SHAPING NEW KNOWLEDGE
Theoretical introduction
During exercises in the field of shaping new knowledge and skills with the use of ICT and internet services, self-inquiry as a set of methods can be applied. These methods are based on students’ activities in solving problems; they facilitate learning new things and applying them in practice. They also enable the transformation of passive knowledge into active knowledge. You can also effectively use the classic problem method, the case method, the flipped classroom, the situational method, the exchange of ideas, micro-learning, and didactic games. All of them include shaping knowledge, more effective group collaboration and communication. The five most important concept skills are: – analysis – communication – creative thinking – leadership – problem-solving.
Exercise I: SHAPING NEW KNOWLEDGE AND NEW SKILLS THROUGH VIDEOTUTORIALS AND DISCUSSION (VERSION 1)
Blended learning (synchronous (MS Teams), asynchronous (Moodle, e-learning course (EL))
During the semester; after the second or third class
Blended learning, face-to-face and remote learning (synchronous online (MS Teams), asynchronous (Moodle, e-learning course (EL))
Shaping new knowledge and new skills – for example in terms of improving the use of selected office applications (MS Word, MS Power Point, MS Excel)
STEP I
Updating students’ knowledge and initial assessment of its level (oral questionnaire – contact classes).
Testing students (Tests/quizzes in e-learning course in the Moodle system or Quizz) In the case of very low previous knowledge of students, the teacher provides more resources.
STEP II
Providing students with examples of topics for group tasks (for example in the form of a multimedia presentation) or students choose the topics themselves
STEP III
Dividing students into groups (3-4 students in each)
STEP IV
Students review video tutorials developed by the teacher and made available in the EL course or on YouTube.
STEP V
Students are to develop a material / project that implements the topic(s) discussed on the basis of the video tutorials they have seen. All tutorials (approx. 10) are available for the entire class. They can be selected according to the logical consequence of the planned and recommended stages of the task / project. Groups choose any tutorial they like, or they follow the lecturer’s suggestions. In the next step (the next class), they review other tutorials and perform similar activities / activities as described in the previous steps.
- Students who work in a traditional / virtual class on a joint team project become aware of the benefits of a jointly performed task.
- Working on a group project, presenting it on the forum, opinions, and evaluation by peers from the virtual class and the teacher strengthen the sense of responsibility for oneself and others.
- Students communicate actively with each other using communication tools (Chat, Skype programs, MS Teams, Google Meets, Google Documents, Forum, Groups, e-mail others) anytime and anywhere, in particular, while doing homework
- Students support each other in virtual contacts using online tools, regardless of time and place
- Students together with the teacher (using Forum, Chat, E-mail, Internal Message Exchange System and Assessment modules, Tasks, etc.) analyze their progress and know what to do to improve their results. It could be useful to collect the material produced by the students in Moodle E-learning course Forum, in order to build a blog (or other) together with them, useful both for future study and repetitions.
– Not all students like team or groupwork.
+ You can propose an individual task for each student or create some groups of 2 students.
Exercise II: SHAPING NEW KNOWLEDGE AND NEW SKILLS THROUGH DEMONSTRATION AND WORKING ON GROUP TASK (VERSION 2)
MS Teams or Moodle
During the semester; after the second or third class
Blended learning: (synchronous online – MS Teams, asynchronous – Moodle) during one class and one exercise as well as the whole duration of the project
Shaping new knowledge and new skills (in terms of improving the use of selected office applications – MS Word, MS Power Point, MS Excel)
STEP I
Updating students’ knowledge and initial assessment of its level (oral questionnaire – contact classes)
STEP II
Providing students with examples of topics for group tasks (for example in the form of a multimedia presentation) or students choose the topics themselves
STEP III
Dividing students into groups (5-6 students in each); choosing a task leader
STEP IV
In order to broaden students’ knowledge and demonstrate the practical application of the theoretical material, students are offered video tutorials and an exemplary task in the form of screen copies (graphic files)
STEP V
Performing group tasks by individual teams
STEP VI
Sending tasks to the course Forum for evaluation by other students (peer-to-peer assessment) and through the Task profile (of the EL course in the Moodle system) for evaluation by the tutor/teacher
STEP VII
Presenting the task on the forum in traditional or online mode (via MS Teams), comments on the goals, structure, media used, sources used, and the division of responsibilities and contribution of each team member to the project implementation.
