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4th GLOBAL CONFERENCE on LINGUISTICS and FOREIGN LANGUAGE TEACHING (LINELT-2016)
03-05 November 2016
Ephesus, Aydin – Turkey

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Presentación eng esmirna

  1. 1. 4th GLOBAL CONFERENCE on LINGUISTICS and FOREIGN LANGUAGE TEACHING (LINELT- 2016). Ephesus, Aydin – Turkey Miguel Zapata-Ros http://es.slideshare.net/MiguelZapata6 Miguel Zapata Ros mzapata@um.es www.um.es/ead/ es.slideshare.net/MiguelZapata6
  2. 2. Industrial and post-industrial educación People learn at different rates and have different learning needs. However, schools are organized to teach a specific, predetermined set of contents in a period of time that is pre-established and the same for everyone involved. As a result, slower students are forced to move on to the next learning point before they have mastered content. Nowadays, students who do not have the appropriate level of mastery are passed on. At the same time, gifted students become bored and frustrated, and they waste valuable learning time as they wait for the group to move ahead. People from both of these groups often give up and quit. This represents a considerable waste of talent for our communities and companies at a time when knowledge is a basic commodity. In addition, it can be the root of frustration at the personal level.
  3. 3. The dominant paradigm of education, with its production and learning standards, is unsustainable, especially considering that we have available the technological means and environments to offer alternatives. However, there is strong resistance. The present-day educational paradigm may actually be one of the disruptive changes taking place within the system that is causing the most resistance.
  4. 4. The emergence of a technological world and a knowledge-based society • Internet • Knowledge networks and social networks • Disruptive businesses … plagued with questions and uncertainties … and with potential • Knowledge and learning no longer take place only at schools and universities • Are teachers prepared? • Are schools prepared? And what about educational systems? • He has universities professional and life performances? and the education ? • Disruptive innovations • Personalization • Learning based on achievement, not on standards • Performance • Individual and institutional adaptability • Democratization of access to knowledge and employment • Disruption
  5. 5. 1) The web 2) Learning Management Systems, 3) OER/MOOCs, and digital texts 4) Mobile devices 5) Social media 6) Smart Learning Environments The main characteristics of transformation in educational environments are: 1. access to rich and powerful interactive resources, 2. many and varied ways of communicating and collaborating, 3. instant access to knowledge, 4. open practices
  6. 6. * [1] Smart Learning Environments (SLE)
  7. 7. Exploitation of digital technologies Teachers lack the digital literacy needed to exploit the full potential of digital technologies New approaches for instructional design based on learning theories and pedagogy to use digital technologies efficiently Analysis of data associated with LMS to understand better how students are learning Instructional design Learning analytics
  8. 8. Instructional design Instructional design Practice, teaching and learning activities Formative evaluation Theories
  9. 9. Behaviorism Cognitivism Personalization Constructivism Practice, teaching and learning activities Theories Instructional design Connectivism Formative evaluation
  10. 10. Instructional design theory  It is a tool with two purposes: Facilitation of learning and human development  facilitation of human development alongside improved learning is achieved. It is a situational theory: The learning methods and situations are essential for learning to take place effectively.  It is a series of principles to organize teaching within a complex framework of elements that are becoming smaller and smaller. Closer to individual comprehension, they are later used to scaffold concepts.  Instructional design methods involve a continuous cycle and formative evaluation that enable improvements in the process to be introduced as part of the educational program design without the need to
  11. 11. Learning analytic and SMART environments Research on mobile and social communication environments has developed detection technologies. It has also led to the creation of environments that are sensitive to the ubiquitous and social learning contexts and that are capable of detecting the state of student learning in the real world and in situational contexts. They can be used to provide individual students the appropriate information at the right place and at the right time. However, this is not enough. Other factors must be considered. These are, fundamentally, the same principles that rule over instructional design and efficiency in learning.
  12. 12. There is plenty of room to improve
  13. 13. The 2 sigma problem
  14. 14. 40 percentiles
  15. 15. Mastery learning The majority of students can learn everything that schools teach them as long as • Teaching is done in a sensible and systematic way; • The students receive timely, adequate help when they have difficulties; • They are given all the time they need to master the subject matter; • The level of mastery is clearly defined. The key to success resides in the timely help and stimulation that can be provided to students so that they can overcome their difficulties. Many teachers have shown great ingenuity in helping students to make the needed additional effort and to find the most effective way to correct their deficiencies. HUMAN CHARACTERISTICS AND SCHOOL LEARNING Copyright © 1976 by Benjamin S. Bloom
  16. 16. Instruction using technology should extend learning quality and efficiency to new levels Both universal principles and specific situations exist. Empirically demonstrated principles can be applied universally to all teaching situations. Specific methods enable each principle to be implemented but their application should be varied from one situation to another.
  17. 17. Important aspects to reach all A) Universal methods of instruction Prescriptive instructional principles, “fundamental principles,” which improve the quality of teaching in all situations ( Merrill, 2007 , 2009 ) cover: • The centrality of the task, • Activation, • Demonstration, • Application, • Integration.
  18. 18. B) Organization and evaluation Teaching should always be organized using strategies that focus on the task and enabling a progression of complete tasks that become increasingly complex. Evaluation Instruction should provide a demonstration of the skill. The demonstration should be consistent with the skill that the student is expected to acquire in terms of • the type of skill, • how it is done, and • what happens when it is used.
  19. 19. Key ideas in the post-industrial paradigm of instruction Post-industrial education highlights contrasts between  A focus on learning vs. a focus on selection of individuals (central, recurring and epitomic idea).  Organization of teaching focused on the student vs. Instruction focused on the teacher.  “Learning by doing” vs. “learning through teacher presentations.”  Progress based on achievement vs. progress based on time.  Personalized instruction vs. standardized instruction.
  20. 20. New key roles for the new paradigm I: Teachers  Designer of student work,  Facilitator of the learning process  A new kind of mentor: anywhere and anytime.
  21. 21. New key roles for the new paradigm II Students  Active workers,  Autonomous students and  Co-instructors.
  22. 22. New key roles for the new paradigm III Technology  Storage of student learning registers that offer inventories of standards, personal achievements and personal characteristics.  Planning of student learning, which involves helping students, parents and teachers to identify and decide on long-term objectives. And the roles of teachers and parents and the personal learning plan.  Organization of teaching. Learning technology
  23. 23. Conclusions  We need to transform our educational systems.  They were designed to select students through their structure, functions and nature.  With the help of technology we can now design other, different systems to maximize learning and personal satisfaction.  We need to move away from systems that measure student progress based on time to others based on their achievements.  This transformation will require progress in theory and in technology to organize teaching and learning.
  24. 24. THANK YOU http://www.um.es/ead/mzapata/

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