Pluriliterales Lernenskill.fhstp.ac.at/wp-content/uploads/2017/01/Meyer... · Erklärung...

YOUR LOGOOliver Meyer

KU Eichstätt

Dr. Oliver Meyer

The Graz Group

St. Pölten Okt. 2017

http://pluriliteracies.ecml.at/

en-us/

Abc

Abc

a

Vertiefte Lernprozesse

anbahnen & begleiten

Pluriliterales Lernen

_______________________________________________________________Do Coyle, Ana Halbach,

Oliver Meyer, Kevin Schuck

& Teresa Ting

http://pluriliteracies.ecml.at/en-us/

YOUR LOGO

“Colleges and universities, for all the benefits they bring,

accomplish far less for their students than they should.”

(Derek Bok, former president of Harvard University, Arum and Roksa 2010: p. 1)

Prof. Dr. Oliver Meyer

JGU Mainz

YOUR LOGO

21st Century Skills: Lernen mit Blick auf die Zukunft

YOUR LOGO

Universities are doing Education 1.0;talking about doing Education 2.0;

when they should be planningEducation 3.0

(Jackie Gerstein)


JGU Mainz

YOUR LOGO

Education 1.0 Education 2.0 Education 3.0

Meaning is… dictated socially constructed socially constructed and

contextually reinvented

Technology is… confiscated at the

classroom door (digital

refugees)

cautiously adopted

(digital immigrants)

everywhere (ambient, digital

universe)

Teaching is done... teacher to student teacher to student and

student to student

teacher to student,

student to student

student to teacher,

people-technology-people

(co-constructivism)

Learning is taking

place…

in a building (brick) in a buidling or online

(brick and click)

everywhere

Hard- and software in

schools are…

purchased at great cost

and ignored

open source and

available at lower cost

available at low cost and are

used purposively

From Education 1.0 to Education 3.0 (J. Gerstein)


JGU Mainz

YOUR LOGO

1st Dimension: 21st century learning


JGU Mainz

YOUR LOGO

Deeper Learning

“Deeper learning

is the ability

to take what was learned in one situation

and apply it to another situation.

Through deeper learning

(which often involves shared learning and

interactions with others in a community),

our students develop expertise

in a particular subject and

they master

the unique ways

of the subject.”(Pellegrino & Hilton 2012)

YOUR LOGO

A deeper learning agenda: Three Dimensions of College & Career Readiness

(Pellegrino & Hilton 2012, Herman & Hilton 2017)

Cognitive Intrapersonal Interpersonal

o Cognitive processes

& strategies

o Knowledge

o Creativity

o Critical Thinking

o Information Literacy

o Reasoning

o Innovation

o Intellectual openness

o Work ethic &

conscientiousness

o Positive core self-evaluation

o Metacognition

o Flexibility

o Initiative

o Appreciation of diversity

o Teamwork &

collaboration

o Leadership

o Communication

o Responsibility

o Conflict Resolution

YOUR LOGO

Literalität entwickeln

Disciplinary Literacies

Intermediate Literacies

Basic Literacies

___________________________________________________________________________

“In 21st century plurilingual societies,

languages are not compartmentalized

in a diglossic situation, but rather

they overlap, intersect, and interconnect.

A fusion of languages, dialects, scripts,

registers, and semiotic systems

characterize how people communicate today.

As political and economic alliances

are shaped and technology advances,

literacy practices and

literacy identities are

variable and integrated.”

(Sridhair in Garcia et al.)

(Shanahan & Shanahan)

YOUR LOGO

Sachfachliteralität

___________________________________________________________________________

YOUR LOGO

Wissenspfade modellieren

Methoden & Strategien

Fakten

Konzepte

___________________________________________________________________________

YOUR LOGO

back

Vertieftes Lernen I:

3 Stufen des Konzepterwerbs (Vygotsky)

1. Materielle Phase

2. Sprachliche

Phase

3. Mentale Phase

(Lantolf 2014)

YOUR LOGO

Vertieftes Lernen IIa: Automatisierung von Fertigkeiten

Regelspeicher Anwendungsspeicher

Übung(Controlled-Practice)

Kompetenzaufgaben(Communicative-Practice)

- Context-reduced

- Cognitively undemanding

- Context-rich

- Cognitively demanding

ReflexionAufmerk-

samkeit

___________________________________________________________________________

YOUR LOGO

Vertieftes Lernen IIb: Lernstrategien als Schlüssel

Macaro 2006: A Framework of Learning Strategies___________________________________________________________________________

YOUR LOGO

Auf dem Weg zu einem neuen Sprachbegriff

SLF sees language as a means for learning about the world.

It models learning as a process of making meaning, and

language learning as building one‘s meaning making potential

to make meaning in particular contexts.

Knowledge is viewed as meaning, a resource for understanding

and acting on the world.

