4D Learning

@ulearnnz #ulearn16 #cenz16
4D Learning:
matching technology use with
pedagogical purpose
Breakout Four
Derek Wenmoth
@dwenmoth

What learning ac-vity occurs?
Collabora-ve wiki
wri-ng
Paint a picture
Write an essay Skype an ‘expert’
Assessment
interview
Make a chart Perform a play
Silent reading Watching a video
Research on the
web
Feedback on blog
Maintain a
porEolio Maintain a blog
Make a movie
Wri-ng a play
Group discussion
Listening to the
teacher
Video conf. Gather data
Make a speech

What learning ac-vity occurs?
Collabora-ve wiki
wri-ng
Paint a picture
Write an essay Skype an ‘expert’
Assessment
interview
Make a chart
Perform a play
Silent reading
Watching a video
Research on the
web
Feedback on blog
Maintain a
porEolio
Maintain a blog
Make a movie
Wri-ng a play
Group discussion
Listening to the
teacher
Video conf.
Gather data
Make a speech
Engaging with
exis-ng knowledge
Crea-ng new
knowledge
Celebra-ng and
sharing ideas and
knowledge
Understanding
“how am I doing?”

Discover
•  to see, find, or become aware of
(something) for the first -me

•  to show the presence of
(something hidden or difficult to
see) : to make (something)
known

•  to learn or find out (something
surprising or unexpected)

Design
•  to plan and make decisions about
(something that is being built or
created)

•  to plan and make (something) for
a speciﬁc use or purpose

•  to make something that hasn’t
existed before

Display
•  To put something where
people can see it
•  To share what you have with
others
•  To exhibit what you have
made or created

Data (check)
•  Facts and informa-on
•  Can be searched to reveal
paWerns and trends
•  Collated as evidence

Ubiquity – key drivers:
•  Mobile technologies
–  Personally owned
–  Mul-ple devices
•  Wireless
–  Expecta-on that it will be available
–  Providing ubiquitous access
•  The Cloud
–  No longer -ed to the device – Google Apps, Oﬃce 365
–  Opportuni-es now for truly collabora-ve prac-ce

Mobile trends
•  mLearning – in the
classroom and workplace
•  BYOD – Bring your own
device
•  “snack” learning
•  Loca-on-based integra-on
and workplace training
•  Cloud compu-ng
•  Rewind learning
hWp://www.boWomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/

Challenge
Have we grasped how significantly
student access to technology has
changed their expectations as
learners?

Agency
•  “The power to act”
•  “Sense of ownership”
•  “Execu-ng and controlling
one’s own ac-ons”
•  “Self-eﬃcacy”
•  “Personalisa-on”

We live in a personalised world
•  My watchlist (on Trademe)
•  My personal banking
•  My travel planner
•  MySky
•  My porEolio
•  My Youtube channels
•  My…
•  AGENCY is key!

Student expecta-ons
Washor, E and Mohkowski, C (2013) Leaving to learn
Do my teachers really know about
me and my interests and talents?
Do I ﬁnd what the school is
teaching relevant to my interests?
Do I have opportuni-es to apply what I
am learning in real world sehngs and
contexts?
Do I feel appropriately challenged
in my learning?
Can I pursue my learning out of the
standard sequence?
Do I have suﬃcient -me to learn at
my own pace?
Do I have real choice
about what, where and
how I learn?
Do I have opportuni-es to
explore and make mistakes?
Do I have opportuni-es to engage deeply in
my learning and to prac-ce the skills I need
to lean?

Challenges
•  Do our learners have to adapt to
our way of doing things, or do
we adapt to theirs?
•  Are we focused on delivery – or
learning experience?

•  “Having a sense of being a part of
something that is bigger than ones self”
•  It’s not about the technology, but it’s all
about being connected. Devices and gadgets
are less important than the ability to be
connected
•  Connectedness is the capacity to beneﬁt
from connec-vity for personal, social, work
or economic purposes
•  This is having an impact on all areas of
human ac-vity
Connectedness

Challenges
•  In what ways do we promote the
notion of connectedness for our
students?
•  How do we, as teachers, work in a
connected way with colleagues?
•  What implications are there for global
participation, cyber-citizentship,
network literacy?


Data Check: “how am I going?”
Discover
Access and engage with
exis-ng knowledge
Design
Making/crea-ng
something that hasn’t
existed before.
Display
Communica-ng and
sharing knowledge with
others
Learning and
Teaching
Ubiquity
learning anywhere, any-me,
any pace, any device. Home-
school- community. Life-long
and life-wide
Agency
The power to act. Learner
choice and control.
Personalised, adap-ve,
diﬀeren-ated
Connectedness
Collabora-ve. Social knowledge
construc-on in communi-es.
Connec-vism.

The e-landscape – what’s on top?
UFB/RBI
Mobiles
SNUP Filtering
Cybersafety
Wireless BYOD
SMS/LMS
VoIP
Cloud
Curriculum
Pedagogy Achievement
Open source
Networks
Internet
Blogs/Wikis
Video conf.
LCOs PLD

The e-landscape – what’s on top?
UFB/RBI
Mobiles
SNUP
Filtering
Cybersafety
Wireless BYOD
SMS/LMS VoIP
Cloud
Curriculum
Pedagogy Achievement Open source
Networks Internet
Blogs/Wikis
Video conf.
LCOs
PLD

A layered architecture

Services
Etc.
Infrastruct
ure
Streaming
media
Online
sharing sites
Content
hos-ng
ePorEolios
Mobile
devices
Content
hos-ng SMS/LMS
Cloud
services
Wikis-blogs
Etc.
3G or 4G
access
No data
caps
ISP
Interna-onal
links
Wireless
access
UFB to
home
Fibre to
server
ﬁltering
Wikis-blogs

Services
Etc.
Infrastruct
ure
Streaming
media
Online
sharing sites
Content
hos-ng
ePorEolios
Mobile
devices
Content
hos-ng SMS/LMS
Cloud
services
Wikis-blogs
Etc.
3G or 4G
access
No data
caps
ISP
Interna-onal
links
Wireless
access
UFB to
home
Fibre to
server
ﬁltering
Etc.

derek.wenmoth@core-ed.org

4D Learning

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