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this presentation was first shared at the 14th International Conference on Education Research (ICER) Seoul, on Wednesday the 16th of October 2013 the video of the talk is here: http://youtu.be/wNk2vKZDBRw
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The Six Learnings Curricular Framework and Disciplinary Intuitions: Designing for
Learning in Immersive Environments and Game-based Worlds
Kenneth Y T Lim
National Institute of Education
Scope
• Designing for learning in immersive environments– Why?• Disciplinary Intuitions
– How?• Six Learnings curriculum framework
• Examples of how immersive environments are being used in schools in Singapore
• Examples of places you can visit to learn more
• 2009 – 2011 using immersive environments to learn Geography
• 2012 – 2013 translation of pedagogical approach to Design & Technology, and to Literature
• 2014 – 2016 scale-up to other schools, and to more subjects
Alignment
• Many education systems in East Asia and the Nordic countries have been held up as success stories– High stakes national examinations
• The alignment of curriculum with respect to the everyday lived experiences of students, and formal assessment
• What results when lived experience and formal assessment do not cohere?
Discussion point #1
What results when the everyday lived experience of students, and formal assessment, do not align?
• The everyday experience of children growing up in Singapore does not give them many opportunities for developing intuitions about geographical processes in nature
• Yet they are assessed on their understanding of these processes in the national examinations
Discussion point #2
In your own area of specialisation / subject discipline, what intuitions might some novices have, and how might these intuitions have come about?
• Since 2009, the Six Learnings curricular design framework has helped teachers design immersive environments within which their students can express their emerging conceptual understandings.
• In this way, students’ thinking and intuitions – which would otherwise be largely tacit (hidden) – are made visible and can be dialogued around with peers.
• Learning is thus more enduring as first-principle understanding is built.
Disciplinary Intuitions
• Intuitions are, by nature, tacit• They inform behaviour and decision-making, and
play a greatly overlooked role in how students approach any given curriculum
• If teachers can be more aware of and unpack these intuitions, they can design for more effective learning environments
The Six Learnings framework for curriculum design in immersive environments
• Learning by exploring• Learning by collaborating• Learning by being• Learning by building• Learning by championing• Learning by expressing
“… by terraforming, it really helps us understand the properties of a landscape.”
“… this is much more believable, much more impactful.”
Discussion point #3
What ideas about the possibilities of using immersive environments in learning would you like to share?
Site visits
• The Field Studies Centre at Bowness– Different stations at the Centre allow you to
experience each of the Six Learnings
• The Abyss Observatory at Farwell– Collaboration with colleagues from the Agency for
Marine-Earth Science and Technology in Japan (JAMSTEC)
Points of discussion
• What results when the everyday lived experience of students, and formal assessment, do not align?
• In your own area of specialisation / subject discipline, what intuitions might some novices have, and how might these intuitions have come about?
• What ideas about the possibilities of using immersive environments in learning would you like to share?