Theory, methods and samples.

Constructivism &Digital Storytelling

The methods of the Chrysalis Campaign, Inc.www.richardclose.com

Constructivism in Instructional Design

Dewey View

"The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these.......I believe, therefore, in the so-called expressive or constructive activities as the centre of correlation."

John Dewey, Education and Experience, 1938/1997. New York. Touchstone.

Constructivism in Instructional Design

Neuroscience ViewRock (2014) suggests the research points to four must-haves to embed new ideas: 

1. Attention has to be very high; multitasking dramatically reduces recall. The chemical processes to encode memories only activate when we’re very focused,

2. People need to Generate their own mental maps around new ideas. They can’t just watch or listen; effort is central,

3. Emotions need to be high; learners only remember things they feel strongly about,

4. People grow their memories, so Spacing out learning is critical’. 

These four elements, attention, generation, emotion and spacing, form the Neuroscience Institute AGES model. Rock (2014), believes that high AGES are necessary for people to recall ideas, but when AGES domains are low, idea recall will be poor. Rock (2014), further advocates that designing learning programs must begin with a focus on the brain, take each of the AGES points into account, and then getting creative on how to execute the learning intervention.

UNESCO “I am Africa. This is my story… project

Constructivism in Instructional Design

PBL ViewThomas Markham (2011) describes project-based learning (PBL) thus: "PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter. PBL students take advantage of digital tools to produce high quality, collaborative products. PBL refocuses education on the student, not the curriculum--a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resiliency. These cannot be taught out of a textbook, but must be activated through experience.”

Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38-42.

Zambia Thunder Farm

Our Methods

Constructivism

Global Learning Framework “Method”

Richard Close Copyright 2010-16Published• ISTE• Global Education Magazine• Global Education Conference

DiscoverProblem Adopt ShareCollaborate

Personal   Change

Global  Change

The Andragogy of Micro Learning Paths

Discover)Problem) Adopt) Share)Collaborate)

Knowles Andragogy Are Internet Collaborative: – Self-concept:  – Experience:  – Readiness to learn.  – Orientation to learning.  – Motivation to learn. 

Be mindful for what will either motivate or de-

motivate the learning process

based of the student/group

values

Global Education Conference 2014

ID Constructivism Samples Case 1: K-5 Art class

Case 1: UNESCO Digital Storytelling

Case 2: K-5 Art Lesson Plan

Discover)Problem) Adopt) Share)Collaborate)

What)is)Balance)in)art?)

Rela;onal)searching)art)images)

Poster=board)sheet)

Group)Art)Project) Published)

Galleries)(for)parents))

Photo)in)Blog)

Social))Networking)(Mightybell))Group)presents)to)class)

Agreement)Explore)

YouTube))Cartoon)

))))

Set up the problem for the group

!What!is!balance!!

in!art!with!!shapes!and!weight?!

Discover Problem Adopt Share Collaborate !!!!

Group explore the style they like

•  What%is%balance%%in%art%with%shape%and%weight?%

•  “Search(with(your(team(and(show(three(favorites(and(why(you(like(them.”(

Discover Problem Adopt Share Collaborate %%%%

Class enjoy and discuss cartoon- twice

•  Class%discussion%and%laughter%“Do$cartoons$use$ar-sts?”$

•  “Tell$me$when$you$see$balance$and$how$the$cartoonist$does$it”$

•  “How$do$you$see$weight?”$

Discover Problem Adopt Share Collaborate %%%%

Try itCollabora've*Class*Video*(not*passive)*

h5p://www.youtube.com/watch?v=MOiyD26cJ2A*

Groups break to do pencil design

•  Make%a%balanced%design%with%shapes%to%represent%something%you%love.%Like%the%water,%woods%or%home.%“First'do'shapes'in'pencil.'

•  “Very'light'so'you'can'change'it”'

Discover Problem Adopt Share Collaborate %%%%

Groups help/share in making collagesDiscover Problem Adopt Share Collaborate

•  Cut$color$paper$as$group$and$glue$to$your$sheet.$

•  Discuss$and$vote$of$which$piece$your$group$wants$to$explain$to$the$class$about$balance.”!

Groups present and explain balanceDiscover Problem Adopt Share Collaborate

•  Share&with&class,&home&and&the&world&your&art.&

•  Each%student%publishes%picture%on%a%Mightybell.com%square.%%

•  The%team%presents%one%to%the%class%on%the%SmartBoard.%If%=me,%the%group%presents%each%one%of%theirs.%

School&Class&and&group&

&&&&

ID Constructivism Samples Case 3: College Sociology Class

Higher Ed: Global Human Rights Lesson PlanDiscover Problem Adopt Share Collaborate

Problem: What are historical human rights violations that are till going on today?

