Final assessment mk 11

Justify your approach in a blog post backed by a short literature review (you can use things from your blog posts on the readings you have done). Feedback from the activity in class is taken on board and changes are made appropriately. The blog post should tie in the 2 assessments and any other relevant learning.

The Laurillard Conversational Framework

She advocates " a continuing iterative dialogue between the teacher and student, which reveals the participants' conceptions, and the variations between them... there is no escape for the need for dialogue... there is no room for mere telling, nor for practice without description, nor for experimentation without reflection, nor for student action without feedback".

P 71.

Laurillards conversational basic model

Learning activity.

The manufacturing and fitting on of a plank.

The plan:

The conversation will be around the manufacture and fitting on of a plank. The following is known knowledge by the teacher, the conversation is built arround this.

Once the bottom plank is affixed and bevelled to suit, the next step is to move to the next panel, then lay on a spiling plank. This is to be layed fair full-length, ensuring that the spiling plank is touching on all frames, stem and transom. The temporary frames are bevelled. This plank will need to be of a length to suit.

At each station both the dimensions, upper and lower are recorded onto the plank (back marked/measured). The plank is named, side recorded and the grain direction is noted. The finish of each end is also recorded. A reference mark is located onto the plank. All of this is done prior to the plank being removed.

Once the plank has been removed and layed out flat, the dimensions can now be back measured and fair lines drawn through intersects. End details transferred and reference mark noted. This is best done onto lofting cardboard. The plank shape is then transferred onto the plywood sheet. Adjustment is made to allow for scarphing length, fore and aft ends are left long. Port and Starboard (P&S) planks are cut to suit from the plywood sheet. The scarphing is done, ensuring the scarphs are running correctly prior to being cut. The scarphs are glued with the planks being fair to suit the spilingplank. When the glue is dry the scarphs are sanded. P&S planks are handed and planned fair.

The planks can now be dry fitted in situ, with the reference marks aligned ( a fastening here is needed). Check for fairness.

Remove planks and glue bottom joint, stem and transom. Replace plank, aligning to reference mark and fastening! Bend into situation fair. Affix into location. Check joint full length and cramp were necessary. Clean excess glue off.

The words student and learner are inter-changeable here.

The before;

Use a continuing iterative dialogue between the teacher and student to reveal the students conceptions. This conversation is used to build and/or impart base knowledge to the students. This is generally done in situ. As the conversation is then in context. Questioning helps build base knowledge. Imagination is also used to help pre-build components. As concepts are discussed problems are encounted and solutions worked through. Sketches are used to help explain "what is in the minds eye".

The communication;

The students have all agreed to use Blogger, they have all blogged before but using first VOX then Typepad. Also now that they have moved onto Blogger we have discussed the use of Buzz and Goggle docs.

A white board has been setup in the aggress way. This has been split-up into four parts. Each, (three) team has been assigned their own portion. The teacher has at one end their own. The purpose of this whiteboard is to act as a focus point for some of the conversation. The learner communicates orally or with the aid of sketches, either on cardboard or on the whiteboard. In seeing this they are asked to reflect on what this means to them.

Feedback/Interaction;

Using sketching to help aid and describe concepts and components. The location of this whiteboard is critical as it is within earshot of were the learners are constructing their vessels. Questions coming from one group may not have yet surfaced from another yet, or indeed surface at all. I have noticed that groups share concepts if first they are overt. Making sense of other discussions through enquiry is also encouraged. So if one group has come to a conclusion before another then they are encouraged to share this knowledge with other groups. Learners own this constructed knowledge. The students may record this conversation by photographing the whiteboard or sections of it or by videoing during the construction stages. These may be inserted into their Blogs (individual), Buzz (group)or Goggle docs (group).

Teacher directs conversation to improve students performance. "So if you were to do this again what would you do differently? What was the hardest part? Why was this hard? What went off the best? What did you do to make this happen?" "Is there a better way of doing what you have done?" "How do you know the scarphs are correct?" "Why do you think that it is necessary to plan both P&S planks so they have the same fair shape?" 'Why are the ends left long?"

Find below feedback received for your presentation, please take appropraite feedback on-board and should be reflected in your final blog post.

