ICT as a drive for change – why? Workshop at itslearnig User Forum – Warwick Castle June 2013

Morten  Fahlvik    Educa3onal  Reseracher  itslearning  

twi8er.com/Fahlvik  

Have  you  experienced  blended  learning?  

Yes,  No,  I  do  not  know  

If  yes,  what  is  your  usual  role  in  blended  learning  context  

Student,  Teacher,  Administrator,    none  of  the  above  

Have  you  been  a  student  in  a  blended  learning  context?  

Yes,  No,  I  do  not  know  

1996

We can make a difference!!«Today  have  we  got  Internet  in  our  school!»  

The voice of the pupils!

Part 1 – What is blended learning / blended teaching?

Part 2 – The unified classroom

Part 3 – Opportunities in the unified classroom

Reading comprehension case story

Part 1 – What is blended learning / blended teaching?

Michael B. Horn Innosight Institute

http://www.christenseninstitute.org

Disrup3ng  Class:    How  Disrup3ve  Innova3on  Will  Change  the  Way  the  World  Learns  

h8p://www.innosigh3ns3tute.org/media-­‐room/publica3ons/blended-­‐learning/    

Blended learning “Blended  learning  is  a  formal  educa3on  program  in  which  a  student  learns  at  least  in  part  through  online  delivery  of  content  and  instruc4on  with  some  element  of  student  control  over  4me,  place,  path,  and/or  pace.    

AND    

at  least  in  part  at  a  supervised  brick  and  mortar  loca4on  away  from  home.“  

Michael  B.  Horn  -­‐    Innosight  Ins3tute  

Michael B. Horn Innosight Institute

Different blend in different subjects Math  

Online  Analogue  

Norwegian  

Online  Analogue  

Science  

Online  Analogue  

Phys.  Ed  

Online  Analogue  

Spanish  

Online  Analogue  

Different blend in different units

Unit  1:  Algebra  

Online  

Analogue  

Unit  2:  Geometry  

Online  

Analogue  

Unit  3:  Sta4s4cs  

Online  

Analogue  

Unit  4:  Numbers  

Online  

Analogue  

The relationship between ICT and learning outcomes

(SMIL – research UiB)

17 529 students 2 524 teachers

Key findings (extract) •  A  great  deal  of  ICT  is  used  in  Norwegian  secondary  schools,  but  there  is  too  li8le  subject  orienta3on  

•  Students  spend  a  lot  of  3me  in  front  of  computer  screens,  but  they  lack  knowledge  in  school-­‐related  ICT  use  

•  ICT  and  con3nuous  assessment  must  be  seamlessly  interwoven  if  we  want  to  increase  students’  learning  outcomes  as  a  result  of  using  ICT  

•  A  teacher’s  digital  competence  raises  students’  learning  outcomes!  

NESTA Report UK

«We found proof by putting learning first.»

CONCLUSION Over  recent  decades,  many  efforts  to  realize  the  poten3al  of  digital  technology  in  educa3on  have  made  two  key  errors.    

Collec3vely,  they  have  put  the  technology  above  teaching  and  excitement  above  evidence.    

This  means  they  have  spent  more  3me,  effort  and  money  looking  to  find  the  digital  silver  bullet  that  will  transform  learning  than  they  have  into  evolving  teaching  prac3ce  to  make  the  most  of  technology.    

CONCLUSION cont. If  we  are  to  make  progress  we  need  to  clarify  the  nature  of  the  goal  we  want  to  sa3sfy  through  future  innova3on.    

Much  exis3ng  teaching  prac3ce  may  well  not  benefit  greatly  from  new  technologies.  As  we  con3nue  to  develop  our  understanding  of  technology’s  proof,  poten3al  and  promise,  we  have  an  unprecedented  opportunity  to  improve  learning  experiences  in  the  classroom  and  beyond.  

«What  is  the  goal  for  introducing  technology  into    learning  processes  in    your  school  /  organisa3on?»  

«What  oportuni3es    are  you  looking  for?»  