Discover Problem Adopt Share Collaborate !!!!

Discover Problem Adopt Share Collaborate !!!!

Discover Problem Adopt Share Collaborate

Discover Problem Adopt Share Collaborate !!!!

Discover: Watch Youth for Human Right UN YouTubes. Research HR YouTubes

Adopt: Choose as group a HR violation and re-discover other video/articles on it

Collaborate: Divide responsibilities of your team and build a 28 second commercial proving your point.

Share: Post your commercial on Google Docs for class comments and present to class.

Lesson Rubric for StudentsDiscover Problem Adopt Share Collaborate

Discover Problem Adopt Share Collaborate !!!!Discover Problem Adopt Share Collaborate !!!!Discover Problem Adopt Share Collaborate

Discover Problem Adopt Share Collaborate !!!!Rubric Stating❖ Objectives for each module❖ Tasks for each module❖ Links, resources and deliverable environments❖ Clear definitions of expectation

(How many words - length of video)❖ Parameter for grade (point system for each module❖ Calendar when each module is due

01

Module 1 Problem DiscussionWhat needs to Change?

http://www.bbc.com/news/technology-29063614

✤ Ethical Governance✤ Freedom to communicate✤ Global Internet Commerce✤ Access and training of

global knowledge✤ Development resources

✤ Human rights

01

Module 2 Discovery✤ Watch 6 Youth for Human Right clips. ✤ Pic one Human Right that interest you.✤ Research the YouTube/Vimeo that

relate to it.✤ Post both in your blog. Max 300 words

on why you like it.✤ Comment on three classmates choices

using RISE method

01

DiscoverySample Research

http://www.bbc.com/news/technology-29063614

https://youtu.be/mXS6ChOO868http://www.youthforhumanrights.org/

what-are-human-rights/videos/no-slavery.html

UN Human Right - No Slavery What is happening today

Module 3Adopt a Human Right

1. We Are All Born Free and Equal 2. Don’t Discriminate 3. The Right to Life 4. No Slavery 5. No Torture 6. You Have Rights No Matter Where You Go 7. We’re All Equal Before the Law 8. Your Human Rights Are Protected by Law 9. No Unfair Detainment 10. The Right to Trial 11. We’re Always Innocent Till Proven Guilty 12. The Right to Privacy 13. Freedom to Move 14. The Right to Seek a Safe Place to Live 15. Right to a Nationality 16. Marriage and Family 17. The Right to Your Own Things 18. Freedom of Thought 19. Freedom of Expression 20. The Right to Public Assembly 21. The Right to Democracy 22. Social Security 23. Workers’ Rights 24. The Right to Play 25. Food and Shelter for All 26. The Right to Education 27. Copyright 28. A Fair and Free World 29. Responsibility 30. No One Can Take Away Your Human Rights

Module 4: Create your promo❖ Assemble team and delicate roles❖ Build a 28 second to one Minute

promo in a Human Right your team agreed on.

❖ Re-research current violations of that right

❖ Storyboard your promo❖ Write a Script ❖ Record (video or PowerPoint)❖ Post it with all team member

names in Google docs classroom.

Module 4: Resources

❖ Watch tutorials❖ Download iMovie or

MovieMaker (both are free)❖ Use Cell phone or Tablet to

record.❖ Only yours or Creative

Commons material

Share 5: Posts and Comments❖ Place the groups promo video

in your blog.❖ Comment using RISE on three

other promo videos. 300 words each.

❖ Comment on what you word do different on your video after reviewing the rest of the class.

Share with the world.Post your video and profile on http://i-am-the-story.ning.com

By  Richard    C.  Close  The  Chrysalis  Campaign,  Inc. New  Milford,  CT  06776  richardcclose@gmail.com  TwiGer:  richardcclose  www.richardclose.com      Global  Learning  Framework  Community  Chrysalis  Campaign.  Inc.  Site:  hGp://globallearningframework.ning.com    

Micro  Learning  Paths™,  Global  Learning  Framework™,  Personal  Learning  Framework™.    TransformaPve  Learning  Framework  ™  are  Trademarks  2011  -­‐  2014  Richard  C.  Close    Africa  and  Brooklyn,  NY  photography  copyright  2007-­‐11    Richard  C.  Close  More  informaPon  at  richardclose.blogspot.com      

Chrysalis  Campaign,  Inc.  In  a  US  non-­‐stock  holding  company.  

UNESCO  Seed  storytelling  portal  at:  hGp://this-­‐is-­‐my-­‐story.ning.com  

Questions