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Identify Creative Learning Approaches

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Title: Identify Creative Learning Approaches


1
Identify Creative Learning Approaches.
  • .for a learning Programme

2
Acknowledging de Bono
  • Imagine a ship at sea that is in trouble. The
    lights keep going out.
  • The engine is faltering. The rudder is
    unreliable. The first mate is drunk.
  • The crew is very demoralised. The service is
    appalling.
  • The passengers on the ship are very dissatisfied.

3
Then a new captain and first mate are flown in by
helicopter
  • Everything changes.
  • Crew morale is lifted
  • Service improves
  • The engine is fixed
  • The rudder is fixed
  • The lights stay on
  • Everything seems fine.

4
  • But the ship is still headed in the wrong
    direction

5
New directions driving creative teaching
  • The movement towards constructivism
  • An appreciation of learning styles ( sensory)
  • An understanding that learners have different
    information processing styles ( styles for
    constructing learning)
  • Availability of technology to enable the overall
    goal of personalization of the learning experience

6
Benefits of Creative Learning
  • Greater Learner Independence
  • Learner Centred Active Learning
  • Learner Involvement
  • Learner Motivation
  • Re-inforcement of Learning
  • Learner Autonomy
  • Self-directed Learner

7
Vintage of the clasical educational model
  • The Universities of Bologna ( Italy),
    Paris ( France) and Oxford ( England) were all
    created about 400 years before Gutenbergs
    printing press was created.
  • Schools are seen largely as preparation platforms
    for higher education
  • Is that a good model for a post internet post WTO
    post mobile phone world?

8
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9
Saya, the robot teacher launched in Japan
  • Pupils in Japan have been given lessons by the
    worlds first robot teacher.
  • The humanoid named Saya is multilingual, can do
    roll calls and set tasks from text books.

10
Saya, the robot teacher launched in Japan
  • She has a latex face, modelled on a university
    student, controlled by 18 motors to create
    expressions including happiness,
  • surprise,
  • fear,
  • disgust,
  • sadness and
  • even anger.

11
Waiting for recognition
  • Saya will start teaching full-time after passing
    a trial term at a Tokyo primary.
  • Her creator, science professor Hiroshi Kobayashi,
    had been working on the robot for 15 years.
  • The original, named Pikarin, had a metal head
    with exposed wires and levers.

12
This is it.Saya
13
Service conditions ?
  • Salary, tenure and other benefits have yet to be
    decided, but perhaps a special type of teachers
    union may well be in the works!

14
Some other interesting developments
  • Digital Socrates
  • Future Computers

15
Future PCs ???
16
The future Desktop
17
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18
This pen sort of instrument produces both the
monitor as well as the keyboard on flat surfaces
from where you can just carry out the normal
operations you do on your desktop.
19
With Bluetooth technology... See the forthcoming
computers within our pockets .. 
20
Wearable computers
21
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22
Smart USB disks an alternative to laptops
  • Long years ago we had floppy disks
  • Then came CD-ROM
  • DVD for more storage
  • Universal Serial Bus (USB) stick
  • Sandisk, Transcend, others
  • 16GB for US 30

23
The web is just 5000 days old
  • 100 billion clicks per day
  • 55 trillion links
  • 2 million e-mails per second
  • Uses 5 of the global electricity on the planet
  • Total traffic about 7 Terrabytes per second
  • 246 Hexabytes Storage

24
What could be happening in the next 5000 days ?
  • Semantic web
  • Natural language processing
  • Gestures
  • Voice
  • Touch
  • Superior machine intelligence
  • Robots

25
What makes a teacher great ?
  • Bill Gates on www.ted.com

26
Our approach Ostrich- like
  • What affects the rest of the world will not
    impact us
  • We are different

27
Encouraging constructivism
  • Learners learn by fitting new information to what
    they already know
  • Thus prior knowledge, beliefs and attitudes of
    the learners plays an important role
  • Collaborative learning environments and contexts
    for team-work must be created
  • The key notion in this new "constructivist
    theory" is that people learn best by actively
    constructing their own understanding.

28
12 Principles of Constructivist teaching
  1. "The brain is a parallel processor". It
    simultaneously processes many different types of
    information, including thoughts, emotions, and
    cultural knowledge. Effective teaching employs a
    variety of learning strategies.
  2. "Learning engages the entire physiology".
    Teachers can't address just the intellect.
  3. "The search for meaning is innate". Effective
    teaching recognizes that meaning is personal and
    unique, and that students' understandings are
    based on their own unique experiences.

