国外PPT精品-教育-数字时代的学习.ppt

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1、In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.,Eric Hoffer,Engaging Digital Natives,Examining 21st century literacies and their implications for teaching social studies in the digital age. Jennifer Ca

2、rrier Dorman ,Agenda,The Case for 21st Century Education The implications of our flattening world Digital Natives Learning profile Web 2.0 Confronting the new participatory culture Applications of the new literacies Viral video, simulation and play, blogs, podcasts, wikis, social learning,We are at

3、a turning point in the tech industry and perhaps even in the history of the world,Tim OReilly Feb. 14, 2006,The Case for 21st Century Education,Education is changing. Competition is changing internationally. The workplace, jobs, and skill demands are changing.,The World is Flat,Thomas L. Friedman De

4、scribes the unplanned cascade of technological and social shifts that effectively leveled the economic world Implications for educational systems ,The Flatteners # 1-3,Fall of the Berlin Wall / rise of Windows OS Netscape IPO / dotcom boom Work flow software / design, display, manage, and collaborat

5、e,The Flatteners # 4-8,Open sourcing / self organizing collaborative communities Outsourcing Offshoring Supply-chaining In-forming (affinity networks),The Flatteners # 10,The Steroids: Digital, Mobile, Personal, and Virtual These are all the “new” gadgets, technologies, social norms, and etc. that a

6、re accelerating the other flatteners,Implications for the Workforce,Categories of “untouchables” Special (celebrity-types; e.g. Prince William) Specialized (skills that are always in high demand; e.g. doctors) Anchored (jobs that must be conducted face-to-face in a specific location with a perpetual

7、 client base; e.g. plumber) Really Adaptable (can constantly acquire new knowledge, skills, and expertise that enable the creation of value; e.g. the life-long learner),The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.,A

8、lvin Toffler,Global Implications,These changes, among others, are ushering us toward a world where knowledge, power, and productive capability will be more dispersed than at any time in our historya world where value creation will be fast, fluid, and persistently disruptive. A world where only the c

9、onnected will survive.,Global Implications,A power shift is underway, and a tough new business rule is emerging: Harness the new collaboration or perish. Those who fail to grasp this will find themselves ever more isolatedcut off from the networks that are sharing, adapting, and updating knowledge t

10、o create value.,Get flat or be flattened,Implications for Schools,For smart schools companies, the rising tide of mass collaboration offers vast opportunitySchools Companies can reach beyond their walls to sow the seeds of innovation and harvest a bountiful crop. (edits by Will Richardson, original

11、words in brackets),Implications for Schools,Indeed, educators firms that cultivate nimble, trust-based relationships with external collaborators are positioned to form vibrant classroom business ecosystems that enhance learning create value more effectively than hierarchically organized schools busi

12、nesses. (edits by Will Richardson, original words in brackets),My Mission 4C History,Create Communicate Collaborate Contextualize,Digital Natives,Who are the digital natives and what is their learning profile?,Digital Natives,It is now clear that as a result of this ubiquitous information environmen

13、t and the sheer volume of their interaction with it, todays students think and process information fundamentally differently from their predecessors. Marc Prensky “Digital Natives, Digital Immigrants” 2001,Digital Natives,“Different kinds of experiences lead to different brain structures” - Dr. Bruc

14、e D. Berry of Baylor College of Medicine. it is very likely that our students brains and thinking patterns have changed and are different from ours as a result of how they grew up,Who are the digital natives?,Our students today are all “native speakers” of the digital language of computers, video ga

15、mes, instantaneous communication, and the Internet. Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are Digital Immigrants.,The Challenge,Our Digital Immigrant instructors, wh

16、o speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language,The Nomadic Grazing Patterns of Digital Natives,Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They pref

17、er their graphics before their text rather than the opposite.,The Nomadic Grazing Patterns of Digital Natives,They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work.,Methodology,Tod

18、ays teachers have to learn to communicate in the language and style of their students. This doesnt mean changing the meaning of what is important, or of good thinking skills.,Web 2.0,The evolution of the semantic read/write web,Web 1.0 Web 2.0,What is Web 2.0?,Web 2.0 is a term often applied to a pe