****

"Recognize much of Chris' approach.

Have had many discussions and been an observer and at times a role in his teaching.

Chris has also been a great sounding board around pedagogical deal.

Conversational model suits Chris and the boatbuilding discipline well.

The rubric and assessment changes being developed are quite fresh.

Note: Google docs Rubric

Recognition of iterative conversations is good to see. e.g story lines etc..."

****

"Framework = Laurillard (Conversational) Model - well identified and explained. In the last presentation ..... in-depth

Concept map - could have been pictorial to give it more clarity and show how it fits in with each other. Youtube missing - students are using it I think.

Note: Youtube (students)

Multi-media - prezi, blogger, youtube, collaboration with peers (Good)

good associations with issues in class and reflection.

Would have loved it see how the framework chosen and the tools used in class complement each other --> you did however talk about the impact on students (learning and teaching)."

****

"Good use of Laurillard's conversational framework, but would be nice to see your own take on this stronger.

Note: Have explained this above under headings, Feedback/interaction, Teacher directs..., The communication, The Before

Nice first Prezi - try using 'paths' to help map out Prezi presentations.

Note: Have ammended and done a path.

Prezi

Good to see the use of social tools - e.g. Google Docs for rubrics etc..

Well done in creating an atmosphere of collaboration and encouraging the other 'students' throughout the course!"

****

Good presentation

****

http://books.google.co.nz/books?id=J-4b_vBQqAQC&pg=PA71&lpg=PA71&dq=a+continuing+iterative+dialogue+between+the+teacher+and

+student,+which+reveals+the+participants'+conceptions,+and+the+variations+between+them...&source=bl&ots=2drc_5RgQK&sig=vnNjJXi3UvXrOIKdcU8vrX8bTW0&hl=en&ei=XNXYTKKqNo66vwPvkJDvCQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBUQ6AEwAA#v=onepage&q=a%20continuing%20iterative%20dialogue%20between%20the%20teacher%20and%20student%2C%20which%20reveals%20the%20participants'%20conceptions%2C%20and%20the%20variations%20between%20them...&f=false

1. books.google.co.nz/books?isbn=0203160320...
   
   

SLT final assessment

How is it ?

We have moved our next (last) session from 28th of this month to 4th of November. This is to give you more time to work on your last assessment.

The second assessment requires you to plan and facilitate a learning activity based on the chosen/designed framework and concept map. If you are not sure on the requirements of the 2nd assessment please come and see Thom or me.

The Laurillard Conversational Framework

She advocates " a continuing iterative dialogue between the teacher and student, which reveals the participants' conceptions, and the variations between them... there is no escape for the need for dialogue... there is no room for mere telling, nor for practice without description, nor for experimentation without reflection, nor for student action without feedback".

Laurillards conversational basic model

Learning activity.

The manufacturing and fitting on of a plank.

The plan:

The conversation will be around the manufacture and fitting on of a plank. The following is known knowledge by the teacher, the conversation is built arround this.

Once the bottom plank is affixed and bevelled to suit, the next step is to move to the next panel, then lay on a spiling plank. This is to be layed fair full-length, ensuring that the spiling plank is touching on all frames, stem and transom. The temporary frames are bevelled. This plank will need to be of a length to suit.

At each station both the dimensions, upper and lower are recorded onto the plank (back marked/measured). The plank is named, side recorded and the grain direction is noted. The finish of each end is also recorded. A reference mark is located onto the plank. All of this is done prior to the plank being removed.

Once the plank has been removed and layed out flat, the dimensions can now be back measured and fair lines drawn through intersects. End details transferred and reference mark noted. This is best done onto lofting cardboard. The plank shape is then transferred onto the plywood sheet. Adjustment is made to allow for scarphing length, fore and aft ends are left long. Port and Starboard (P&S) planks are cut to suit from the plywood sheet. The scarphing is done, ensuring the scarphs are running correctly prior to being cut. The scarphs are glued with the planks being fair to suit the spilingplank. When the glue is dry the scarphs are sanded. P&S planks are handed and planned fair.

The planks can now be dry fitted in situ, with the reference marks aligned ( a fastening here is needed). Check for fairness.

