1. Chapter 3 The FACTS of Design

2. Teacher as Designer Some “suggested” roles of teacher –Sage on stage, director, coach, cognitive mentor Norton & Wiburg suggest: teachers are designers responsible for –Planning, –Structuring, –Provisioning, –Orchestrating learning

3. Teacher must address audience “Packaged” curriculum does not address –Specific audience –Needs of populations –District requirements –Classroom conditions –Group dynamics –Special needs of students –Resources available

4. Foundations of Learning THEN Industrialized society had need for: –(Overt) Reading, writing, arithmetic –(Covert) Punctuality, obedience, rote Hirsch – knowledge of good citizenship –History, –constitution, –oral expression, –written expression –arts, etc.

5. SCANS – high performance skills for success in high performance workplace. Ability to: –Identify, organize, plan, and allocate resources, –Work with others, –Acquire and use information –Understand complex interrelationships –Work with a variety of technologies Foundations of Learning NOW Photo from Microsoft Clipart

6. The Art of Design: FACTS F oundations – of learning students need most A ctivities – to actively engage through construction C ontent – ideas or concepts that afford context T ools – support and enhance learning S ystem – for assessment

8. FACTS Design Learners will: Be knowledgeable Be problem-solvers Link symbolic world with meaning (literacy) Use information in the conduct of their lives Be active participants in various communities

9. A ctivities Opportunities to engage in activities that support and shape thinking and problem- solving –Memory –Information extending –Information rearranging –Metacognition Anchored in broader learning activities Photo by Julia-Freeman Woolpert

10. Problem-centered learning ABCS of activities –Authentic activities Provides experience for subsequent activity Provides bridge from “inert” knowledge to actual use –Building knowledge activities Opportunities to gain AND PROCESS knowledge Facts should be connected and contextual

11. ABCS of activities –Constructing activities Push beyond knowledge to use the newly gained knowledge Construct something that represents deep understanding –Sharing activities Share newfound knowledge to deepen and amend understanding

12. C ontent – the something The something of learning –Now standards based High for all students Rigorous and world class Useful for developing tools necessary for “life” Focused on important aspects of discipline Consistent with time to teach and learn Clear and usable Adaptable Reflect broad consensus - important

13. Learning about something Must learn to solve problems about something Must be knowledgeable about something Must be literate about something Must learn to use information about something

14. Tools Technology creates a bridge between: –an individual’s potentials and –their ability to act on and influence the world. Information tools provide –Techniques for constructing cognitive and social world Must be considered carefully when designing opportunities to learn Tools used determine learning outcomes

15. Tools Books –Design requires students to access information so organized Film, video – –Setting contexts, showing social and emotional consequences of events –Introducing topics

16. Skills software –Develop skills –Remember information Computer graphics –Seeing and rendering –Visualizations –Simulations –Creative and artistic development

17. Word processors, desktop publishers, web-based editors Wikis Blogs Simulations Web-conferencing Virtual field trips Virtual meetings ?

18. Resources Content from Norton, P., & Wiburg, K. (2003). Teaching with Technology. Chapter 3. Belmont, CA: Wadsworth/Thomson Learning Created on Microsoft PowerPoint 2003 Template from Crystal GraphicsCrystal Graphics Photos on slides 3, 8, 9, 13, & 16 from photographers at stock.xchngstock.xchng Photo on slide 5 from Microsoft, Inc. Photos on slides 2, 4, 15 purchased from Stock Xpert – all rights reserved Graphic on slide 7 from http://obsidian.gmu.edu/twt/opener.htm