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HOD IP Workshop 2e-Pedagogy:Lesson Design for Active Learning with Technology

HumanitiesBreakout Room

Run 1: 19 Oct

Please be informed that we will be recording this workshop.

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Housekeeping

Turn on your video

Mute your microphone when

not speaking

Please use the ‘raise hand’ function if you have any queries or

comments

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Please participate actively.

Educational Technology DivisionLearning Partnership in Educational Technology Branch

Zhou Wensi Eileen Educational Technology Officer

Low Wei Min Grace Educational Technology Officer

Objectives of Workshop 2

At the end of this workshop, participants will be able to:

a) understand the use of e-Pedagogy in designing for active learning with PLDs

b) apply e-Pedagogy by using SLS PS 2.0 to guide teachers in designing for the PLD learning environment

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Overview of Workshop 2 ProgrammeTime Programme Room

2.15pm Housekeeping and Context Setting Subject Roomzoom details: Meeting ID: 816 0043 8470Passcode: ws2HUMrun1

2.25pm e-Pedagogy Overview- 4 Elements of e-Pedagogy

2.50pm Breakout Room 1- Discussion on designing for Active

Learning Processes and Learning Interactions with e-Pedagogy

Breakout Room 2- Discussion on Learning Experiences

and exploring possibilities with e-Pedagogy

Breakout Room

4.15pm Break

4.30pm Coaching Teachers in e-Pedagogy- Sharing by Phase 1 School on good practices and challenges- Sharing of Design Cycle resources

Zoom Room:ID: 861 0722 8304PW: ws2BIGGRP15.15pm Closing and Feedback

In Workshop 1, you have heard about your role as a curriculum planner.

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Change in teaching practices by reviewing the

Department Plans to include learning context

with PLDs, guided by e-Pedagogy

Change in teaching and learning practices by

reviewing the SOW

Changed Practice for HODs IP/

Teacher Leaders :

Plan for changes in teaching practices with

e-Pedagogy in the learning context with

PLDs

In Workshop 2, you will learn about your role as a coach.

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Coach others to design lesson units for learning

experiences for active learning with technology

Draws on e-Pedagogy principles to give

feedback and suggestions to refine lesson units

Coaching teachers in lesson design and

review with e-Pedagogy in the learning context

with PLDs

Pre-Learning Task

4 Elements of e-Pedagogy

Is there Constructive Alignment in the design?

Learning Outcomes

AssessmentTeaching & Learning Activities

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Is there an instructional flow that makes the experience

meaningful?

2 3

How can we design for active learning for different learning

interactions?

How does technology mediate interactions and support the

learning processes?

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e-Pedagogy in action: SLS Pedagogical Scaffold 2.0

2Learning

Experiences

4Key

Applications of Technology

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1Constructive alignment

3Active Learning Processes and Learning Interactions

Learning Outcomes

AssessmentTeaching & Learning ActivitiesHow do you know if the

students have achieved the learning outcomes?

What must students be able to do by the end of

the lesson?

What learning activities will help students

achieve these learning outcomes?

Constructive Alignment

Students are constructing meaning for themselves through relevant learning activities.

The learning outcomes, learning activities and assessment tasks are coherent.

Constructive Alignment

Image from Pixabay, free for commercial use

4 Elements of e-Pedagogy

Is there Constructive Alignment in the design?

Learning Outcomes

AssessmentTeaching & Learning Activities

1

Is there an instructional flow that makes the experience

meaningful?

2 3

How can we design for active learning for different learning

interactions?

How does technology mediate interactions and support the

learning processes?

4

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Learning Experiences (LE) are instructional models that pull together the learning activities and tasks into technology-enhanced, orchestrated and meaningful pedagogical patterns for meeting certain learning objectives (Laurillard, 2012).

Learning Experiences

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Which Learning Experience to Choose?

Acquisition Do I want my students to be able to understand the critical features and structure of a concept by studying given information?

Collaboration Do I want my students to be able to construct new knowledge by collectively ideating and co-constructing a shared output?

Discussion Do I want my students to be able to generate and critique multiple perspectives on an issue?

Inquiry Do I want my students to investigate and analyse data to validate the hypothesis and apply their understanding in a new context?

Practice Do I want my students to apply their understanding of concepts through performing a task, receive feedback and refine their understanding?

Production Do I want my students to articulate conceptual understanding by producing a tangible artefact that would consolidate their learning?