- Students who work in a traditional / virtual class on a joint team project become aware of the benefits of a jointly performed task.
- Working on a group project, presenting it on the forum, opinions, and evaluation by the peers from the virtual class and the teacher strengthen the sense of responsibility for oneself and others.
- Students actively communicate with each other by using communication tools in synchronous (Chat, Skype, MS Teams, Google Meet, other messaging programs) and asynchronous (Forum, Groups, e-mail, etc.)way at any time and in any place.
– Not all students like team or groupwork.
+ You can propose an individual task for each student or create some groups of 2 students
Exercise III: SHAPING NEW KNOWLEDGE AND NEW SKILLS THROUGH GROUPWORK AND GROUP PRESENTATION TO OTHER STUDENTS (VERSION 3)
Google Drive, Google Apps, (optionally MS Word, MS Power Point, MS Excel)
During the semester; after the second or third class
Blended learning form, face-to-face and remote (synchronously online – MS Team-, asynchronously (Moodle, EL e-learning course)
Shaping new knowledge and new skills (e.g., in terms of improving the use of selected office applications (MS Word, MS Power Point, MS Excel)
STEP I
Discussion on a new subject / module topic in the form of face-to-face or online conversation, for example on MS-Teams, Google Meet or another communicator.
STEP II
Students are encouraged to present their competences and self-assessment of skills in the selected area.
STEP III
Getting acquainted with the guidelines of the project/group task (by viewing course materials in the text version, in the form of a video tutorial, prepared earlier by the teacher). For example:
Based on the prepared scenario, prepare a presentation with the use of one of the tools: Google presentations, PowerPoint, Prezi, Impress or other. The presentation needs to meet the following criteria:
- The subject of the presentation is in line with the field of study, for example pedagogy, or is of an educational or tutorial character. If you are not related to pedagogy – the subject may be anything related to your field of study or profession.
- Structure: hierarchical, modular, branched.
- Contains interactive elements: action buttons (globally on all pages), hyperlink, interactive menu (with the possibility of returning to the menu), quiz, etc.
- Form of presentation – multimedia (includes various media: text, static and dynamic graphic objects, films (video sequences), sound files (music, voice narratives), tables, charts, animations, etc.) with polysensory influence.
- The minimum number of slides in the project – 15.
- If the presentation is made by a team of several students, the number of slides is multiplied by the number of authors (15 slides times the number of authors).
- The first slide of the presentation includes: the title of the presentation, the name and surname of the author(s).
- On the second slide – Introduction (goals, audience, structure of the presentation, media used, etc.)
- The last slide of the presentation should contain a bibliography with a list of sources: printed (title of the item, author, publisher, place of publication, year of publication, number of pages) and electronic (including internet – website address, description, date of entry).
- The name of the task file should not contain Polish diacritical letters and spaces.
STEP IV
The presentation file can be sent to the server via the MOODLE system and the e-learning course, it can be placed, for example, on a Google Drive or; in the case of a movie, on YouTube; post on the Forum for mutual evaluation by the participants of a given virtual group.
If this is a problem, the instructions below can be used:
* Share files on Google Drive
* Uploading a video to YouTube
* Change the privacy settings of the video
The name of the Task should include the title and the name of the Author.
The criteria against which the projects will be assessed are given below:
- Theme, idea
- Interesting, substantively rich content.
- Clear, logical, branched structure with interactive elements.
- All multimedia objects are well suited, expressive, readable, sharp, attractive. The multimedia resources authored by the study will be rated the highest.
- Interesting, balanced colours, ensured contrast between the background and the text.
- The practical usefulness of the project and the possibility of its use.
STEP V
Group work. In order to consolidate and generalize theoretical knowledge and develop communication skills, students can be divided into groups of 5-6 students and take a match type test or a crossword puzzle. For solving the crossword, the group receives 3 bonus points. During the task, the teacher checks the results of practical work, enters points into the grading table and displays them on the screen.
STEP VI
Study the mood and emotional state of students (optionally).
