week 2 fundamentals of learning & education’s original sin
Post on 22-Dec-2015
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Week 2Week 2
FundamentalsFundamentalsof learningof learning
& education’s& education’s original sin original sin
2
AnnouncementsAnnouncements
We are in motion on making sample available, setting up sections, finalizing the reading package after Smart Schools, etc.
General questions about course, projects, etc., after class
Smart Schools available from Marcia Brownlee, Longfellow 207
Handouts and PowerPoints on the course Website
3
ReviewReview
A feel for the course spirit, the tame and the wild
A passion for asking questions about creating learning in the curious Pandora spirit
An awareness of good questions to ask toward creating learning
An awareness of the Pandora Questions as useful top-level questions toward creating learning
4
Learning goalsLearning goals
Seeing how the Pandora questions help to organize ideas about creating learning
Thinking of learning as a matter of always getting better at something
Some skill in looking at learning through the lens of Theory One
A feel for creating learning guided by the Pandora questions and Theory One
5
PreviewPreview
1. Adding to PandoraIn which we consolidate ideas from Smart Schools using the Pandora Questions
2. Education’s original sinIn which we look at all good learning as getting better at doing something of some scope and richness.
3. Ulysses on paperIn which we look at a learning experience through ‘getting better at…’ and Theory One.
4. Ulysses by hypermedia Quick Design: Creating learning around a multimedia resource through Theory One and the Pandora questions.
5. Taking stock and looking ahead
6
Adding to Adding to PandoraPandora
Goal: Consolidate ideas Goal: Consolidate ideas from Smart Schools using from Smart Schools using the Pandora Questionsthe Pandora Questions
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1. What’s worth learning?What topics are worth learning?
What inside a topic is worth learning?
2. What’s hard about learning that?
3. So how is it best learned?What’s the source’s share? / What’s the learner’s share
4. How is the learning going?
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Education’s Education’s original sinoriginal sin
Goal: Think of learning as Goal: Think of learning as getting better at something getting better at something of some scope and of some scope and richnessrichness
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Play the whole game!Play the whole game!
Getting better at something of scope and richness…
And more engaged by it…
And more alert to opportunities for it.
Theory OneTheory One A design tool for getting better at whatever game A design tool for getting better at whatever game
Theory one
1. Clear information
2. Thoughtful practice
3. Informative feedback
4. Intrinsic or extrinsic motivation
How is it best
learned?
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Back to PandoraBack to Pandora
1. What’s worth learning? What topics are worth learning? What inside a topic is worth learning? Beyond knowing stuff, what games are learners getting
better at? (Avoid ‘aboutitis’!)
2. What’s hard about learning that? Where should we watch out for fragile knowledge:
missing, inert, naïve, ritual
3. So how is it best learned? What’s the source’s share? / What’s the learner’s share Can we keep all four sides of Theory One in play? –
clear information, thoughtful practice, informative feedback, strong intrinsic or extrinsic motivation.
4. How is the learning going? Can we arrange for truly informative feedback (from
Theory one)?
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Ulysses Ulysses on Paperon Paper
An example with An example with not much ‘aboutitis’not much ‘aboutitis’
Goal: See how Theory Goal: See how Theory One applies to a simple One applies to a simple but active learning but active learning experienceexperience
A simple design toolA simple design tool
Theory OneTheory One
Strong intrinsic or extrinsic motivation
Getting better at X amply rewarded, either because it’s interesting and engaging or because X feeds into other achievements that concern the learner.
Informative feedback
Clear feedback in support of getting better at X via teacher, peers, the situation itself, etc.
Thoughtful practice
Plenty of opportunity for learners to engage reflectively in X.
Clear information
E.g. Pertinent knowledge, clear explanation, modeling the activity well, etc. in support of X.The
game learners are
getting better at
X
20
Ulysses by Ulysses by hypermediahypermedia
An example with An example with risks of aboutitisrisks of aboutitis
Goal: Through ‘Quick Goal: Through ‘Quick Design’ and bearing Design’ and bearing Theory One in mind, solve Theory One in mind, solve a problem of aboutitisa problem of aboutitis
A simple design toolA simple design tool
Theory OneTheory One
Strong intrinsic or extrinsic motivation
Getting better at X amply rewarded, either because it’s interesting and engaging or because X feeds into other achievements that concern the learner.
Informative feedback
Clear feedback in support of getting better at X via teacher, peers, the situation itself, etc.
Thoughtful practice
Plenty of opportunity for learners to engage reflectively in X.
Clear information
E.g. Pertinent knowledge, clear explanation, modeling the activity well, etc. in support of X.The
game learners are
getting better at
X
22
Rapid review and Rapid review and looking aheadlooking ahead
Goal: Consolidation and Goal: Consolidation and mental preparationmental preparation
23
Learning goalsLearning goals
Seeing how the Pandora questions help to organize ideas about creating learning
Thinking of learning as a matter of always getting better at something
Some skill in looking at learning through the lens of Theory One
A feel for creating learning guided by the Pandora questions and Theory One