All knowledge is constituted in semiotic systems with

language as the most central. (Mohan et al. 2010:221)

___________________________________________________________________________

YOUR LOGO

Fachlich

Handeln

Fachwissen

OrganisierenFachliches

Erklären

Fachliches

Beurteilen

Dimensionen sachfachlichen Handelns

(Polias 2006/15)

YOUR LOGO

Wissenspfade modellieren: Naturwissenschaften

(Polias 2006)

Fachliche

Handlungsfelder

Genres Kommunikationsabsicht

Fachlich

handeln

Anweisungen/Anleitung

Versuchsprotokoll/-bericht/

Vorgangsbeschreibung

Instruktionen erteilen

Von Abläufen berichten, gewählte Methoden

vorstellen, Ergebnisse präsentieren und

diskutieren

Fachwissen

beschreiben &

organisieren

Beschreibungen

Vergleiche

Klassifikationen

Aspekte/ Eigenschaften eines konkreten oder

abstrakten Phänomens beschreiben

Eigenschaften von mehreren Phänomenen

vergleichen

Phänomene

hierarchisieren/zuordnen/kategorisieren

Fachwissen

erklären

temporale Erklärungsmuster

Sequentielle Erklärung

nicht-temporale Erklärungsmuster

Ursache-Wirkungsmuster

Theoriegeleitete Erklärungen

Erklärung physikalischer Phänomene durch die

Präsentationen ursächlicher Ereignisse in ihrer

zeitlich korrekten Abfolge

Erklärung der vielfältigen Faktoren, die zu einem

speziellen Ereignis oder Phänomen beitragen

Erklärung theoretische Prinzipien oder

Gesetzmäßkeiten

Fachwissen

beurteilen &

fachlich

argumentieren

Argumentation

Erörterung

Den Leser von einem bestimmten Standpunkt

überzeugend und ihn auffordern, aktiv zu werden

Mehrere Standpunkte abwägen

YOUR LOGO

K O M M U N I K A T I O N S K O N T I N U U MZWECK

GENRE

MODUS

STIL

W

I

S

S

E

N

S

K

O

N

T

I

N

U

U

M Fortgeschrittener Anfänger

Mapping Pluriliteracies Development (Graz Group 2015)

HANDELN

ORGANISIEREN

ERKLÄREN

BEWERTEN

HANDELN

ORGANISIEREN

ERKLÄREN

BEWERTEN

Experte

STRATEGIEN

METHODEN

KONZEPTE

FAKTEN

HANDELN

ORGANISIEREN

ERKLÄREN

BEWERTEN

YOUR LOGO

berichten

beschreiben

klassifizieren

erklären

definieren

spekulieren

bewerten

argumentieren

Kognitive Diskursfunktionen: Schlüssel zum Wissensaufbau

YOUR LOGO

Lernpfade modellieren

Mikro-Level(kognitive Diskursfunktionen)

Wissen aufbauen

&

demonstrieren/

kommunizierenen

Makro-Level(i.e. Laborbericht)

Anfänger

Fortge-

schrittener

Experte

Genre

Niveau

(O. Meyer 2014)

YOUR LOGO

2st Dimension: 21st century learners


JGU Mainz

YOUR LOGO

Learner Engagement


JGU Mainz

Emotional

BehavioralCognitive

YOUR LOGO

The 3 dimensions of learner engagement


JGU Mainz

YOUR LOGO

Generating and Sustaining Commitment & Achievement


JGU Mainz

Affect Engagement Mastery Reflection

YOUR LOGO

Ziel: Lernerautonomie und Agency stärken


JGU Mainz

Toshalis, E. & Nakkula, M.J. (2012): Motivation, Engagement, and Student Voice. http://www.studentsatthecenter.org/sites/scl.dl-

dev.com/files/Motivation%20Engagement%20Student%20Voice_0.pdf

YOUR LOGO

Growth Mindsets: statische vs. dynamische Selbstbilder

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4978255/

YOUR LOGO


YOUR LOGO


Boaler, J. (2016)

YOUR LOGO


https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4978255/

YOUR LOGO


When teachers were

teaching for understanding

and giving kids feedback

in a way that grew their understanding

and were giving them

a chance to revise their work in order

to demonstrate their improved understanding.

That’s when they were passing on their growth

mindsets (Dweck 2016).

YOUR LOGO

3rd Dimension: 21st century technology & trends

Personalisierung/Customization

Social learning/Collaboration

Total Convergence/BYOD

Web 2.0/3.0: from consumer to prosumer

Gamification

Adaptive Learning


JGU Mainz

YOUR LOGO

back

Pluriliteracies framework for Deeper Learning

(Graz Group 2017)

YOUR LOGO

LEARNSCAPE Evolution: far beyond the textbook

Added Value:

- PersonalizedInput

- Individual Scaffolding

- DifferentiatedTasks

- Output Support- Monitoring

Added Value:

- Short-/ longtermfeedback: „learner analytics“

- Autonomous andCollaborative Learning

- Gamified Learning

Goals:- more time for f2f interaction

- more time for ‚real‘ deep learningProf. Dr. Oliver Meyer

JGU Mainz

YOUR LOGO

Revised Course Design for Deeper Learning

American Studies

Applied Cultural Studies

Didactics

YOUR LOGO

Revised Course Design for Deeper Learning

Deeper Learning

Positive Development

Sustainable Development Goals (SDGs)

YOUR LOGO

Education at the crossroads

YOUR LOGO

Connecting Stakeholders


JGU Mainz

YOUR LOGO

Essential 21st century skills


JGU Mainz

YOUR LOGO

2nd Dimension: the language learning environmentdie (Sprach-)lernumgebung


JGU Mainz

YOUR LOGO

Added Value: Going SAMR


JGU Mainz

Pluriliterales Lernenskill.fhstp.ac.at/wp-content/uploads/2017/01/Meyer... · Erklärung...

Documents

Transcript of Pluriliterales Lernenskill.fhstp.ac.at/wp-content/uploads/2017/01/Meyer... · Erklärung...