The tutor asks students to assess their emotional state in the classroom by placing emoticons in the frame, leaving the lesson / e-learning course in the Moodle system, corresponding to their mood. It is a kind of summary of the results of students’ educational activities, a kind of self-evaluation and self-analysis that allows the tutor to establish the achieved results and evaluate their work.
- Students in a traditional / virtual classroom, working on a joint team project, realize the benefits of a jointly performed task.
- Working on a group project, presenting it to the forum, opinions and evaluation by the peers from the virtual class and the teacher strengthen the sense of responsibility for oneself and others.
- Students communicate actively with each other using communication tools in synchronous (Chat, Skype, MS Teams, Google Meet, other messaging programs) and asynchronous (Forum, Groups, e-mail others) way at any time and in any place.
- Students support each other in virtual contacts using online tools, regardless of time and place
- Students via Forum, Chat, E-mail, Internal Message Exchange System and Assessment, Assignment, etc. modules, together with the teacher and peers, analyze their progress and know what to do to improve their results.
– Possible technical problems with accessing or playing the content.
+ Students should be informed about possible problems and ways to overcome them orally or through the preparation of instructions.
– Not all students like teamwork in a group.
+ You can propose an individual task or create groups of 2 students
Exercise IV: SHAPING NEW KNOWLEDGE AND NEW SKILLS THROUGH CREATING OF THE PROJECTS USING APPS (EXAMPLE 4)
Skype, Viber, WhatsApp, Social Media, FB, Twitter, Instagram, e-mail, Moodle, e-learning course (EL) and others
Modelling and reasoning visualization tools (ICT for knowledge mapping (Canva, MindMeister, Mindmapping, VOSviewer, CmapTools))
During the semester; after the second or third class
Blended learning form, face-to-face and remote (synchronously online – MS Teams, asynchronously – Moodle, EL e-learning course)
Blended learning form, face-to-face and remote (synchronous online (Skype, Viber, WhatsApp, Social Media, FB, Twitter, Instagram), asynchronously (e-mail, Moodle, e-learning course (EL), Skype, Viber, WhatsApp, Social Media, FB, Twitter, Instagram)
Modelling and reasoning visualization tools (ICT for knowledge mapping (Canva, MindMeister, Mindmapping, VOSviewer, CmapTools))
Shaping new knowledge and new skills based on the problematic method (PBL)
STEP I
Identify and / or make learning applications (e.g., for shaping new knowledge and skills through problem solving) available.
Access to solutions from other groups or a reference solution (group work).
STEP II
Reflection on own and other group solutions (group work).
STEP III
Feedback for other groups (group work).
STEP IV
Work on other related problem situations to make skills more flexible (alone or in groups).
STEP V
Electronic Competency Test(s)
STEP VI
Electronic Self-Assessment and Peer-to-Peer Assessment (Self-Assessment).
STEP VII
Access to personalized feedback on results (testing and peer review).
- The progress is checked by the system and students can access the next step only if the previous ones have been completed. In addition, the learner can be invited electronically to a specific stage (e.g., peer review). In addition, teachers have access to the learning process and products through computerized documentation of groups and learners, regardless of time and place, they can react immediately and flexibly.
- Students who work in a traditional / virtual class on a joint team project become aware of the benefits of a jointly performed task.
- Working on a group project, presenting it on the forum, opinions, and evaluation by the peers from the virtual class and the teacher strengthen the sense of responsibility for oneself and others.
- Students communicate actively with each other using synchronous communication tools (Chat, Skype programs, MS Teams others) and asynchronous (Forum, Discussion Groups, e-mail others) at any time and in any place.
- Students support each other in virtual contacts using online tools, regardless of time and place
- Students via Forum, Chat, E-mail, Internal Message Exchange System and Assessment, Assignment, etc. modules. Together with the teacher and colleagues, they analyze their progress and know what to do to improve their results.
– Possible technical problems with access to the materials or their reproduction.
+ Students should be informed about possible problems and ways to overcome them orally or through the preparation of instructions.
– Not all students like teamwork in a group.
+ You can propose an individual task or create groups of 2 students
Exercise V: SHAPING NEW KNOWLEDGE AND NEW SKILLS THROUGH RESEARCH AND THE PROBLEM-BASED LEARNING (PBL) METHOD (VERSION 5)
e-mail, Skype, Viber, WhatsApp, social media, FB, Twitter, Instagram, etc. Google Doc
Collaboration to support electronic documentation of the learning process and educational outcomes (eg collaborative document editing (Google Doc), etc.).
