pakiki.net

There’s always a number of businesses or trades that support these types of conferences.  Here’s a few notes from some that caught my interet.

Desktop 3D printer

This is an awesome piece of kit. The chaps were handing out sample of what this wee machine could do. It basically layers some dots of plastic on top of each other to make plastic formed models.  Only $4500 and relatively quick to print out!

3D printing systems

Moodle in the MLE

MLE = SMS + LMS

Blended learning environment

Can multiple quizes contribute to overall league table?

Moode in NZ schools

Other Random Links

Using the DigiStore

Abstract

Before we can embark on new pedagogy of practice that is consistent with 21st century demands we need to understand quite clearly what it means to be a good learner, and to understand what it means to be a good learner requires us to understand how the brain learns. This new model of how the brain learns confronts the anecdotal and urban myths associated with thinking and learning and focuses on new and emerging research surrounding the interplay between neurons (7% of the brains cells), astrocytes (76% of the brain cells) and the activity and interference of brainwaves. This emerging model also integrates the role of the dendritic spines and their possible memristic qualities and how these may answer many questions surrounding the nature of memory storage via the hippocampus and those memories subsequent retrieval. 

In this model there are three discrete learning systems that integrate to create our overarching learning system:

·      Rote learning & memory retention – episodic memory (neural centric)

·      Concept development – semantic memory (astrocytic centric)

·      Creativity & the ‘imagination’ (brainwave centric)

This model proposes a new framework for how we create conceptual models of understanding in our brains, how we store and retrieve memories and how we synthesise concepts to develop creative thoughts ad innovative solutions. Humans are the only species with sufficient astrocytic cells in our brains to create new conceptual frameworks and make the connection “therefore this implies” in order to develop creative and innovative applications and solutions to needs, opportunities and challenges that we face.

We need to develop a set of teaching and learning practices that are compliant with how we now understand the brain learns. This includes the need for developing lifelong learning capabilities with outcomes focussed on creativity and innovation drawn from a foundation of knowledge and an understanding of how to use the competencies and inquiry processes within a framework of ICT tools . . . .  in order to learn more efficiently and effectively.

Notes

Mark’s website

Brain: made up of

1) neurons (100 million x 10 000 dendrites x 100 000 spines = heaps of connections)

2) astrocytes (70% of brain cells)

Mark compared learning to read with learning to drive to illustrate two of the different way the brain learns.

Current style of teaching: theme->context->concept

Conceptual style of teaching (like driving): concept -> multiple contexts

Driving is a concept therefore we can predict and adapt while driving.

Third Learning system: imagination/creative (uses content and concepts)

Interoperability of memory systems

Savants present examples of when the conceptual/imagination memory systems don’t work. Check out this YouTube video:

Sites

Whatever were we thinking 1

Whatever were we thinking 2

Whatever were we thinking 3

Abstract

In this interactive session, participants will learn the principles of cooperative learning and experience three to four co-operative tools. These tools are almost guaranteed to engage all learners, offer them clear focus, simple process and a sense of personal victory during their involvement. Each of these tools satisfy Johnson and Johnson’s principles for co-operative learning and will lead to a far more learner-centered experience for all grades of students. The presenter will be speaking for less than 15% of the session and will also participate in all activities.

The tools are 1:4:P:C:R, the Silent Card Shuffle, Judge Jury and possible one or two tools for shorter period.

Participants will receive a workshop booklet with notes on each of these tools. Opportunities for reflection and the design of activities for each teachers’ personal practice are built into this workshop. Participants will be asked to nominate two or three teaching topics with the view to designing activities for these topics, using the tools presented in this workshop.

Presented by Eric Frangenheim, this was a useful workshop that demonstrated a couple of really useful activities that will have student not only working together but also thinking critically.  We went over the framework and participated in Silent card shuffle, Pairs and Elimination round and Pairs and RAS alert.

Sites

Teacher PD

ITC Publications (powerpoint from workshop will be posted soon)

This morning’s keynote concerned authentic learning experiences.  Jan went over the framework and gave a detailed example in teacher eduction. Education students created audiobooks/podcast to be played on iPod.She also shared some amusing news articles of authentic learning gone wrong(e.g. “Students told to plan terror attack”.) So, a number of examples of not how to do authentic learning (including some algebra and word problem examples of the type I have been using!!) but not so much on concrete, clear examples.  A key point was that it takes time to do it properly.

For the 10 elements of authentic learning – check out this link

Sites

Link to video of Keynote

Funky school
Problem based learning
Keynote resources

Presenter Bio

A group of teachers from Howick Intermediate presented on how they report on their inquiry based programme.

• Have had significant changes in school – they don’t have a bell, individualised programme, integrated curriculum – no distinct subjects.
• Report 6 times a year
• Roger Hart’s Ladder of Young People’s Participation

Reports the school produces:

1. “Roadmap” – goes out at the beginning of each inquiry cycle (3 per year)
2. “Roadmap Reflections” – end of inquiry cycle (3 per year)
3. “Student Evaluation”
4. “Inquiry Evaluation”

School has customised an Excel based tool to enter the data and use Access to compile and query the data.

Sites

Howick Intermediate