Blended learning “Blended  learning  is  both  simple  and  complex.  At  its  simplest,  blended  learning  is  the  though[ul  integra3on  of  classroom  face-­‐to-­‐face  learning  experiences  with  online  learning  experiences.  “  

Kanuka,  Heater  og  Garrison,  Randy  D.  (2004)  «Blended  learning:  Uncovering  its  transforma3ve  poten3al  in  higher  educa3on»,    University  of  Calgary    

Catlin Tucker Online Discussions (Part 4): Your Role, Weaving Strategies and Assessing It All

http://www.schooltube.com/video/27cdc75d563741419cdb/Online%20Discussions%20Part%204%20-%20Your%20Role,%20Weaving%20Strategies,%20and%20Assessing%20It%20All

Flipped classroom Raising the expectations of the homework

h8p://www.bt.no/jobb/Fly8er-­‐undervisning-­‐hjem-­‐2605501.html    

Part 2 – The unified classroom

When 1 + 1 is bigger than 2

Physical classroom Online classroom

Teaching in the physical classroom

The online classroom

Tangent classrooms

Disconnected classrooms

Overlapping classrooms

The unified classroom

Meet Sid

BBC  –  The  Classroom  Experiment  h8p://www.youtube.com/watch?v=J25d9aC1GZA  (2:07)    

How  can  teaching  in  the  unified  classroom  help  Sid?  

Catlin Tucker

CUE  Conference  Keynote:  Common  Core  –  Transforming  Teaching  &  Learning  h8p://catlintucker.com/2013/04/cue-­‐conference-­‐keynote/    (3:42)  

Video: Foreign Language Course Tour A whirlwind tour

Part 3 – Opportunities in

the unified classroom

”Reading is the skill”

Doug Lemov

Reading: The foundation for the Norwegian school system.

1739: The king decided to establish a school system in Norway.

Purpose: Learn to read (the bible)

All children should have two subjects; Reading and Christianity

Writing and arithmetic would be offered if the parents demanded it.

2001: the PISA- shock

Udir – Assessment for Learning

The  Norwegian  Directorate  for  Educa3on  and  Training  is  responsible  for  the  development  of  kindergarten  and  primary  and  secondary  educa3on.    The  Directorate  is  the  execu3ve  agency  for  the  Ministry  of  Educa3on  and  Research.  

Dylan Wiliam Formative assessment

Dylan Wiliam OECD: The role of formative assessment

John Hattie

James Nottingham Previewing and differentiated teaching

Reading comprehension and skill mapping

* Leselos * SOL

Reading didactics in the unified classroom

What happens if these concepts are blended together?

Non-fiction Text:

The Ice Age

Goals:  •  Be  able  to  explain  how  glaciers  

shaped  the  landscape  

•  Recognize  and  know  the  physical  traces  of  the  Ice  Age  

•  Be  able  to  calculate  the  ice  thickness  

•  Be  able  to  place  the  ice  age  on    a  3meline  

•  Develop  individual  reading  strategies  

•  Mo3vate  students  to  read  the  text  several  3mes  

•  Increase  insight  into  own  reading  comprehension  

Pre-knowledge

The  pupils  createa  common  page  to  gather  informa3on  of  what  they  know  before  the  unit  starts.  

Words:

Shape and content

Receptive and productive dimension

Pupil made page with polls and facts

Online discussion

Ques3on:  Why  did  the  ice  start  to  melt  by  the  coast?  

Adding math to the topic

Task:  The  ice-­‐cap  is  3000  meters  thick.  Temperature  rises  and  the  ice  melts  by  3  meters  each  year.  How  thick  is  the  ice  cap  aner  10  years?  100  years?  

Searching for new words

Collecting words for a word cloud

h8p://www.wordle.net/  

Word cloud

Quite  visible  which  words  that  need  a8en3on.  

Creating crosswords

NB!  The  pupils  create  the  crossword.  It  is  a  hard  task.  What  is  the  ques3on  /  clue  if  the  answer  is  Moraine  (  h8p://en.wikipedia.org/wiki/Moraine  )  

Creating crosswords

NB!  All  pupils  made  cross  words.    

Solving one of the crosswords in class

Another vocabulary game

What we

* know * want to learn * have learned

(Donna Ogles 1986)

Know – Want to learn - Learned

Reading comprehension in the unified classroom •  A  community  of  learners  was  

established  

•  More  pupils  were  ac3vated  

•  The  silent  pupils  got  a  voice  into  the  class  discussions  

•  The  pupils  were  be8er  prepared  for  class  discussions  

•   The  teacher  gathered  evidence  of  learning  

Morten Fahlvik Educational Researcher

www.twi8er.com/fahlvik  

Morten.Fahlvik@itslearning.com