Senin, 07 Januari 2013

Lesson Learn Part.3

Pengen pelajari yang keren berikut ini, eeuw.. :p
 
1. Kenali karakteristik pembelajaran abad 21.  
2. Belajar menggunakan social-media di kelas.
3. Praktek based-learning dengan menggunakan games online di kelas.
4. Belajar cloud-based-learning kemudahan belajar di kelas global.
5. Itu dolooo deeh eaa.. (^.^)

 

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Lesson Learn Part.2


12 Principles Of Mobile Learning

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Mobile Learning is about self-actuated personalization.
As learning practices and technology tools change, mobile learning itself will continue to evolve. For 2013, the focus is on a variety of challenges, from how learners access content to how the idea of a “curriculum” is defined.

Technology like tablets PCs, apps, and access to broadband internet are lubricating the shift to mobile learning, but a truly immersive mobile learning environment goes beyond the tools for learning to the lives and communities valued by each individual learner.

It is only within these communities that the native context of each learner can be fully understood. Here, in these communities that are both local and digital, a ”need to know” is born, knowledge accrues incrementally, progress resonates naturally, and a full picture of each learner as a human being fully emerges.
1. Access
A mobile learning environment is about access to content, peers, experts, portfolio artifacts, credible sources, and previous thinking on relevant topics. It can be actuated via a smartphone or iPad, laptop or in-person, but access is constant–which in turn shifts a unique burden to learn on the shoulders of the student.
2. Metrics
As mobile learning is a blend of the digital and physical, diverse metrics (i.e., measures) of understanding and “performance of knowledge” will be available.
3. Cloud
The cloud is the enabler of “smart” mobility. With access to the cloud, all data sources and project materials are constantly available, allowing for previously inaccessible levels and styles of revision and collaboration.
4. Transparent
Transparency is the natural byproduct of connectivity, mobility, and collaboration. As planning, thinking, performance, and reflection are both mobile and digital, they gain an immediate audience with both local and global communities through social media platforms from twitter to facebook, edmodo to instagram.
5. Play
Play is one of the primary characteristics of authentic, progressive learning, both a cause and effect of an engaged mind. In a mobile learning environment learners are encountering a dynamic and often unplanned set of data, domains, and collaborators, changing the tone of learning from academic and compliant to personal and playful.
6. Asynchronous 
Among the most powerful principles of mobile learning is asynchronous access. This unbolts an educational environment from a school floor and allows it to move anywhere, anytime in pursuit of truly entrepreneurial learning. It also enables a learning experience that is increasingly personalized: just in time, just enough, just for me.
7. Self-Actuated
With asynchronous access to content, peers, and experts comes the potential for self-actuation. Here, learners plan topic, sequence, audience, and application via facilitation of teachers who now act as experts of resource and assessment.
8. Diverse
With mobility comes diversity. As learning environments change constantly, that fluidity becomes a norm that provides a stream of new ideas, unexpected challenges, and constant opportunities for revision and application of thinking. Audiences are diverse, as are the environments data is being gleaned from and delivered to.
9. Curation
Apps and mobile devices can not only support curation, but can do so better than even the most caffeine-laced teacher might hope to. By design, these technologies adapt to learners, store files, publish thinking, and connect learners, making curation a matter of process rather than ability.
10. Blending
A mobile learning environment will always represent a blending of sorts–physical movement, personal communication, and digital interaction.
11. Always-On
Always-on learning is self-actuated, spontaneous, iterative, and recursive. There is a persistent need for information access, cognitive reflection, and interdependent function through mobile devices. It is also embedded in communities capable of intimate and natural interaction with students.
12. Authentic
All of the previous 11 principles yield an authenticity to learning that is impossible to reproduce in a classroom. They also ultimately converge to enable experiences that are truly personalized.
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Lesson Learn Part.1

5 Tips For Assessing What Students Know

By Terry Freedman, Educational ICT Consultant | Friday, July 23, 2010 at 11:03AM |
It is not enough to teach students how to understand information and communications technology. At some point you are going to have to assess their knowledge and understanding.

1. Set open-ended tasks rather than closed tasks

For example, say: “Produce a poster” rather than “Produce a poster using Microsoft Publisher”. By the same token, don't be too prescriptive in what needs to be included. Instructions like "include 2 pieces of clip-art" do not easily lend themselves to assessment of much more than the student's ability to select appropriate illustrations. In fact, such a painting-by-numbers approach may be useful as a training exercise, but ultimately all you can really assess is how good the students are at following instructions.
The open-ended approach can be adapted for use with all age groups, in my experience.

2. Use a problem-solving approach rather than a skills-based approach

This suggestion assumes that the course is a problem-solving one rather than once concerned purely with skills. In some circumstances it will be quite appropriate to ask students, say, to create a spreadsheet consisting of 5 worksheets and involving the use of the IF function. However, for the sorts of courses I'm thinking about, a question that requires problem-solving is much better, for these reasons:
  • It does not require there to be one right answer.
  • It provides an opportunity to discuss with the student why they opted for a particular solution -- and why they did not choose an obvious alternative.
  • It provides scope for out-of-the-box thinking. The trouble with telling students they must (to continue with the example) use an IF function precludes them from coming up with a more creative, and potentially better, solution of their own.

3. Watch what students do in the lesson

The finished product indicates very little about ICT capability. In the absence of other information, it’s the process that counts. The biggest problem with making a statement like this is that teachers and others can sometimes extrapolate from it to suggest that the process is all that matters. This is patently not the case, as a simple example will illustrate:
Your boss asks you to prepare a presentation on the subject of what the school offers by way of ed tech facilities, to be shown to prospective parents at a forthcoming Open Day. You prepare a fantastic presentation, using all the bells and whistles (appropriately, of course), on the topic of what ed tech facilities the school will offer in 5 years' time once an impending refurbishment programme has been completed.
The way you prepared it is sheer brilliance: you create an outline in a word processor, import it into a presentation program in a way that automatically creates slides and bullet points, and all your illustrations are original, created by you and your students.
Given the fact that your presentation is actually irrelevant, or at least not what the boss asked for, how likely is it that your boss will congratulate you on your presentation on the grounds that the way you went about preparing it was exemplary?

4. Avoid the temptation to atomise

Do not disassemble the Level Descriptors in the National Curriculum Programme of Study (in England and Wales), or, indeed, any set of national standards. The English and Welsh ones are intended as holistic descriptions rather than atomistic ones, and it is likely that the same is true of other countries' standards (but you will need to verify that, of course).

5. Assess what students say about the work they have done

You may find it useful to use a standardised approach, but I have always found that you can pick up a lot from a fairly open-ended discussion. It's interesting to explore, for example, if they understand why they have done something. (An answer along the lines of "Because the teacher told me to" is not good enough.)
This article was first published on 2nd January 2008.
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