Wednesday, November 30, 2011
First of all, what is the PLC, LC means?
How to create a PLC?
The 7 Signs of Creative and Innovative PLC in educational innovation:
Scalability of innovation:
It can rate it by using the Diffusion of Innovation to put a value on the specific innovation. It can make it measurable on the innovation. Also, it makes the policy based on the method about 'Diffusion of Innovation' can let the innovation become scalability.
Sustainability and transferability of innovation:
From wiki: In contrast to disruptive innovation, a sustaining innovation does not create new markets or value networks but rather only evolves existing ones with better value, allowing the firms within to compete against each other's sustaining improvements. Sustaining innovations may be either "discontinuous" (i.e. "transformational" or "revolutionary") or "continuous" (i.e. "evolutionary").
Above means sustaining innovation has maintained its original market value. But it can put add-on on the technological part innovation rather than the market part. Then the policy should put emphasis on the technology to let it become transformational innovation (transferability). This new product should be the transferability of innovation from the original sustaining innovation (sustainability). The innovation move from sustaining to transformating one!
From the above 'Sustaining Innovation' process diagram, it transfers from Scalable Startup (scalability) -> Transition (transferability) -> Sustaining Innovation (sustainability).
The case detail link are the following:
The 'PBL laptop' case, there has one in SITEM2 database, the case "US003: Making Learning Meaningful through Project-Based Learning Using Wireless Laptops in a K-5 Math, Science, and Technology Magnet School"
Our case is a similar case to this US003.
The reflection and comment are emphasis on the THREE types curriculum focus:
- Single subject focus
- Thematic focus
- School-wide focus
The detail are included in the following work:
In the innovative classroom, for example, like RM101, each students are provided with a new iMac for learning. Students are cooperation and join into grouping with the movable chairs. Also, the new design of the classroom is not only innovative, also elegant!
From the S1 to S17 student roles, I found that students have at least fit on the following roles:
S3: Search for information - we can use iMac to look for information from the web.
S6: Data gathering and processing - we can process the suitable data after information retrieval.
Then, on the classroom, the new interactive whiteboard (IWB) occurs, it can assist the student to present their idea, concept and work:
S4: Presentation on our own learning
S9: Reflect on our own learning by presentation
S10: Electronic presentation on own learning
S14: Peer tutoring by the presentation work
In addition, from the innovative classroom, the innovated movable chair can assit students role are:
S11: Engage in collaborative tasks with other students
S12: Engage in enquiry
S13: Collaborating with remote peers
I can see there are many roles that students have in innovative classroom. However, I just explore our new innovative classroom for example!
Our analysis for innovative cases, please refer:
Tuesday, November 15, 2011
Sunday, November 13, 2011
As a wrap up, how about if we try to analysis the case of “iBand” example (http://mitesuperstars.blogspot.com/2011/09/innovation-or-just-shiny-gadgets.html) based on the analysis framework?
Just a recap of the case: students where taught music in a music lesson, by playing mobile tablet devices installed with music software. Students follow instructions by teachers to play the note, yet collaboration exists among students.
In the previous discussion, our group suggested that the case is innovative. Clive has pointed out previously that in the technological aspect, the case is innovative that latest ICT products (touchscreen devices) are used.
Let’s try to have a deeper analysis on this case. While the teachers’ role in the case has been discussed before, here I would like to point out the analysis with respect to (1) students’ role, (2) the ICT used, and (3) Connectedness.
(1) Students’ role
Cooperation and collaboration
- Certainly cooperation is found among students. They play the devices together aiming at attaining the same goal – to produce a song together
- Collaboration may be found as well – there may be discussion on the role played by each student before the actual performance. This requires the setting up a common language and meaning in the task
- Follow task instruction
- Presentation of own learning
- Electronic presentation of own learning (using the iPad to produce musical note)
- Engage in collaborative task with other students
My opinion is that, if there are more follow-up tasks among students regarding the music lesson, e.g., self-reflection or peer evaluation, then the case would be more innovative.
(2) School context – ICT structure
Based on the video, certainly there is a sufficient support of the ICT infrastructure – there are iPads for each student. Additionally, as we can see from the video, there are many computers along the walls in the classroom (just like our classroom’s setting). Musical instruments like digital piano, drums, etc. are all available. The iPads are also specialized, designed for the digital orchestra.
The connectedness in the case may score low. There is little connection of teaching outside the classroom. However, from the video, we may find certain “hidden connection” to the public throughout the students’ learning because their music performance was recorded and put onto YouTube. Students may have learnt something outside apart from just playing music – they may learn the way to prepare for a performance, the importance of rehearsal, how to cooperate in an orchestra performance, etc.. At the end, a student girl was interviewed, she may have learned the communication skills which is outside the music lesson curriculum too.
In MITE 6310， innovation in education is mainly discussed from several aspects：innovation
actions，role of teacher，role of students，curriculum，school context，policy and professional community.
Our group work is mainly focused on the following Maine case:
Some links of the case and our discussions are as follows:
On the other hand, lot of examples of our own experiences, outside resources and evaluation of our courses and program are introduced to our blog work.
Case study based on our own experience:
Resources found online and analyzed in group activities and recent events such as the passing away of Jobs:
Evaluation of our courses and program:
I really appreciate my group-mates hard work and contribution to our group activity. Although we may not post the most passages on the blog, we do make comments and give feedback to each other, from which we benefit a lot. As Clive said in last session, the main value of learning is getting feedback and reflection from each other and we have achieved the value, I think. It is a good opportunity to rethink of innovative practices in education, as well as in our lives. Lively discussion always occurs when we try to follow up what happens around us, such as the unfortunate passing away and great achievements of Jobs and our new classroom. Finally, I suggest we try to make more comments on other group’s blog and share our opinions during the process.
Any reflection and comments are warmly welcome.
Tuesday, November 8, 2011
Monday, November 7, 2011
Sunday, November 6, 2011
I am teaching in a post-secondary institution (community college) in Hong Kong. Perhaps the ICT facilities available is richer when compared with secondary schools. One of the reasons is that, the mode of teaching in my school is closer to that in university - students do not have fixed times of lesson, students' self-learning (using ICT?) is highly promoted. Hence there are WiFi networks around, sufficient computers in the computer centre / library, and technical I.T. support team.
Nevertheless, the use of ICT in teaching is still not yet popular in my school. The most advanced one is the use of specific language software in teaching language / translation subject. However, in other subjects, use of ICT in teaching is not common. Probably there is lack of funds to support the installation of ICT hardware devices in normal classroom. In addition, "initiation" is another factor - there is not anyone who acts as the initiator for such activities.
My feeling is that, after taking this course, I hope I can initiate some innovative learning practices in my classroom, and see if it can be promoted further within my school.