Www.om.hu1 Constructivist Pedagogy As Opposed To Frontal Teaching Dr. Bálint Magyar Minister of...
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Transcript of Www.om.hu1 Constructivist Pedagogy As Opposed To Frontal Teaching Dr. Bálint Magyar Minister of...
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Constructivist Constructivist PPedagogy edagogy As Opposed As Opposed ToTo FFrontal rontal TTeachingeaching
Dr. Bálint Magyar Minister of Education
10thNetties 2004 Conference and Exhibition, 27-29. October 2004, Budapest
European Association for Telematic Applications (EATA) in association with the Hungarian Ministry of Education and
Ministry of Informatics and Communications
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Accelerating time
5% of the existing professions change in every five years
5% decrease in the professions not based on knowledge of info-communication technology in every two years
Existential perspectives of professions not based on ICT knowledge move around the average minimal wage
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Features of change in knowledge
Learnt professional skills become outdated within 10 years
32 times more increase of relevant information linked to the given profession in the Internet every year
The number of Internet connections doubles every year
Continuous increase in broadband
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Output Requirements
The requirements of the knowledge-based society: Knowledge is a tool, and not a goal Competencies:
Foreign language Computer skills Social competencies Competence of continuous studying
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Informatics
Information Technology
Info-specialist
Rigid, limited knowledge
Teaching
From Information Technology to Digital Culture
Digital Literacy
Digital Culture
User
Flexible, frontier-less
Mentoring
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Constructive educational environment
Industrial society Knowledge-based society
Facts, data, rules Skills and Competencies
Transfer of closed, final, textbook-knowledge in one occasion
Lifelong learning knowledge-networks
Fixed, homogeneous team- studying method
Flexible, heterogeneous team- studying method (individual-centred education)
Frontal pedagogy „Constructivist” education
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Learning in 21st century
Interactive process, Knowledge building community, Learn and share at the same time, Increasing equality and understanding, Altering the whole infrastructure of teaching.
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Sulinet Digital Knowledge Base
Former initiatives Educational content of Sulinet webpage Digital classes (static HTML content)
Aim: to provide extensive digital content for each knowledge area at levels 7-12 within 2 years
LCMS (Learning Content Management System) framework system
Content - proposals
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Digital Content Service
Sulinet Digital Knowledge Base Digitalized teaching materials for K 7-12 covering the
whole curriculum 8 subjects Examples, animations, demonstration films Supplementary data bases, background information Methodological assistance, lecture drafts Opportunity for individual editing and content forming Forum, chat, collaborative opportunities
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What is SDKB good for?
Teacher Utilization of lessons (learning objects) and collections in
class Consultation, restructuring of the subject and lessons Utilization of learning objects (pictures,
animations,etc…) e.g. for presentations in class Cooperative work in class or project task Team or individually developed output (working group)
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What is SDKB good for?
Student Working types in class Individual learning Background for preparation (home essay,
presentations etc.) Collaborative, cooperative learning Content development individually or in
cooperation (working group)
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Classic and digital pedagogy
A. Paper-based and multimedia curriculum and knowledge base
B. Types of learning organization: the structure of curriculum in linear and feedback system
C. Teaching metodologies in traditional and informatic educational environments
D. Learning-monitoring, evaluation, assessment, exam in traditional and informatic educational environments
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A) Paper-based and multimedia curriculum and knowledge base – 1.
Traditional curriculum storage aspect
Sulinet Digital Knowledge Base
(SDKB)1. Fragmented knowledge-
elements2. Knowledge-elements can
not be connected, and moved.
3. Widening is potential,4. Disciplinar knowledge
aggregation in unreal environment.
1. Intellectual infrastructure of constructivist pedagogy.
2. Partial units can be set out, and put to other databases,
3. Continouos dinamic widening,4. Helps practical „know-how” of
knowledge attainment.
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A) Paper-based and multimedia curriculum and knowledge base – 2.
Traditional curriculum storage aspect
Sulinet Digital Knowledge Base
(SDKB)•Traditional archive•Describes and stores limited
knowledge-units. Search the base of limited number of subject heads.
•There is no integrated structure, knowledge material is „mass”.
•Delegates the disclosion of connections to the user.
•Store and retrieval can be customized
•Built on all-round connections of open knowledge-units
•Suggests knowledge-attainment ways of long standing,but new ways can be established as well.
•Effective knowledge-management: signing the ways of cognition = structured information-aggragation + cognitive structure
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B) Types of learning organization: the structure of curriculum in linear and feedback system
Linear curriculum organization
Feedback curriculum organization
Descriptional structure: curriculum contains knowledge in the form of cognition
Logical structure: information lives through its network.
Static sectorial and subject aspect
Interdisciplinar aspect
Self-aimed, lexical knowledge Authentic, relevant knowledge
Linear learning-organization „Just in time” learning.
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C) Teaching metodologies in traditional and informatic educational environments
Traditional educational environments
Digital educational environments
Transmission of closed, lexical, knowledge-block that becomes quickly out of date
Self-aimed „prestige-knowledge” – stabilizes social differencies. The possesion of knowledge sources determines success and social mobility.
„Quize excercises”: errodation of classic literacy, turns into mass-literacy
Open, stabil, ready-to-use, situational knowledge.
Development of competencies – anyone can access knowledge-sources, no one can be excluded out of knowledge.
Important competencies in „working life”: teamwork, discussion, project: research, processing and presentation – „situations of life” in schools
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D) Learning-monitoring, evaluation, assessment, exam in traditional and informatic educational environments
Traditional assessment environment
Digital assessment environment
Tests in subjects Examination of competence, proficiency and literacy cannot be connected to one subject.
Summative assessment dominates
Formative and diagnostic assessment
Rare assessment occassions: „topic-closing”, semester summary, script
Rutin performance-assessment integrated in every-day-education
Making test-versions is difficult, and the level of them differs often
Individual tests easily, quickly and dependably – from a databank of calibrated excerscises.
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Teacher training
In-service teacher training and incentives for purchasing computing instruments: Spring 2004: ICT training for 10 000 teachers 2004 – 2006: ICT training for 30 000 teachers
for competence based education combined with incentives for purchasing computing products
Sulinet Expressz tax allowance
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Ensuring internet access
„Public utility” Internet network 2005. Organized by the Ministry of Informatics and Communications
Every public institution will be equipped with broadband Internet acess
Migration of 2301 ends done Further 1000 ends connected until the end of
2004 5500 institutions of public education (until 2005)
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Ensuring internet access
Establishment of local networks First part of 2004 – providing 300 wireless
network to secondary schools through a call for proposal announced by the Ministry of Informatics and Communications
Further ax. 300 wireless network for secondary schools in 2005
Satellite network in 600 separated/or neighbouring country institution (2004)
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Establishing ICT infrastructure
Increase the number of computer labs NDP Regional Operative Program 2.3 (12,2 bn Ft) Phare program (4,8 bn Ft) SuliNet program Innovative Schools (0,3 bn Ft) Decentralized proposals (0,3 bn Ft) Digital trolley program 2004 (3,3 bn Ft) From 2005 normative support for informatical
developments (4,5 bn Ft/year) 120 - 130.000 new multimedia PCs until 2006
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ICT means in education
Mobile, digital presentation tool („digital trolley”)Content:
1 laptop 1 projector Amplifier, speaker,microphone VHS, DVD Keeping box
Digital suitcase: laptop + projectorDigital trolley and suitcase in all secondary schools
Responsible for this project: Ministry of Informatics and Communications.
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Other use of digital technology
Administration Learning organization Monitoring Market based digital document dissemination