Samfélagsfræðikennarar Vettvangsnám

Borgarholtsskóla 4.2.2012

Sólveig Jakobsdóttir dósent HÍ

soljak@hi.is

Umfjöllun

• Starfsþróun kennara

• Web 2.0 verkfæri - hópar, tengslanet, söfnuðir?

• Hugarkort (Mindmeister) – möguleikar – tækni, kennslufræði

• Tengslanet/félagsnet– fræði+praktík Facebook: tækni+kennslufræði+námsgrein - pælingar

• Samfélagstorg – starfssamfélög – þróun

TPACK

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J. og Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. http://www.tpack.org

Starfsþróun og nýir miðlar

Jakobsdóttir, S., McKeown, L. og Hoven, D. (2010). Using the new information and communication technologies for the continuing professional development of teachers through open and distance learning. Í P. A. Danaher og A. Umar (Ritstj.), Teacher education through open and distance learning (bls. 105-120). Vancouver, Canada: Commonwealth of Learning. http://www.col.org/resources/publications/Pages/detail.aspx?PID=33 2

Hvað eru Web 2.0 verkfæri?

• Web 2.0 – gagvirkir samskiptamiðlar (Guðný 2010), s.s. Wiki, Flickr, Facebook, Twitter

• Ný læsi - Einkenni: þátttaka, samvinna, dreifing

• Dæmi um Web 2.0 umhverfi

• http://www.lifshlaupid.is

Hópar, tengslanet, samansöfnuðir?

Anderson, T. (2007, 25. september). Reducing the loneliness of the distance Learner using social software (keynote address). Paper presented at the 12th Cambridge International Conference on Open

and Distance Learning Cambridge.

6

Hópar - groups

Tengslanet/félagsnet - (social) networks Samansöfnuðir? Collectives: Collectives are the newest and most unfamiliar of the ag gregations of the Many. Collectives are a kind of cyber-organism, formed from people linked algorithmically using networked software. Through use of the Net, we create trails, and archived data, engage in discussion and transactions and make both tacit and conscious decisions that, when aggregated with those of many others, create a new learning resource and context – which we refer to as collectives.

Hugarkort

• Dæmi - Upplýsingalæsi: http://mennta.hi.is/starfsfolk/soljak/upplysingalaesi/hugarkort/

• Dæmi - Mindmeister: http://www.mindmeister.com/137252180

Kennsluaðferðir

• Leyfið nemendum að vera sérfræðingar – Minimally invasive education (Sugata Mitra) - http://www.hole-in-the-wall.com/MIE.html

• „Saltfisk-módelið,“ (upplýsingalæsi) vefleiðangrar, sjá hugarkort á http://mennta.hi.is/starfsfolk/soljak/upplysingalaesi/hugarkort/

• R2D2 (Bonk) - Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco: Jossey-Bass.

• Bonk, C. J. og Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco: Jossey-Bass. http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787988049,descCd-tableOfContents.html

• Communitiesof inquiry http://communitiesofinquiry.com/ (Anderson) • UNESCO 2011, bls. 35-38 http://unesdoc.unesco.org/images/0019/001929/192971e.pdf

– Issue enquiry approach – Problem-based learning – Scientific equiry – Case study – Coperative learning – Textual analysis – Contextual analysis – Translations – Simulations – Producations