning that does not start with traditionally defined objectives, just-in-case content, and artificial assessment.
I can almost imagine the collaborators asking themselves, “How about we LEGO-fy the second Hobbit trailer?” Their task was led by a critical question that led to other questions to which they had to find answers to. These answers were not necessarily in textbooks nor were all of them Google-able.
If anyone needs clues on where education needs to head towards, I say watch the trailer, read this, and reflect on the issue.
I tweeted this SlideShare last week.
It is a resource that lives up to its name: 21 inspiring quotes and thoughts on mobile learning. Quite a few people retweeted and favourited it.
I enjoyed slide 12.
What Geoff Stead called “stolen moments” I have labelled “interstitial time”  . Both are moments of relatively unproductive time (or time in between important events) used to do productive or important things.
If there is anything that makes mobile learning stand out from e-learning or other formalized online learning, it would be that mobile learning breaches the informal learning time and space.
I think this is important because research indicates that we learn from informal contexts 80% of the time. We put so much time, effort, and money into the formal 20%. Why are we not focusing on the 80%?
Here is a non-example and an example of authentic learning.
I took a photo during a school visit of student work pasted on a board at the back of a classroom. Kids had been told to compose email on paper.
Anyone who argues that developing penmanship or practising grammar is the purpose of this exercise is missing the point. The point is learning with context and in context.
You should email to learn how to email. Having a dry run on paper is a terrible excuse in a modern classroom.
So what does an authentic email lesson look like? I share a quick, unplanned lesson I gave my son recently.
- A classmate sent my son an email with a few questions about project work.
- I told my son that he had to structure this email (greet, reply, sign off). In replying, he should learn to paragraph logically. The part numbered 2 and bound in green was his reply.
- A day later, my son received a reply but it was not immediately obvious what it was because it was typed at the bottom of the email (instead of the top) and indented with a previous reply.
This is how my son picked up a more authentic lesson on email writing, structure, and protocol using an iPad mini.
You learn to email with email. You learn the rules of email and writing, when you can break the rules, value systems (being nice), taking perspectives in the absence of visual and aural cues, and so much more.
Before I conducted the video game-based learning workshop earlier this week, I was most worried about whether the participants from Korea would understand me.
Despite having a translator in their midst, I was not sure if the translations would be accurate or if certain terms would translate well.
In hindsight, my worries were unwarranted.
The translator was excellent and it was obvious that the group got the messages by uncovering them over the week. They learnt what off-the-shelf video game-based learning was and how they might use game-based learning principles without actually playing games.
I do not attribute this to my skills as a facilitator. As with most classes, the factors were external.
I had a very motivated bunch. It might have helped that they had spent a lot of money and come a long way to learn something, but I think they were very driven intrinsically.
I also had to slow down, wait for a translation, listen, and then carry on. I had to economize on my words. This ensured that conversations were succinct. This gave me more time to think and act reflexively.
The language barrier was an opportunity to do things differently. My perceived barriers turned out to be a good thing. It is funny how so many things in life turn out that way if you are open to change.