Process OutcomesProcess outcomes in a lesson are skills and dispositions that are not content-based but are necessary to prepare students to be future-ready learners. These process outcomes are also articulated in subject syllabuses. Examples of process skills are 21st century competencies such as critical and inventive thinking, communication and collaboration skills, and also digital literacy such as ability to curate information from the Internet.

Active Learning Processes and Learning Interactions

Activate Learning Promote Thinking & Discussion

Facilitate Demonstration of Learning

Monitor and Provide Feedback

Principles from

Learning Sciences

Active Learning

Processes

Active Learning Processes and Learning Interactions

Support

Foster

Provide

Facilitate

Develop

Enable

EmbedAnalyse learning and

process data to provide students targeted feedback

and resources

Use multimodal representations of abstract concepts for students to

discern patterns and infer generalisations

Harness the interactivity and multimodal features of digital

technologies to differentiate the nature of content, learning processes and products of learning to meet the

needs of all students

Allow learners to collectively improve their ideas over time by sharing, building on, organising, and

synthesising their knowledge and understandings

Integrate automated supports for students to make sense of and regulate learning activities, group knowledge and articulate their reflection through multiple modes

Foster student agency by giving choice in the learning goals, process and pace through digital resources

Embed digital scaffolds to support thinking and guide interactions between students, teachers and content

Key Applications of

Technology

How does technology

?

An Example of KAT: Use of Technology to Facilitate Learning Together

Build on ideas and collectively improve

Externalisation of ideasSynthesis of group

knowledge

#2: How does technology facilitate the learning process of Learning Together?

#1: What constitutes the learning process of Learning Together?

Using technology to facilitate Learning Together

2. Build on ideas and collectively improveITT

3. Synthesise group knowledgeITT

1. Externalise their ideas ITT

Helen Tang

Pradeep Gautam

Chan Huiwen

Helen Tang

Oh yah, @Huiwen, didn’t think of it that way. So I guess since the question is about everywhere, then not all the places have water. @Pradeep I did think about deserts, but now I wonder why people there don’t just leave to live somewhere else?

I think water can be easily everywhere in the world. I read somewhere before that the earth is 70% covered by water. If there is no water, people won’t want to leave there.

27 Jan 2021 09:20 PM

Actually, going by your statistics, wouldn’t water be difficult to find in the 30% of Earth?

27 Jan 2021 07:37 PM

We might think about places like deserts where water is scarce.

ITT allows students to share their observations / ideas with the peers, who can offer suggestions and different perspectives to help them refine their understanding.

Key Applications of Technology (Learning Together)

2. Build on ideas and collectively improveITT

3. Synthesise group knowledgeITT

1. Externalise their ideas ITT

e-Pedagogy in action: SLS Pedagogical Scaffold

2Learning

Experiences

4Key

Applications of Technology

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1Constructive alignment

3Active Learning Processes and Learning Interactions

Segment 2: Applying e-Pedagogy

“Teachers cannot teach the traditional way using e-learning. They need new pedagogies – e-Pedagogy.”

- Minister of Education (2015 - 2020), Ong Ye Kung

Breakout Rooms: Spider-Man and Iron Man

- Move the design of a lesson to integrate Active Learning Processes and Learning Interactions

- Key Applications of Technology(KAT) too!

Spider-Man Iron Man

- Review a lesson designed as a Learning Experience

- Key Applications of Technology(KAT) too!

To promote active learning with technology:SLS PS 2.0 is the design tool to guide teachers in designing for active learning with technology. Teachers can use the guiding questions in SLS PS 2.0 to guide them in lesson design.

Q1, 3 and 4:To determine what the students would be doing and thinking for the activity based on the learning outcome, success criteria and evidence of learning.

Q6: To consider how technology can help enhance learning process to meet learning outcomes and support profile of students

Q7-8 : To think about how to design with technology to promote active learning and for different interactions

Q9: To consider how to use technology to capture students’ learning so as to determine if learning outcome is met.

To design for active learning with technology for the development of process skillsTeachers can design for development of process skills by designing for Learning Experiences and harnessing technology to meet the intended learning outcomes. Teachers can consider these guiding questions in addition those mentioned earlier.

Q2:To consider the 21st century competencies to develop the students through the series of learning activities.

Q5: To design and sequence the different learning activities and tasks to meet the intended learning outcomes

Q7-8 : To consider how to critically select and apply KAT to augment classroom practices by enhancing different types of learning interactions for the active learning processes

Q9: To consider how to use technology to capture students’ learning so as to determine if learning outcome is met.