Information, Media, Technology & Autonomous Learning 22/11/12

21 st Century Skills Information Literacy - able to access information effectively & efficiently - able to select appropriate information - able to evaluate and assess information critically - possess understanding of ethical issues regarding use and access of information Information, Communications & Technology - understand how, what & why media message are constructed - examine differentiation of media messages, values, point of views - aware of ethical & legal issues surrounding the media use

Media Literacy - Using digital technology, and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy - Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information 21 st Century Skills Source:

21 st Century Skills

Cone of Learning Experience (Dale, 1946)

Learning and Innovation skills 21 ST CENTURY SKILLS Creativity & Innovation Critical Thinking Problem Solving Communication Collaboration

Information, Media & Technology Skills 21 ST CENTURY SKILLS Information Literacy Media Literacy Information, Communication and Technology Skills

21 st Century Technology skills (UNESCO, 2008) Capable ICT users Information seekers, analyzers & evaluators Problem solvers & decision makers Creative & effective users of productivity tools Communicators, collaborators, publishers & producers

Technology is a key enabler of collaborative learning Integration of ICT and Multimedia Technologies in classroom environment What are the technologies to be adopted in the next two-three years Collaborative Environments If there is a shift to collaborative learning then technology provides rich environments for sharing Social networks, virtual learning environments, still and video sharing, wikipedia Communication Tools Other forms of communication apart from s Web conferencing, Skype, IM, Blogs, wikis, Twitter Mobile Devices Notebooks, Netbooks, iphones, ipod touch, mobile phones, WII, Xbox Wireless connections, inside and outside of schools Cloud Computing Large data farms for services such as Youtube, Flickr, Google docs Other data farms allow students to access real time data Eg Earth Browser, Google Maps, Gap Minder Technologies in 4-5 year time frame Smart Objects These objects know about themselves, their environment, characteristics and can present information Objects will be able to consume and adapt to information they are receiving (eg LEGO MindStorms which students program) Personal Web/Life Streaming Customisable and brings together your digital footprint (eg me.edu.au) Reference : Horizon Report 2009 New Media Consortium

What does the teacher wants me to do? What do I want out of the learning? What did I learn today? Did I achieve what I set myself to do? What did I do well? What did I not understand? What do I need help with ? Where do I need to improve? Self evaluate Source: Housand, 2010

Google Docs Project planning Mind mapping Brain storming Data gathering & analysis Shared organization Collaborative writing projects Feedback Source: Housand, 2010

Diigo Online Bookmarking Highlighting & sticking notes Collaborative Research – group based Personal learning network Collecting & managing Learning Management tool Source: Housand, 2010

Facebook Collaboration Sharing Personal learning network Reflections Learning Management tool Creating & innovating

Outcomes of using ICT in learning Useful ICT skills can be developed ICT – a necessary tool in 21 st century education Opportunities to learn activities and underlying pedagogical principles in ICT Independent and more creative Critical & analytical

Collaborative learning to promote autonomy Supports active and reflective learning Construction of knowledge through interaction Develop vital communication skills to be used in real life situations

Benefits of Collaborative learning Motivating Accessible to interesting data Connecting and interaction with others Improving language skills

Benefits of Collaborative learning Promotes autonomous learning Sharing of ideas and resources Borderless and flexible Access to SME and relevant people in the field

Autonomously- motivated VS control – motivated learners Higher academic achievement Higher perceived competence Emotionally positive Higher self worth Source: Reeve, 2002

Autonomously- motivated VS control – motivated learners Prefer optimal challenges Stronger perceptions of learning control Greater creativity Higher rates of retention Source: Reeve, 2002

Teacher’s roles (Housand, 2000) Provide time for independent work Provide hints not answers Encourage interaction and communications Listen and guide

Learning Advisor’s roles (Maynard, 2011) Raising awareness of learning process Guiding learners Helping learners to identify goals Suggesting suitable materials ( and not ‘prescribing’) Suggesting suitable strategies

Learning Advisor’s roles (Maynard, 2011) Motivating, supporting & encouraging Help learners to self evaluate Troubleshoot Assisting learners to discover their best learning styles’) Adept in technology skills

Learning Advisor’s roles (Maynard, 2011) Provide clear guidelines of expectations Be learners themselves Helping learners to identify goals Suggesting suitable materials ( and not ‘prescribing’) Suggesting suitable strategies

Teacher’s tasks Encourage risk taking Make it clear that failure and mistakes are tolerated Provide room and opportunities for improvement to be made at students’ own pace and level

Teacher’s tasks Provide explicit instructions that lead to metacognitive awareness Provide enough opportunities fro students to interact with ICT autonomously Give students complex, challenging tasks

Teacher’s change of roles Social Pedagogical Management Technical

Teacher’s change of roles Social - welcoming learners - making introduction - discussing other issues apart from educational issues - using humour - offering praises / moral support - encouraging students to be self reflective

Teacher’s change of roles Pedagogical - initiating discussions - making queires to get students to respond - varying learning activities - offering suggestions / advice - as a last resort problem solver

Teacher’s change of roles Management - preparing the agenda of the lesson - taking students’ attendance - explaining rules & regulations students need to abide to - monitoring students’ participation - assessing students’ performance

Teacher’s change of roles Technical - helping students get used to the system - responding responsibly and within appropriate time - troubleshoot - possessing adequate ICT skills

Life & Career Skills Flexibility & Adaptability Initiative & Self Direction Social & Cross Cultural Skills Productivity & Accountability Leadership & Resposibility

References learning.html st-century-success Maynard, J. (2011) The Role of the Learning Advisor in Promoting Learner Autonomy, Learner Autonomy in Language Learning. January language-classrooms-an-interactive-project#btnNext