P1252428704WGQVE

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New technology and transformative pedagogy
Dr Nan Bahr
Designed by Joy Reynolds
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• Imagine a classroom
• No, lets call it a learning space.
• Put some kids in it.
• Now what are they learning?
• A skill?
• A concept?
• You name it

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In the space there are

• 3d headsets

• Data projectors

• Robot kits

• Flat screen desktop computers
• Laptops with voice activated productivity
  software
• Mini digital cameras
• Graphing calculators
• Electronic drawing tablets
• Professional quality, quick, colour printers
• Electronic language translators

• Bean bags

E-books

• Moveable desks

• Electronic
• Whiteboards

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What are the kids learning now?
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• Same thing you set at the start
• - probably.
• Same way?
• maybe.
• Are they learning any better?

Almost certainly not unless the learning design
is more than a patchin of new technology. Almost
certainly not unless we consider the
possibilities from a new angle.
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TRANSFORMATION
positive change deliberate action time
transformation
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1. Equipping the individual with skills

• Literacy
• Multiple literacy
• Navigating metacognition
• Strategies
• FITness fluency with IT

EXCITEMENT FUN
CHALLENGES
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2. Social Mediation

• Relationships learning communities
• Apprenticeships

CHALLENGES
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3. Futures orientation

• Change ready expert novice
• Problem solver
• Shifting expertise
• Career mosaic

CHALLENGES
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• Equipping individual with skills
• Literacy
• Multiple literacy
• Navigating metacognition
• Strategies
• FITness (fluency with IT)
• Social mediation
• Relationships learning communities
• Apprenticeships
• Futures orientation
• Change ready- expert novice
• Problem solver
• Shifting expertise
• Career mosaic

No right or wrong
So much to do so little time
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Teaching
The knowledge craftworker
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Teaching The knowledge craftworker
Multiple possibilities
Aesthetics of instructional design

• balance
• sequencing
• cognitive load
• learning about learning - through technology

• proportion
• modes
• pathways
• redudancy

• flair
• organisation
• ingenuity
• humour

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Aesthetic Management - Balance
Sequencing Scaffolding ownership class group
syndicated solo Scaffolding concepts Worked
examples
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Aesthetic Management Balance
Load Intrinsic, extraneous, germane Loads must
balance
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Aesthetic Management Balance
Learning about learning vs learning through
technology Technical skill vs concept development
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Aesthetic Management Proportion
Diversity brings need for multiple modes of
learning activity/resources
Modes
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Aesthetic Management Proportion
Pathways

• Construction of own knowledge requires
  experiences that
• Build on prior knowledge
• Allow people to test effects predict actions
• Metacognitive enabled interactive

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Aesthetic Management Proportion
Redundancy
Multiple diverse representation of same concepts
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Aesthetic Management Flair

• Templates
• Advance organisers
• Avoid annoying them

Organisation
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Aesthetic Management Flair
Something nifty to spark interest
Ingenuity
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Aesthetic Management Flair
Humour
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Affordable
Desirable
Relevant
Appropriate
Required
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the learners
the concepts
the resources
the pedagogic possibilities
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