Category: Innovative Teaching

  • Knowledge Map with Dynamic Dependency

    Topic: The H5P guided journey is a non-linear navigation through the H5P ecosystem, mapping the relationship between content creation and LMS integration with H5P.

    Content Type: H5P Game Map

    Training Objective: To explore multimodal H5P resources within a H5P Game Map interactive activity. Learners will interact with and learn to implement:
    a) Engagement Tools: Audio, Dialogue Cards, and Memory Games.
    b) Assessment Tools: Multiple Choice, Single Choice Sets, and Fill-in-the-Blanks.
    c) Literacy/Context Tools: Text and Drag the Words.

    Audience: Adult Learners and Learning Designers (Seeking self-paced, professional development)

    Example: Nodes create a knowledge graph where new skills can be addad to a cluster without changing background

    Photo by Aldebaran S
    on Unsplash

  • Goal statement 2024

    Banner 2024In 2024 eduToolkit will focus on skills intelligence with microcredentials to provide insights for decision making. The data comes from occupations or sectors that can be used as indicators which feed thematic dashboards and predict future jobs trends.

    Source: https://www.cedefop.europa.eu/en/tools/skills-intelligence

  • Goal statement 2023

    In 2023 eduToolkit will focus on micro-credentials for lifelong learning and employability.

    The new credential ecology (Brown et al., 2021)

    In this credential ecology, micro-credentials are different from other types of credentials since they are unbundled, credit-bearing, and stackable.

    A micro-credential is a proof of the learning outcomes that a learner has acquired following a short learning experience. These learning outcomes have been assessed against transparent standards. (European Commission, 2020, p. 10)

  • Goal statement 2022

    In 2022 eduToolkit will focus on students meta-cognitive strategies to develop capacity for higher level executive function skills.

    The Universal Design for Learning framework promote a student-centred approach with guidelines for how knowledge is internalized when students are provided with options for Executive Functions (CAST 2018).

    Checkpoint 6.2 in the UDL framework address “Support planning and strategy development” to formulate reasonable plans for reaching goals. This is associated to executive functions and promote following activities:

    • Embed prompts to “stop and think” before acting as well as adequate space
    • Embed prompts to “show and explain your work” (e.g., portfolio review, art critiques)
    • Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps
    • Embed coaches or mentors that model think-aloud of the process
    • Provide guides for breaking long-term goals into reachable short-term objectives

  • Goal statement 2021

    Disciplinary DiscernmentIn 2021 eduToolkit will focus on decision-making in ambiguous situations and analyse how competence is transferred when participants increase their level of disciplinary discernment.

    Urban Eriksson defines disciplinary discernment as “noticing something, reflecting on it, and constructing new meaning from a disciplinary perspective” and the learning process involve “what to focus on in a given situation and how to interpret it in an appropriate, disciplinary manner”. From the framework of the autonomy of disciplinary discernment, we believe that professional development is often limited to the first level involving recognition and naming of disciplinary relevant aspects.

    The Anatomy of Disciplinary Discernment

    According to the variation theory of learning, becoming competent in a discipline involves simultaneous discernment of critical aspects of a given phenomenon (Fredlund 2012). This requires exposing the participant to different facets or values to reveal patterns of variation as awareness of sameness and differences (Matron and Booth, 1997). The goal for the participant is to be able to know what is important and how to appropriately interpret it for a given context.

  • Goal statement 2020

    In 2020 eduToolkit will focus on ‘The multiliteracies pedagogical approach’ and aspects of Situated Practice, Critical Framing, Overt Instruction, and Transformed Practice. The application in educational data mining creates a peer-to-peer “social knowledge” technology for learning communities.

    The research of Bill Cope and Mary Kalantzis has managed to apply artificial intelligence and big data analytics to e-learning ecologies. This changes the role of the educator, from transmitter of content to passive learners, to designer of a learning ecology.

    Mission statement:

    To develop a classroom practice based on design thinking and change the terminology in line with “Define”, “Ideate” and “Prototype” to promote an e-learning ecology that support innovative teaching and learning

  • Goal statement 2019

    In 2019 eduToolkit will focus on Innovative Teaching and Learning to redesign learning activities. ICT can help learners collaborate in ways that were not possible before and allows young people to share their views with an audience that is outside their own school environment.Students need to design their communication for a particular audience and have the opportunity to revise their work based on feedback before it is submitted or finalised.