19、rceived ongoing transition of the World Wide Web from a collection of static websites to a full-fledged computing platform serving web applications to end users. Tim OReilly,The New WWW,Whatever Whenever Wherever Tom March, Web-based educator, author, and instructional designer,The New WWW,The New W

20、WWoffering us whatever we want, whenever and wherever we want itmay seem like just an extension of our already-technology-enhanced contemporary life To counteract the New WWWs potentially harmful impact on youth, educators must use technology to create learning experiences that are real, rich, and r

21、elevant,Confronting the Challenges of a Participatory Culture,Media Education for the 21st Century Henry Jenkins, Director of the Comparative Media Studies Program at MIT,“If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure tha

22、t all students benefit from learning in ways that allow them to participate fully in public, community, Creative and economic life.” New London Group (2000),Participatory Culture,According to a recent study from the Pew Internet then your friends can track what youre Digging. They can also subscribe

23、 to an RSS feed of your submissions and/or your Diggs.,Backpack,Schoopy,Wizlite,Wizlite is a tool allowing users to collaboratively highlight important passages on pages on the Internet. Users can organize in groups and attach notes to their selections. Wizlite is activated by a bookmarklet or Firef

24、ox toolbar extension. Wizlite is great for many applications, such as topic discovery (e.g. for talks) or reviewing.,NoteMesh,NoteMesh is a free service that allows college students in the same classes to share notes with each other. It works by creating a wiki for individual classes that users can

25、edit. Users are free to post their own lecture notes or contribute to existing lecture notes. The idea is that users in the same class can collaboratively create a definitive source for lecture notes.,Affinity Networks with 43 Things,Flickr,What you can do with your photos: Upload Tag Geotag (mappin

26、g) Blog Comment Organize Organize into online photo albums with annotation Form/join groups,Applications for Flickr,Virtual field trip Categorize, analyze, evaluate images Geography practice Picture books-documentaries Display original artwork Online scavenger hunts Process live field trips Upload e

27、xported (jpeg) Inspiration graphic organizers,Photo Editing Tools,Online Bibliography Helpers,Easybib - KnightCite http:/webapps.calvin.edu/knightcite/ Landmarks Citation Machine NoodleTools Ottobib ,Video Editing Tools,Implementation Ideas - ,Video on Your iPod,Visit the blog of Discovery Education

28、s Hall Davidson to learn how to transfer videos to your iPod Share your iPod compatible video files on: Internet Archive http:/www.archive.org/index.php Public folder ,Online Resources,NoteStar enhanced research tools http:/notestar.4teachers.org/ RubiStar rubric creation tools http:/rubistar.4teach

29、ers.org/index.php QuizStar online quiz creation tools http:/quizstar.4teachers.org/ TrackStar online hotlist and Internet activity creation tools http:/trackstar.4teachers.org/ Web Worksheet Wizard http:/wizard.4teachers.org/ Project Poster online project-based activity creation tools http:/poster.4

30、teachers.org/ Discovery School Puzzle Maker National Library of Virtual Manipulatives http:/nlvm.usu.edu/en/nav/vlibrary.html,WebQuests,A WebQuest for K-12 Teachers utilizing the WebGuide Template - Internet4Classrooms version - WebQuest Template - San Diego State University Educational Technology D

31、epartment WebQuests Page - http:/webquest.sdsu.edu/ Best WebQuests - WebQuest Templates SDSU - http:/webquest.sdsu.edu/LessonTemplate.html Teachnology WebQuest Generator - http:/teachers.teach- Differentiated Instruction WebQuests - http:/www.lakelandschools.org/EDTECH/Differentiation/nine.htm Using

32、 the Understanding By Design Model to create WebQuests - http:/www.bclacts.org/Using%20Ubd%20to%20design%20a%20webquest.pdf,Questions to Consider,Who are your teachers? How are you building your own learning networks? How are you modeling your learning for your students?,Will Richardson - http:/www.

33、weblogg-,Learn More, Get Involved,Jen Dormans “Digital Tools for Digital Natives” wiki Jen Dormans blog Jens Class Web Page http:/www.cbsd.org/holicong/jendorman/ Discovery Educator Network PA blog ,Discovery Educator Network,Join the Discovery Educator Network to connect to over 20,000 educators worldwide who collaborate to support the integration of 21st century technologies in education. Learn more at ,