Transcript Using Creative Learning approaches in Learning Programmes..…

Using Creative Learning approaches
in Learning Programmes..…
…..to enhance the learning
experience
Webquests..for interactive
learning
Input – Transformation - Output
• Inputs:references, articles,images, sounds,news reports, press
releases,experts,dynamic data sources,project / field reports
• Transformations:comparison / contrast,concept
creation,Analysis,synthesis,evaluation,problem
solving,decision making,policy formation
• Output:oral presentations,written reports, letters,
etc.,creative writing, videoconferencing,
audioconferencing,Web publishing
The idea machine:a pool of starting
points
• What information/facts do you want to make
sure your students learn?
• What more sophisticated thinking would you
like students engaged in?
• What are the main skills students should
master in your class?
• Is there a topic in your curriculum you want
to enhance?
Pre-writing your web-quest
• The big ideas
• Links likely to be used
• Roles or Jobs for Developing Expertise
• "Go / No Go" Questions
Thinking thru linking
• Instructional designers should think through how they use
Internet links
– The Internet holds such a wealth of possibilities that it is important to
diagnostically choose the right kind of site to achieve the intended
instructional goal.
• Thinking links should be developed in the minds of learners
using the pages
– Students should engage in thinking that connects to prior knowledge,
creates links to other content areas, extends their cognitive schema,
and prompts the construction of new meaning.
The Web-quest design process
• Exploring the possibilities:Choose and chunk the
topic,Identify learning gaps, Inventory
resources,uncover the question
• Designing for success:Brainstorm
transformations,identify real world feedback,sort
links into roles,define the learning task
• Creating your webquest: write the web-page,engage
learners,scaffold thinking,implement and evaluate
Web- and –flow interaction
• It is a fee-based web-site for this purpose
• It's an interactive design site.
It's a just-in-time workshop.
It's an interactive book.
It's an expert system.
It's an HTML editor.
It's a Web host.
It's a learning community
Filamentality
• Filamentality is a fill-in-the-blank tool that guides you
through picking a topic, searching the Web, gathering
good Internet links, and turning them into learning
activities. It combines the "filament" of the Web with
a learner's "mentality". Support is built-in through
Mentality Tips that guide you along the way. In the
end, you'll create a Web-based activity you can share
with others even if you don't know anything about
HTML, Web servers, or all that www-dot stuff.
Web-quest template
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Introduction
Question & Task
The Process and Resources
Background: Something for Everyone
Looking Deeper: Different Perspectives on the Topic
Debate and Discuss What You Learned
Conclusion
Web-quest designer’s checklist
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An Engaging Opening
The Question / Task
Background for Everyone
Roles / Expertise
Use of the Web
Transformative Thinking
Real World Feedback
Conclusion
Web-quest Rubrics
Low
Probably not a WebQuest
Engaging Opening
The Question / Task
Background for Everyone
No attempt made to appeal to learners.
Fuzzy Question or Task. Maybe what's asked for is lower level thinking.
No attempt to access prior learning or build common background.
Roles / Expertise
Roles are artificial or not requiring interdependent teamwork.
Use of the Web
This activity could probably be done better without the Web.
Transformative Thinking
Real World Feedback
Conclusion
No Transformative thinking. (This is not a WebQuest, but may be a good Treasure Hunt).
No feedback loop included.
Minimal conclusion. No mention of student thinking or symmetry to intro.
Web-quest Rubrics
Medium
A solid draft
Engaging Opening
The Question / Task
Background for Everyone
Roles / Expertise
Use of the Web
Transformative Thinking
Real World Feedback
Honestly attempts to appeal to student interests.
The Question and Task target higher order thinking, but may not be totally clear.
Some mention of addressing a common body of knowledge. (May not happen within the activity.)
Roles are clear. They may be limited in scope.
Some resources reflect features of the Web that make it particularly useful.
Higher level thinking is required, but the process for students may not be clear.
The learning product could easily be used for authentic assessment although this may not be
mentioned.
Sums up the experiences and learning that was undertaken. Probably returns to the intro ideas.
Conclusion
Web-quest Rubrics
High
Ready for Blue Web'n
Engaging Opening
Has that something that compels attention.
The Question / Task
Clear Question and Task. These naturally flow from the introduction and signal a direction for learning.
Background for
Everyone
Clearly calls attention to the need for a common foundation of knowledge and provides needed (Web?)
resources.
Roles / Expertise
Roles match the issues and resources. The roles provide multiple perspectives from which to view the topic.
Use of the Web
Uses the Web to access at least some of the following: interactivity, multiple perspectives, current
information, etc.
Transformative
Thinking
Higher level thinking required to construct new meaning. Scaffolding is clearly provided to support student
achievment.
Real World Feedback
Some feedback loop is included in the Web page. May include a rubric.
Conclusion
Clear tie-in to the intro. Makes the students' cognitive tasks overt and suggests how this learning could
transfer to other domains/issues.
Human mind
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Humans are capable of Rational
thinking while animals are instinctive.
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Thinking itself is a process of analysis of inputs to arrive at a logical (individual's
logic) output where Our brain is the processor
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. Humans are the only species, where IQ is genetically transferred from parent to
child. That is also the reason why children are smarter than the parent at that age.
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The term thoughts arise in my mind means.... the thoughts are brought forth from
a sub-conscious state to a conscious state for the brain to focus
What is a Mind Map?
A mind map is a visual
thinking tool which
reflects the way the
brain naturally thinks.