Remove planks and glue bottom joint, stem and transom. Replace plank, aligning to reference mark and fastening! Bend into situation fair. Affix into location. Check joint full length and cramp were necessary. Clean excess glue off.

The words student and learner are inter-changeable here.

The before;

Use a continuing iterative dialogue between the teacher and student to reveal the students conceptions. This conversation is used to build and/or impart base knowledge to the students. This is generally done in situ. As the conversation is then in context. Questioning helps build base knowledge. Imagination is also used to help pre-build components. As concepts are discussed problems are encounted and solutions worked through. Sketches are used to help explain "what is in the minds eye".

The communication;

The students have all agreed to use Blogger, they have all blogged before but using first VOX then Typepad. Also now that they have moved onto Blogger we have discussed the use of Buzz and Goggle docs.

A white board has been setup in the aggress way. This has been split-up into four parts. Each, (three) team has been assigned their own portion. The teacher has at one end their own. The purpose of this whiteboard is to act as a focus point for some of the conversation. The learner communicates orally or with the aid of sketches, either on cardboard or on the whiteboard. In seeing this they are asked to reflect on what this means to them.

Feedback/Interaction;

Using sketching to help aid and describe concepts and components. The location of this whiteboard is critical as it is within earshot of were the learners are constructing their vessels. Questions coming from one group may not have yet surfaced from another yet, or indeed surface at all. I have noticed that groups share concepts if first they are overt. Making sense of other discussions through enquiry is also encouraged. So if one group has come to a conclusion before another then they are encouraged to share this knowledge with other groups. Learners own this constructed knowledge. The students may record this conversation by photographing the whiteboard or sections of it or by videoing during the construction stages. These may be inserted into their Blogs (individual), Buzz (group)or Goggle docs (group).

Teacher directs conversation to improve students performance. "So if you were to do this again what would you do differently? What was the hardest part? Why was this hard? What went off the best? What did you do to make this happen?" "Is there a better way of doing what you have done?" "How do you know the scarphs are correct?" "Why do you think that it is necessary to plan both P&S planks so they have the same fair shape?" 'Why are the ends left long?"

Jisc e-learning models desk study

How is it?

Desso put me onto this one from Terry Mayes & Sara de Freitas. (43 pdf pages)

PDF from the "V"

This is Stage two... I'm wondering what stage 1 was? A need to here..

1. A pedagogical design framework for e-learning

Are there models of e-learning? What do these look like? Or are the the old rapped into a wolfs clothing?

Why use e-learning? What is it's purpose? Does this help/hinder/change learning/outcomes? Does e-learning make/change effective assessment? Does all of this add value anywhere and to anyone/whom? Does this offer/demand a new teaching method?

2. E-learning theories, frameworks, models and taxonomies

... I'm thinking here... Why call a programme Certificate in Applied Technology when anything other than Applying Technology is not the main focus?... good point... try asking staff who teach on this what is their main focus?... I'm thinking that might be a good one to start with...

E-learning = What? ... The use of technology( by who? learner or teacher or both?) to enhance learning practice.

Theories of learning = Stuff which best explains how learning might/should happen.

Pedagogical framework = principles, these may be broad, by which the theory is then applied to learning/teaching.

Models of e-learning = where technology is used in a specific role in supporting teaching/learning.

Taxonomy = mapping the theories of learning, the pedagogical frameworks, and the models of e-learning.

All in all this means you need to make sense of the above by putting this into a table that best show interconnections and relationships...

3. Alignment principle in educational design

The living curriculium we teach, teaching methods we use, learning environments we use, the assessment procedures we adopt... Wait a moment this is all from the we (royal we) perspective... what about the student? Is this alignment or is this mis-alignment?... Ummmm...

How can we ask anyone to adopt e-learning without first unpacking the boxes.... ???? good question... What's the answer??? What might be in the boxes that need unpacking???

Imagine coming into a room for the first time and then being told to unpack and layout the new furniture in an organised format that will best suit e-learning... What's e-learning dude?

around page 6

Constructivist alignment... I know when my cars wheel alignment is out, I can feel it through the steering wheel, see it in the tyre wear pattern, yet I choose to keep driving with it in that state, only when someone mentions that they think I should get it seen to do I motivate myself to do something about it....well I'm mentioning to some, but not all, that there is a divide between the teaching and learning, this needs to be look at, and we all need to have a serious look at how we teach and how students learn.