29
Constructivist teaching
  • "The search for meaning occurs through
    'patterning' ". Effective teaching connects
    isolated ideas and information with global
    concepts and themes.
  • 5. "Emotions are critical to patterning".
    Learning is influenced by emotions, feelings, and
    attitudes.
  • "The brain processes parts and wholes
    simultaneously". People have difficulty learning
    when either parts or wholes are overlooked.
  • "Learning involves both focused attention and
    peripheral perception". Learning is influenced by
    the environment, culture, and climate.

30
Constructivist teaching
  • "Learning always involves conscious and
    unconscious processes". Students need time to
    process 'how' as well as 'what' they've learned.
  • "We have at least two different types of memory
    a spatial memory system, and a set of systems for
    rote learning". Teaching that heavily emphasizes
    rote learning does not promote spatial,
    experienced learning and can inhibit
    understanding.
  • "We understand and remember best when facts and
    skills are embedded in natural, spatial memory".
    Experiential learning is most effective.
  • "Learning is enhanced by challenge and inhibited
    by threat". The classroom climate should be
    challenging but not threatening to students.
  • "Each brain is unique". Teaching must be
    multifaceted to allow students to express
    preferences.

31
Pedagogies based on constructivism
  • Learning is accomplished best using a hands-on
    approach
  • Learners learn by experimentation, and not by
    being told what will happen. They are left to
    make their own inferences, discoveries and
    conclusions.
  • It emphasizes that learning is not an "all or
    nothing" process but that students learn the new
    information that is presented to them by building
    upon knowledge that they already possess.
  • It is therefore a process of continuous
    improvement.

32
Teacher's Role in Pedagogies based on
constructivism
  • To not only observe and assess but also engage
    with the students while they are completing
    activities, wondering aloud and posing questions
    to the students for promotion of reasoning.
  • To intervene when the conflicts arise however,
    they simply facilitate the students' resolutions
    and self-regulation, with an emphasis on the
    conflict being the students' and that they must
    figure things out for themselves.
  • To encourage the students to write or draw
    stories of their own, or by having the students
    reenact a story that they may know well both
    activities encourage the students to conceive
    themselves as reader and writers.

33
Connectivism
  • At its heart, connectivism is the thesis that
    knowledge is distributed across a network of
    connections, and therefore that learning consists
    of the ability to construct and traverse those
    networks.

34
Some examples of Scientific Creativity
  • The periodic Table
  • Models of the atomic structure
  • The double helix model of the DNA

35
Moving from a mere lecture to the creation of a
learning event
  • It is not enough that a lecture was taken
  • The learning transactions are more important
  • Did learning take place?
  • Did an interest in more learning take place?
  • Did the learner learn how to learn?

36
  • The answer is creative learning and teaching

37
Creating the Eureka moments..
  • Designed to lead to moments of enlightenment in
    which the cognitive conflicts in the minds of the
    learner are removed, and he exclaims wow, this
    is wonderfulI never knew thisisnt it
    fascinating...etc in a spirit similar to the
    Eureka moment of Archimedes

38
Multiple roles of a teacher
  • must be content expert,
  • a diagnostician,
  • a rescuer,
  • a motivator,
  • a patient communicator,
  • a manager and leader,
  • a student of human behavior.

39
Learning Styles
  • Verbal learners
  • Visual learners
  • Auditory learners
  • Kinesthetic learners

40
The verbal Learner
  • They learn best with help of written and spoken
    explanation
  • They have sensitivity to the meaning, sounds of
    words
  • They enjoy story telling and creative writing
  • They love reading

41
The verbal Learner..
  • They are capable of convincing others for their
    point of view
  • They tend to think in words
  • They do well with written assignments

42
The visual Learner
  • They remember best with the help of pictures,
    diagrams, flow-charts, time lines and
    demonstrations
  • They enjoy creating visual patterns and need
    visual stimulation
  • They are day dreamers
  • They have talent for art

43
The visual Learner
  • They are more aware of objects, shapes and
    colours in the environment around them
  • They are good in reading maps
  • They tend to think in images and pictures