During the semester after the second or third class
Blended learning form, contact and remote (synchronously online: Skype, Viber, WhatsApp, social media, FB, Twitter, Instagram; asynchronous
e: e-mail, Moodle, EL e-learning course, Skype, Viber, WhatsApp, social media, FB, Twitter, Instagram)
Modeling and reasoning visualization tools (ICT for knowledge mapping (Canva, MindMeister, Mindmapping, VOSviewer, CmapTools))
Shaping new knowledge and new skills based on the problematic method (PBL)
Organization of teaching/learning, shaping new knowledge and new skills based on the Problem-Based Learning (PBL) method
- Flexible creation of (sub) groups (smaller 2-3 students or larger 5-8 students) based on random or specific criteria.
- Time and place-independent communication are possible (synchronous and asynchronous) by e-mail, Skype, Viber, WhatsApp, social media, FB, Twitter, Instagram, etc.
- Collaboration supporting the electronic documentation of the learning process and the learning outcomes (e.g. collaborative editing of documents (Google Doc), etc.). Brainstorming, creating an interactive project (mural.ly)
- There is a calendar function for scheduling.
Educational resources
- Teaching materials can be made available in various formats (mini-lectures/units, etc.) in LMS courses, on CMS websites, in Repositories, videos on YouTube, Social Media, FB, Twitter, Instagram, etc.
- Modeling and reasoning visualization tools (ICT for knowledge mapping (examples Canva, MindMeister, Mindmapping, VOSviewer, CmapTools …), modelling, 3D visualization, etc.) are available Open Source or can be integrated with LMS environment or other.
- Flexible and adaptive (conditional) access (for groups, students, etc.) to educational resources and products can be defined.
Tutoring / Tutoring
8. Electronic insight into the work process and learning products of educational groups and individuals is possible.
9. There are options for flexible communication with individual students, small groups, and the whole group.
10. (Individual) learning paths (with milestones, deadlines), including automatic feedback on the state of the learning process, can be defined.
Assessment / Assessment
- The (adaptive) test system can determine the level of student competency.
- A range of electronic assessment tools (including e-portfolio) are available for the formative and summative assessment of learning outcomes (technical, social and personal skills).
- An electronic personalized, automated feedback system, including solution guidance or solution reference, is available.
- There are opportunities for mutual feedback, including personalized and anonymous feedback.
STEP I
Presentation of the problem (or thematic scope of the problems).
STEP II
The flexible division into (sub)groups (smaller 2-3 students or larger 5-8 students) based on specific criteria, randomly or as desired.
STEP III
Formulating a hypothesis or several hypotheses by students (could be supported by the teacher).
STEP IV
Identification/Verification what is known and what still needs to be known via discussion and self-analyzing
STEP V
Searching for necessary information (self-education, self-direction study).
STEP VI
Sharing the acquired knowledge with the group
STEP VII
Assessing students’ progress until the problem is resolved
STEP VIII
Summary of your knowledge
STEP IX
Pupils/students present their solutions and teaching method (additionally resources https://www.youtube.com/watch?v=J63e_YSntuo)
- Students in a traditional/virtual classroom, working on a joint team project, realize the benefits of a jointly performed task.
- Working on a group project, presenting it on the forum, opinions, and evaluation by the peer from the virtual class and the teacher strengthen the sense of responsibility for oneself and others.
- Students communicate actively with each other using communication tools in synchronous (Chat, Skype programs, MS Teams others) and asynchronous (Forum, Groups, e-mail others) at anytime and anywhere.
- Students support each other in virtual contacts using online tools, regardless of time and place
- Students via Forum, Chat, E-mail, Internal Message Exchange System and Assessment, Assignment, etc. modules together with the teacher and peers analyze their progress and know what to do to improve their results.
– Possible technical problems with accessing or playing the content.
+ Students should be informed about possible problems and ways to overcome them orally or through the preparation of instructions.
– Not all students like teamwork in a group.
+ You can propose an individual task or create groups of 2 students
