Wednesday, January 29, 2014

Digital Literacy Multimodal Media

On Tuesday, 21 January 2014 I was fortunate to participate within the 2014 National Visual Art Education Conference.
I presented within session 3 - 21st Century Learning – Changing classroom paradigms for students, teachers and institutions .

Presentation Video 


Presentation: Slides and Transcript

Slides Full Resolution: jjfbbennett Flickr
Slide 1
Hello, my name is John Bennett
I have been involved in education since the 1980's
For more details about my professional career, please visit jjfbbennett.com
This site will connect you to my ePortfolio, Twitter, Google+, Flickr, YouTube and Linkedin sites.

Slide 2

This presentation is about teaching and learning practices.
It is about why I believe schools need to become future focussed.

Slide 3
My career phases
Before I begin this story, I'll overview where I fit in.
I started my career as an exhibiting Artist.
In the 90's I dedicated myself to Classroom Teaching.
And more recently I have acted as an Administrator.

My art career gave me an appreciation of creating things - creativity, imagination and innovation
My teaching career gave me an appreciation of pedagogy.
My administration career gave me an appreciation of change management.

Slide 4
Corner Stone Themes
The corner-stone themes of this presentation are:

  • Learning by doing.
  • Learning within global societies.
  • Students having control of their learning.
Slide 5

In the 1980's Donald Schon proposed that educational institutions should adapt towards the traditions of pedagogy demonstrated within the creative arts, sport coaching and trade apprenticeships.
Schon emphasised 'learning by doing'.
In his words – by becoming 'The Reflective Practitioner'. ---- The studio classroom -----.

Learning in the 21st century operates within 'open societal systems'. Today's students require a knowledge framework that is relevant to participating within global societies. ---TPACK---

John Hattie states that the use of computers is more effective when the student, not the teacher, is in control of learning.

Slide 6
So lets start our story. In 2001 the learning innovator Prensky identified that students of the 21st century had different needs and expectations, and there was an urgency for schools to adapt innovative methodologies across all subjects.

Slide 7
4 years after Yothu Yindi released Superhighway our teacher Ms Foo was introduced to the internet.
  • “How will this fit in my program?”
  • “Is it safe?”
  • “They could get distracted”

This was the time when teaching was teaching and learning was mainly listening.

Slide 8

2001 Ms Foo Teacher, Innovator and Gatekeeper 
Ms Foo discovered that there were some innovative teachers, and they were integrating the internet in their classrooms.
She also discovered that there were many gatekeepers who were resisting change.

Slide 9
Lets watch the IT Crowd demonstrate the relationships between one who is enthusiastic (educator), one who promotes innovation and one who is a gatekeeper who is resistant against change.

Slide 10
Considering that the internet was changing society, education gatekeepers were doing a magnificent job.
  • “There is not enough bandwidth”
  • “It's a security risk”
  • “Wikipedia isn't an encyclopedia”
  • “They will just cut and paste”.

In 2001 the disconnect between home and school was identified.
Pew Research claimed that there was a widening gap between internet savvy students and their schools.
Researchers found that teachers did not recognize that their students have an increasingly new set of needs and expectations of learning - based on using the Internet (Arafeh, Levin, Raine, Lenhart 2002).

Slide 11
Lets move our story to 2011.
In 2011 IT changed dramatically.
Society's use of technology moved from productivity to experiential / mobile.
  •  iPads, Android, Google Apps for Education, Drop Box, Facebook.

People started to connect through cloud technologies
IT went truly global

Slide 12

2011: Where did this change leave Ms Foo?

The 2011 Gatekeepers were chanting
  • “They need to learn Microsoft Office”
  • “You need a keyboard”
  • “There is not enough bandwidth”
  • “It's a security risk”

The 2011 Innovators were introducing
  • Flipped classrooms
  • Games Based Learning
  • Bring Your Own Device
  • 3D printers
  • Connected classrooms
Slide 13

The 2011 National Assessment Program – ICT Literacy Test tested year 6 and 10 ICT Literacy - in the following modes;
  • Digital graphics
  • Blog site
  • Embedding maps
  • Install and manage software
  • Changed settings for antivirus program
  • Organising a digital photo collection and edit a photo
  • Creating an information video
  • Update a wiki page
  • Schedule a meeting with other students
  • Edit a website

The 2011 report stated that year 6 and 10 students are using ‘computers more frequently at home than at school’ and the time students are employing ICT out of school on a frequent basis is increasing faster than in schools.
The disconnect between home and school had increased between 2001 (Prensky) and 2011.

Slide 14

Now lets move our story to 2014.
How we employ the internet has changed
  • Back in 2001 we used standalone production software that could connect to the internet.
  • The internet was an add-on for software like Microsoft Office & Adobe Creative Suite.
  • In 2001 IT was about productivity.

In 2014 the internet is becoming the software
  • It is part of our life style.
  • It is our experience.

In 2014 IT is about possibility, agility, flexibility and ingenuity.

Slide 15
2014 Human Era
Our 2014 students are entering a new era. They need new skills.
Manpower has termed this as the Human Era. 
Our workers need to work with change, be innovative, work in teams, and employ a broad range of technologies.

Our students require Novel and Adaptive Thinking, Computational Thinking, New Media Literacy, Transdiciplinarity, Design Mindset, Cognitive Load Management, and Virtual Collaboration skills (Wilen-Daugenti).

Slide 16

This is a difficult challenge.
My questions are;
  • Are schools the engine of tomorrows society?
  • How does Ms Foo keep up?
Slide 17

2014 Achievement
Some Expert Advice
Dan Pink suggests that students learn better when rewarded through intrinsic rather than extrinsic means.
Schools need to move from if-then learning to a culture where students have control, autonomy and can gain mastery.

Slide 18

2014 Learning Clture
John Hattie's research indicates that when employing computers, students learning achievements increase when students have control of their learning. Learning achievement is lower when the teacher and or the system has control.

The learning culture of each school will define the look and feel of classroom activity. How students learn with technology will depend on - who is controlling the technology, a variety of tools and expectations of learning output

Slide 19
So lets look at how Google describes the future office, so we can catch a glimpse of the Digital Literacy and Multimodal tools office workers may soon employ.

Slide 20
2014 Creative Classroom 
The future of Ms Foo’s creative classroom will look nothing like a computer lab. That was about production.

It will be something like a FabLab where students learn by doing, building and making.
It will be where Ms Foo’s students develop future focussed innovative and ingenuity skills.

Slide 20
Digital literacy and participatory multimodal media.
Credits

Slides Full Resolution: jjfbbennett Flickr