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teaching and learning in the digital age
Melbourne University Graduate School of Education Master of Teaching
Sylvia Guidara 19.10.2011
21st Century Education
why english matters
“It's hard to imagine what other department is better suited to helping us prepare, in practical and profound ways, for our future, for the highly unpredictable changes in how we read, write, and communicate that are reshaping school and work in the Information Age.”Cathy Davidson, Duke University
https://www.hastac.org/
essential questions
• What does literacy look like in the digital age?
• How would you define digital age learning?
• What are the implications for what and how we teach / engage students?
• If digital age students were asked to define essential literacies for a teacher, what would they include?
21st Century Education
the internet landscape | key concepts
convergence
media
social
mobile
real time
gather, communicate, share, collaborate
Buzzwords
Social Media
social media tools
Web 2.0
21st Century Education
What would education look like if it resembled the culture?
The death of ‘they’
what’s important: the properties and dynamics of the internet landscape – not the tools – and how to evolve with them
the internet landscape matters in education
The New Media Literacies
Source: http://techtv.mit.edu
playperformancesimulationappropriationmultitaskingdistributed cognitioncollective intelligencejudgementtransmedia navigationnegotiationnetworking
Interacting effectively with online information:find | sort | navigate | synthesise | critically analyse | create | participate | interact safely & ethically
Shifts in Learning
pedagogy | shifts in learning
21st Century EducationRethinking the who, what, where & when of learning.
From prescriptive to connective practices.
The delivery & distribution of learning.
Who participates in the learning process.
Diverse learning spaces.
21st Century Education
pedagogy | learning networks
Learning institutions rethinking the possibilities around what can be learnt, where learning can happen and who is involved in the learning process.
Beyond the institutionalised logic of the school towards the network logic of the learning community.
From Social Networks to Learning Communities
reflect
• Are students equipped with competencies to communicate effectively in digital spaces?
• Can students argue, inform, instruct, analyse etc for digital spaces?
• How would you teach students to write for (and with!) mobile devices?
Responding to opportunities & challenges
Trying to protect students and instructional time by banning Web 2.0 or setting policies to keep it “safe.”
Preserving existing programmes and practices by using technology in a way that ‘fits’ into what is already in place.
Taking a progressive approach by allowing technology to transform the organisation rather than moving it faster and further on its existing path.
Current technology demands a totally different approach to instructional design and also teaching methodology. It requires new skills from both teacher and student.
Teachers are the learning professionals and catalysts. When you put them in the mix with new technology,
you get powerful outcomes.
Sylvia Guidara
www.digimuve.com
twitter.com/digimuve