44
The auditory Learner
  • They enjoy playing instruments
  • They learn easier if things are set to music
  • They are able to discriminate between various
    sounds
  • They enjoy talking to each other
  • They require explanations of diagrams, graphs or
    maps

45
The kinesthetic Learner
  • They enjoy creative dramatics and dancing
  • They like expressing themselves with movement and
    bodily actions
  • They use gestures and physical movements to learn
    and solve problems

46
The kinesthetic Learner
  • They take frequent study breaks
  • Though interacting with the space around them,
    they are able to remember and process the
    information
  • They have keen sense of body awareness
  • They find it difficult to sit for long periods of
    time

47
Learning Strategies for verbal learners
  • Take class notes on regular basis
  • Learn the information in written form
  • When information is presented in diagrams write
    out explanations for the information
  • Write out key sentences and phrases to learn new
    information

48
Learning Strategies for verbal learners
  • When a problem involves a sequence of steps,
    write out in detail how to do each step
  • Try to summarise the information to be learned
  • While revising, always try to write answers or
    main points

49
Learning Strategies for visual learners
  • Use highlighter pens to highlight different kinds
    of information (colour code) when studying new
    information in your text-book
  • Make flash cards of vocabulary words and concepts
    that need to be memorized. Limit the amount of
    information per card so that your mind can take
    the mental visual picture of the information

50
Learning Strategies for visual learners
  • Try to learn information with the help of
    diagrams, illustrations and flow charts
  • Make and stick notes containing key words and
    concepts and place them in highly visible places
  • Use computers to create tables and charts with
    graphics that help you understand and retain
    information

51
Learning Strategies for auditory learners
  • You learn best when information is presented in
    auditory oral language format
  • When studying by yourself talk out loud to aid
    recall
  • Tape record your lectures
  • Create your own audio tapes by reading notebooks
    and textbook information

52
Learning Strategies for auditory learners
  • Reason out by talking out loud to yourself or
    with your study partner.
  • To learn sequence of steps write them out in
    sentence form and then read them aloud.
  • You should also read out loud information to be
    learned while standing in front of the mirror.

53
Learning Strategies for kinesthetic learners
  • They benefit from a laboratory setting where they
    can manipulate materials to learn new
    information.
  • They learn best when physically engaged in a
    hands on activity.
  • They should be walking back and forth with
    text-boks, notebooks or flash cards

54
Learning Strategies for kinesthetic learners
  • Participate in field visits to gain first hand
    information
  • When reviewing new information copy or write key
    points. This helps to keep your hands busy.
  • Make use of computers to re-inforce learning
    through the sense of touch.

55
The 5 fundamental Learning Styles
  • Apprentice
  • Incidental
  • Discovery
  • Inductive
  • Deductive

56
Apprentice
  • A building block approach for presenting
    concepts in a step by step procedural learning
    styles
  • Basically needs to be spoon fed

57
Incidental
  • Based on events that trigger the learning
    experience.
  • The events usually occur in a less formal
    context, and often assume a story format.
  • Learners begin with an event that introduces a
    concept and provokes questions

58
Discovery
  • An inquiry method of learning in which students
    learn by doing, testing the boundaries of their
    own knowledge

59
Inductive
  • Learners are first introduced to a concept or a
    target principle using specific examples that
    pertain to a broader topic area

60
Deductive
  • Based on the discernments of trends through the
    presentation of data, simulations, graphs, charts
    or other data

61
Creating an engaged technology-enhanced learning
experience
  • We are moving away from a mere (chalk and talk)
    and (spray and pray) lecture format to the
    creation of an interactive learning event

62
Managing a learning event
  • A properly managed learning event comprises a
    series of learning moments

63
Creative Learning Activities
  • Research activities
  • Games
  • Case studies
  • Discussion
  • Debates
  • Simulations
  • Investigations
  • Assignments
  • Projects
  • Group work
  • Other Practical activities

64
Personalisation of the learning experience
  • Each such learning moment is unique to each
    learner and ICT enables its realisation
  • Mindmaps
  • Webquests
  • Memes
  • Mnemonics

65
Activities for a specific programme
  • Identify programme outcomes
  • Matching activities to desired outcomes
  • Applying above approach to activities listed
    earlier to specific programmes

66
Thank You !!!!!!!!! www.mmpant.net
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