Mind Mapping
• Mind mapping is a term coined by Tony Buzan
to describe a creative thinking process
• It is a brilliant method of putting your
thoughts into a visual format that encourages
and fosters the process of thinking creatively - and it is a great study aid too.
Mind mapping ..
it's origins in history.
• Leonardo da Vinci used
visual mapping thinking
techniques
• the poet Alfred Lord
Tennyson invented a
creative thinking process called Nuclear
Shorthand which was a forerunner to mind
mapping.
Benefits of
Mind Maps
• Brainstorm creative ideas quickly and easily
• Make better decisions
• Take fast effective notes in meetings
• Make concise notes from books, documents, reports
and other printed material
• Prepare and present documents etc.
• Study better and remember more
• Think through problems and find the best solution
How to do Mind Mapping For Creative
Insights
The free flowing
approach to
mind mapping
You start with your
• central idea on the mind
map and you see what
comes to mind next and you
• add that to the map with a
branch line from the central
idea to the new idea with a circle around the new idea.
• If that idea sparks other thoughts, you add lines and circles
from the new idea to note down the other thoughts too.
• If you reach a dead end, you may go back to the central idea
or to any other sub-idea that has occurred to you. This is
easier to practice than to describe!
Mind Map …Global warming Impacts
The systematic approach to mind mapping
• involves creating branches out from your central idea, labelled
with sub-ideas that relate to the central idea. So if you
were mindmapping on the subject of, say, videoblogs... your
central circle would say Impact of Global warming , then you
would create branches off with sub-ideas such as economics,
GW worse than, predictions…, mass extinction
• This systematic approach can often end up being simply a way
of creating a map of your knowledge of a subject -- but just
seeing it in this format frees your mind to think creatively,
laterally, dynamically on the subject.
How to Read a Mind Map
• The best way to start learning how to construct your own
Mind Maps is to study ones that other people have created.
• On Mind Maps, ideas and thoughts are shown as coloured
images and key words branching out from a central theme.
One of the key benefits of Mind Maps is that they help you to
see how ideas link to each other as well as how they relate to
the central theme.
Start reading the Mind Map by…
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Start in the centre - the image represents the theme/topic of
the Mind Map.
• 2. Select one of the main branches (thick curved line
connected to the central image). This has a key word printed
on it and represents an idea/thought that is linked to the main
theme.
• 3. Read out from the centre along the branch. These are
second and third levels of thought with words and images
that are associated with the main branch
• 4. Continue reading around the Mind Map until you have read
and understand the whole map.
What to use Mind Maps for
• Mind Maps can be used for a wide variety of
activities that involve
• thinking, learning and communication in
business, in school and at home.
Edward De Bono’s Six Thinking Hats
• It’s many-sided. Fact-finding, for first instance,
is when you (are in a meeting, all the others)
concentrate on the facts, analyse the
information you have, and identify what more
you need to know. Here you wear the White
Hat.
• The Red Hat function couldn’t be further
removed. Here you let your intuition take
command. Never ignore a ‘hunch’ or ‘gut
feelings’. They result from the same
intellectual processes as controlled thinking.
You may not be conscious of those processes,
but you can benefit hugely from the result of
their silent work.
• There are also positive results from thinking
negatively. That may sound weird, but it’s
important to think through all the negatives all the reasons why a plan may not work.
People who only wear this Black Hat are a
pain. But you must make sure that the black,
cautionary warnings have all been thoroughly
examined
• The Yellow Hat is the opposite, again. This is
positive thinking, where you concentrate on
the benefits and show the sunny, optimistic
side of your thinking.
• Yellow goes hand-in-hand with green creativity. The Green Hat is worn for
developing creative ideas. While logic and
organisation are required to develop creative
excellence, this depends on free thought - in
which lateral thinking (the most famous de
Bono inspiration) covers a highly valuable
body of techniques.
• Finally, there’s the Blue Hat. With this hat on,
you think about controlling the process, about
organising discussion, planning and execution
to achieve the best possible result. This is
where you ask the key question:
Summary of Six thinking Hats
A 6 step model for information
processing skills
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1. Task Definition
1.1 Define the information problem
1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
How will it get done?
• The academic strand through traditional high
quality teacher training Institutes,
• The other strand through creative teaching
using web 2.0 and allied technologies,
facebook, wikis, blogs, podcasting, twitter,
second life and accessed through mobile
hand-held devices
Drawing from the double helix
model:
• One strand is the initial
professional pre-service
training e.g. B.Ed, NTT etc.
• The other strand is continuous
development of generic skills
of ICT, assessment, enhancing
learner motivation
• There are links at several levels
between the two strands
Creative Learning Activities:
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Research activities
Games
Case studies
Discussion
Debates
Simulations
Investigations
Assignments
Projects
Group work
Other Practical activities
Resources for creative Learning
activities
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Research materials and networks
External contacts
Opportunities outside of the classroom
Support Networks
Games
Case Studies
Simulations
Practical activities
Assignments
Projects
Facilitation Skills
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Induction
One on one and group discussions and review
Formal and informal feedback
Written and oral feedback
Contacts, access, availability
Communications, briefing
Monitoring of progress
Timely Interventions
Environment:
• Relationships
• Involvement of others
• Support of colleagues, technicians and other
staff
• Suitable Physical environment
• Two-way interaction: regular and varied
• Trust
• Open Climate
Implement activities:
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Independent research activities
Team and collaborative working
External speakers and visits
Work placement
Projects
Presentations
Simulations
Activities for a specific programme:
• Identify programme outcomes
• Matching activities to desired outcomes
• Applying above approach to activities listed
earlier to specific programmes
Thank You !!!!!!!!!
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