    The 21st Century Learning Design for Educators builds on the ITL research methodology providing a collaborative, practice-based process to help educators transform how they design enriching learning activities for their students. Orchestration and design is crucial when Teaching with Technology to enhance the teaching and learning experience and enable students to acquire 21st century skills.

    Mission statement:

    To develop a classroom practice based on design thinking and change the terminology in line with “Define”, “Ideate” and “Prototype” to promote an e-learning ecology that support innovative teaching and learning

  • Goal statement 2015

    LogoMIE02During 2015 eduToolkit will offer Microsoft’s training for 21st Century Learning Design (21CLD). The educational resources shared by eduToolkit will model and demonstrate 21st Century Learning Design in education. Teachers Open Online Learning for professional development is based on P2P review, where teachers develop skills from practice and reflection. Digital badges are used as micro-credential during assessment. The workshops held in the collaboration circles will be facilitated by our qualified Microsoft Innovative Educator Trainer Jonas Bäckelin.

    Equipping teachers with the capacity to create a learning environment that will enable 21st century skills for students (Angela Shaerer)

    Mission statement for 2015:

    Based on the Competency Framework for Educators (UNESCO ICT-CFT) our aim is to model and demonstrate 21st Century Learning Design (21 CLD) in education. You will during the first level develop the competencies needed for teaching with technology (TwT) and be eligible for the Microsoft Certified Educator (MCE) certification. The second level consist of a training program for 21st Century Learning Design (21CLD) divided into 8 sessions.

    1. Session: The foundation21CLD01
    2. Session: Collaboration
    3. Session: Knowledge Construction
    4. Session: Use of ICT for Learning
    5. Session: Self-Regulation
    6. Session: Real-World Problem-Solving and Innovation
    7. Session: Skilled Communication
    8. Session: Reflection and Impact

    itp

    Learning outcome:

    • Analyze and ‘code’ learning activities to see how deeply they integrate 21st century skills
    • Collaborate in designing new learning activities that provide deeper 21st century skills development
    • Examine the impact of these learning activities on students’ work
    • Use ICT as part of the learning process

    [youtube=https://www.youtube.com/watch?v=W7LfmCol9Dw&w=225][youtube=https://www.youtube.com/watch?v=xFlwkl7wzQI&w=225]

    Find out more on Microsoft Educator Network

  • OneNote Class Notebook vs. Google Classroom with add-ons

    This Office Mix presentation will look at assessment and lessonplans in two different LMS. As an “Advanced Networked Teacher” you can use ICT to assess students’ acquisition of knowledge, and to provide students with feedback on their progress using both formative and summative assessment. There is also a requirement to incorporate appropriate ICT activities into lesson plans.
    OfficeMix01

  • Distributed Learning Environment

    This post aggregated by the the Microsoft Innovative Educators news radar.

    In Connectivism, knowing where to find information is more important than what is already known. My Learning Activiy on the Microsoft in Education Network investigates “What does 21st Century Learning look like and where is it happen?” and focus on how to select tools to create PLEs and make them interoperable in learning ecologies.

    linlogo07

    You probably heard of the tale where group of blind men touch an elephant to learn what it is like. The moral is that while everyone is experiencing at the same thing, they don’t see the context. The knowledge emerge from the connections between learners in Collaborative Open Online Lerning, i.e. a COOL – Course.

    The concept is adapted from Stephen Downes six domains of expertise in critical literacies consist:

    •  syntax – detecting and using forms, rules, operations, patterns and similarities
    •  semantics – sensing and referencing, interpreting, associating and deciding
    •  pragmatics – speaking, acting, expressing, declaring, asking, meaning, using
    • cognition – description, definition, argument, explanation
    • context – theorizing, framing, identifying possibilities, environment, reference space, ontologies and categorization
    • change – relation and connection, flow, historicity, directionality, progression, logic, games, scheduling, events and activities,

    (Source: http://www.downes.ca/post/54875/)