Taking stock is generally a good place to start, but in this case I'm thinking that it is not. Design decisions about how we are to embrace e-learning need to be investigated.

What are the underlying assumptions about e-learning?

Now adopt teaching methods that align with these assumptions.

What theory of learning have I adopted???????? good question.

Community of Practice... Apprenticeship model... conversational model...emhasis on the individuals relationship with a group of people rather than the relationship of an activity itself to the wider practice, even though it is the practice itself that identifies the community... sort of a circular thingy a happening here...

learning as behaviour

learning as the construction of knowledge and meaning

learning as social practice

Blooms 1956 Taxonomy...the basic cognitive competences to be demonstrated are:

knowledge

comprehension

application

analysis

synthesis

evaluation

Goodyear 2002 3 kinds of learning... academic. generic competence. Individual reflexivity.

Biggs ... real understanding is performative... what can you do differently as a result of their developing understanding???

Laurillard's 1993 conversational model of learning.

conversations

5.1.2

employability assets...

Skill ... functional knowledge working knowledge conceptual understanding and procedual knowledge

Is content killing learning?

How is it?

Yes maybe and no.

I'm so bizzy teaching stuff I hardly have enough time to breathe! Teacher centered.

After 20 minutes in class I... don't listen any more... text, twitter, facebook, apps, games...

Are we managing here the death of education?

Show me were in writing that it states that we have to do teaching this way? Well trust me it doesn't... So why are we doing it then? And don't say we have always done it this way, because we haven't. Yes that's right we haven't!

Came and saw and enjoyed

How is it all?

Nick in time

spoke on CAME and student centered learning

Before and during and providing life skills

Critical thinking

blogging comment on each others work

doing practical students drive input

blog is a tool

33 blog and find this useful

Niranjan Lee and Desso

Pedagogy or Curriculium?

How is it?

It has not been in my psyche to think and talk and write about pedagogy. Yet the more I read on this topic the more inquisitive I become. Pedagogy is starting to make sense and become a foci.

So what then does pedagogy mean to me? Well I think pedagogy is firmly behind the theory, practice, science and even the art of learning and teaching.

Reflections on social learning technologies (slt)

How is it?

Seeing the whole is a far different experience than seeing the hole.

Having time to construct a meaning full whole, has for me taken a long time. To allow myself time to reflect on this, in the past has been, what I perceived then as a waste of my time. Why is this so I'm wondering now as I reflect back on the past? Ignorance or perhaps something else, at this time I'm not too sure about this, but I'm thinking about it. But I have an inkling.

I have finished reading this morning a discussion paper on Pedagogy the key issue in education.

Written by Nicholas Abbey in May 2003. This paper is in two parts.

There were several topics/areas that he described in words for me so that I could make meaning/understand.

So why did he write in this way? Surely I'm not the only person who's been struggling through the fog? In fact after reading this paper I now know I'm not alone here. Being as bold to say that many of the people I know are still trapped in the fog, but chose not to remove themselves from its clutches.

"Dialogic Literacy." New Horizons for Learning. 11 Sept. 2010 .

I need to invest time in learning how to use easybib for referencing articals. this is a "to do".

The answers were these: The more a teacher can emphasize . . .

• learner independence and choice

• intrinsic motivators and natural curiosity

• rich, timely, usable feedback coupled with occasions for reflection and

• active involvement in real-world tasks

• emphasizing higher-order abilities

• done with other people in high-challenge, low-threat environments

• that provide for practice and reinforcement

. . . the greater the chances he or she will realize the deep learning that makes a difference in student lives.

"New Conversations about Learning: Theodore Marchese." New Horizons for Learning. 12 Sept. 2010 .

Works Cited

"Copyright Information." New Horizons for Learning. 11 Sept. 2010 .

"Dialogic Literacy." New Horizons for Learning. 11 Sept. 2010 .

"New Conversations about Learning: Theodore Marchese." New Horizons for Learning. 12 Sept. 2010 .