Making learning Motor Development unGoogleable
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Transcript of Making learning Motor Development unGoogleable
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Making learning Motor Development
MARCIO A. OLIVEIRAAssistant Dean for Educational Innovation & TechnologySchool of Public Health, University of [email protected] Co-Active coach – by CTI
Member of ICPA
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Making learning Un-Googleable21st Century Pedagogy that will Transform Education
"I have never let my schooling interfere with my education.”
Mark Twain
Born: Samuel Langhorne ClemensNovember 30, 1835 - Florida, Missouri, U.S.
Died April 21, 1910 (aged 74)Redding, Connecticut, U.S.
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educational transformation
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How universities can find innovative, less costly ways of performing their valuable functions and save themselves from decline.
“30 years from now the big university campuses will be relics” (Peter Druker)
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How teaching & learning would be?
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Let’s Amazon Education !
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Learning technologies
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Future Directions
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it is time to Netflix education
we need a new educational - business model
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create new ways to teach …
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Alphabet Soup of Teaching Environments
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it may be a good time to FLIP !
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Innovate and …
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Closing the loopWhat is the
flipped classroom?
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pre online assignment• Watch video tutorials • Complete a quiz
Inform summarize assess question
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In class dialogue Ask practice | experience create and solve problems challenge
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Principle # 1If my students can Google the answers, then I am asking the wrong questions.
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Principle # 2
learning happens in my students’ minds
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Principle # 3
“Teaching is leading students into a situation in which they can only escape by thinking”
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principle # 4
Information anywhere, anyone, anytime
Learning Abundance
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Information…
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Explore different ways to delivery informationDifference between Basic tutorials and class updates
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Face to face time
open environment created by us in real time.
Ungoogleable session
It take forms that I have not yet imagined
createdINFORMATION critique
drevisited
managed
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Teaching Assistants
Experiential / Active Learning - Labs In class –tweeted questions Additional source of learning Mediate and monitor online collaborations
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Benefits of learning technologies
Personalized learning – different levels Accessibility and collaboration Competency based assignments / course Peer assessment / learning – develop questions in class
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best practices…
Do not simply digitize your lectures
Be transparent with your students
Be willing to take risks and give up control
F2F time - be ungoogleable !
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10 Lessons I Have Learned by Flipping My Class http://blog.umd.edu/cte/files/2012/12/Flipped-Class-10-Lessons.pdf
What have I learned ?
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1. Flip your classroom ONLY if it enhances students’ learning.
2. Flip your class, and be willing to flip your mind.
3. Employing e-learning tools is great, but secondary teaching.
4. Be dedicated and patient: Additional time and efforts will pay off.
5. Be creative and open-minded – Take some risks.
6. Be mindful and programmatic – Take one step at a time.
7. Optimize your learning spaces (online and F2F).
8. A successful course requires good management.
9. Be transparent: tell your students why you flip your course.
10. Be an Un-Googleable teacher.
10 Lessons I Have Learned by Flipping My Class
10 Lessons I Have Learned by Flipping My Class
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How can I make the best of my F2F time?
Discovery session
•Who are your students? What should I know about them? What inspires them?
•What do they know already about the area that you are teaching?
•What are there past experiences? How do these experiences relate to the course topic, area of study?
What are their professional careers perspectives? Select a career path and relate this professional perspective with every single course assignments.
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How can I make the best of my F2F time?
Design your course alliance– What are the necessary agreements that have to be made? – Define what is success on this course– There is not right and/or wrong >> Learning is the focus– What are the necessary skills needed for this course?– Permission to intrude = to be inquisitive and critical– Importance of keeping on task and meeting the course
deadlines – Who has the learning responsibility?
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How can I make the best of my F2F time?
Discuss the critical values of the course – specifically for the F2F time
– Respect | Trust | Fun | Integrity | Commitment | Authenticity
Work on conflicting topics related to the course
Review your assessment tools (they should not be content oriented, but context and competency-based
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What kind of activities do you
do in f2f?
1. Address students questions - some of them are sent to me prior to the f2f section
2. introduce a real-life context in which the content will be closely applied ( ex. clinical case or typical scenario)
3. ask the students challenging (deeper) questions about concepts and how they relate with this real-life context
4. present to the students new questions that:a) reinforce critical concepts and,b) further their understanding and brings meaning to their knowledge.
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Your professional experience can trigger curiosity and inspire learning
Your class time is an oasis in the desert
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Student’s reactions to new methodologies
What metrics are being applied to assess student learning outcomes using the flipped classroom model of learning versus the traditional classroom model of learning?
Is there sufficient data to assess the effectiveness of the flipped classroom?
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Student’s reactions to new methodologies
What metrics are being applied to assess student learning outcomes using the flipped classroom model of learning versus the traditional classroom model of learning?
Is there sufficient data to assess the effectiveness of the flipped classroom?
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Marcio A. Oliveira, Ph.D.Marcio A. Oliveira, Ph.D.Assistant Dean for Educational Innovation
School of Public Health - UMD