john lockley mathematics, science and technology education department faculty of education...
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FROM KNOWLEDGE GATHERING TO MEANING MAKING:
THE PLACE OF REFLECTION IN THE ONLINE LEARNING ENVIRONMENT
John Lockley
Mathematics, Science and Technology Education Department
Faculty of Education
University of Waikato
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Background Faculty of Education Mid-career changers Secondary Education Technology; Intervention by Design Sustainability
MSc ChemistryYr 2 Environmental ScienceYr 2 Computing and Mathematical ScienceNCEA / Cambridge (IGCSE)
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Comments such as:
“90% of the exam was based on the last 2 lectures.”
What teachers think learning is
What do you want?”What students think learning is
Teaching and learning
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Content KnowledgePCK (Schulman , 1987, Gess-Newsome,
1999)
LearningThe Influence of Previous Experience
(Osborne and Freyberg, 1985)
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Learning
What is learning?What is the difference between learning and
remembering? How do you know if you have learned
something?
Learning is a process of meaning making, not just the collection of new
knowledge.
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Knowledge and Learning
Knowledge as Absolute○ Explicit / Declarative / Universal / Factual
Knowledge as Situated○ language / culture / traditions
Knowledge as Decision Making○ “how and why might we” Knowledge
Knowledge as Action○ Tacit / Technical / Procedural Automaticity
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Reflection
What is reflection on learning?
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Meaning making
Knowledge construction within the individual
How do we encourage reflection / meaning making / knowledge construction by learners?
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Tasks that encourage reflection
Discussing (compare and contrast) past experiences and new experiences. Expressing the way thinking has changed.
Explaining situations to peers Explaining decisions to peers Individual creative design tasks using new
knowledge and justification of decisions Multichoice quiz, instant feedback Role play. Perceived goal of the learner,
important stakeholders
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Assessment Rules
“What do you want?”
How much water stayed in the jugg????
What sense has been made of this? (so far)
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Knowledge as AbsoluteMultichoice / Short Answer
Knowledge as SituationalCase study / Application in known context
Knowledge as Decision MakingDesign situations / unknowns
Knowledge as ActionDesign and implementation
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Write an essay that critically reviews the models of design education presented in the research literatureand discusses (compare and contrast) the differences between this and examples of design education you observed and/or heard about during practicum.Then reflect upon your understanding of how design can be taught more effectively in your area of expertise and explain how you would improve student learning in technology as intervention by design for year 7-10 students (2000 words maximum)