Minor start up-2014

Essi Vuopala LET – Learning and Educational Technology Research UnitUniversity of [email protected]

Learning and Educational TechnologyMinor subject studies

2014-09-11


TODAY…• General issues about minor subject studies• Starting INTRO-course

TOMORROW• Going to LeaForum for group work• Activating prior knowledge about learning and

educational technology


About LET

We aim for understanding the “skill and will” of learning and design future innovations for learning.

Research focuses on:1. motivation, self-regulation and socially shared regulation of learning,2. collaborative learning and CSCL and3. learning of expertise.

Teaching:- LET –master’s

programme- LET minor subject

studies


Introducing minor subject teachers

• Essi Vuopala– INTRO, THEORY, TEL1, PROJECT

• Jari Laru– INTRO

• Pirkko Hyvönen– PROJECT

• Aino-Maaria Palosaari – PROJECT


Why learning and educational technology?

What kind of expertise do we need?FINNSIGHT 2015:

• In future’s society there’s a need for new ways of learning. Learning occurs regardless of time and space.

• Modern technology affords plenty of new ways to learn, study and teach.

• It’s more and more important to know how to share expertise, work in teams and develop your skills and expertise continuoysly.


Learning objectivesAfter these studies students are able to

• make use of the essential learning theories in the contexts of individual and collaborative learning and life-long learning

• pedagogically evaluate different technologies in interaction, learning, and content production

• work collaboratively in different learning communities

• recognize the role of educational technology in learning society


Our main interest is LEARNING - in theory and in practice

Self-Regulated

Learning

Collaborative

Learning

Technology-

Enhanced Learning

Learning of Expertise


Courses in LET minor studies

Introduction to learning and educational technology (INTRO)

Learning theory and pedagogical use of technology (THEORY)

Designing technology-enhanced learning (TEL1)

Educational projects (PROJECT)

Digital portfolios

Autumn 2014 Spring 2015

Introducing research in the field of LETGetting familiar with central ICT applications

Becoming familiar with theoretical framework of LET

Applying learning theories in implementation of educational project

Developing skills of setting up, implementing and evaluating a virtual course


Studying educational technology means…

• Diversity– We use many different teaching and

studying methods and wide range of technological tools and applications

• Collaborative studying– Big part of the studying is

implemented as a group work, face-to-face or on-line

• Internationality– Working together with the LET

programme’s students and other international partners

• Cooperation with local employers– In the Educational Projects course


Getting to know each other byExploring experiences &

expectations • Form groups of 3-4 students• In these groups

– Introduce yourself to the other group members– Share the experiences that you have had with

educational technology (using technology to support learning/teaching) so far

– Share also the expectations that you have for the studies: What are your personal learning goals?


Keep yourself informed!• E-mail list of all the LET minor students: Edtech2014(at)lists.oulu.fi

(urgent information)

• Confluence (’home environment’)

• Web-pages www.oulu.fi/let/ (course descriptions)

• http://www.slideshare.net/LEToulu (PowerPoint-slides)

• Essi VuopalaE-mail: essi.vuopala(at)oulu.fiTel. 050 3507641Room KTK232

http://www.oulu.fi/let/

http://www.oulu.fi/let/

http://www.slideshare.net/LEToulu




STARTING INTRO -COURSE- INTRODUCTION TO LEARNING AND EDUCATIONAL TECHNOLOGY


Objective

• The goal of the course is to examine the role of educational technology as a part of the possibilities and demands of the learning society in different learning contexts.

• In this course, the students familiarize themselves with the theoretical background, core concepts, and practical applications of learning and educational technology.

• Students become acquainted with the different constituents of expertise, in connection with which they reflect upon their own expertise path in a digital portfolio.

• One central goal of this course is to learn to use and evaluate information and communications technology pedagogically.


Contents

• Significance of educational technology in a learning society• Basic concepts related to educational technology• Introduction to the study of learning and educational technology: objectives, research subjects and the theoretical framework• Expertise and reflecting upon one’s own expertise• Central ICT applications


Learning objectives

After this course the student can• describe the basic concepts of educational technology• name some of the central research topics in the field of

learning and educational technology• identify societal trends and strategic policies affecting

the research field of educational technology• describe the central characteristics of collaborative

expertise• use core utility software and information networks and

evaluate their pedagogical usability• plan and implement a digital portfolio in a blog

environment


Course assessment

• Grading: 0-5

Based on Active participation on lectures, ICT Workshops

and collaborative studying Portfolio assignments 1-6 Digital portfolio as a whole (content, structure

and technological implementation) Digital story in the end of the course


Digital portfolio in INTRO course

• The portfolio will be evaluated by its contents (portfolio assignments 1-6), structure, and technical implementation.

• The evaluation of the portfolio will also considerably affect the final grading of the course.

• Return/evaluation date 31.10.– Evaluation criteria in wiki

• The portfolio assignments given in other courses will be evaluated as a part of those courses.


Introduction to Learning and Educational Technology 6 ects (INTRO) 418019P

COURSE STRUCTURE

WEEK 37 PORTFOLIO AS

SIGNMENT 1

& RE

ADING ARTICLE

WEEK 38 PORTFOLIO

ASSIGNMENT 2

&

READING

ARTICLE

WEEK 39 PORTFOLI

O

ASSI

GNMENT 3 &

READI

NG

ARTI

CLE

WEEK 40 PORTFOLI

O

ASSI

GNMENT

4 &

READI

NG

ARTI

CLE

WEEK 41 PORTFOLIO

ASSIGNMENT

5

&

EVALUATION

ASSIGNMENT

WEEK 42 PORTFOLIO

ASSIGNMENT 6

ICT –workshop G1, KTK138Tuesday2014-09-0908:15-12:00



ICT –workshop G1, KTK138Tuesday2014—09-308:15-12:00

ICT –workshop G1, KTK138Tuesday2014-10-078:15-10200


ICT -workshop G2, KTK138Monday2014-09-0808:15-12:00

ICT -workshop G2, KTK138Monday 2014-09-1508:15-12:00





LECTURESThursday2014-09-1110:15-11.45SÄ112

Friday2014-09-1212.30-14:00KTK215

LECTUREThursday2014-09-1810:15-11.45KTK SÄ112

LECTUREThursday2014-09-2510:15-11.45SÄ112



GROUPWORKThursday2014-10-1610:15-11.45SÄ112

GROUPWORKFriday2014-09-1912:30-14.00KTK215




FINAL MEETINGFriday2014-10-1712:30-14.00KTK215

DIGITAL PORTFOLIO

INTRO-confluence

https://wiki.oulu.fi/display/Intro2014/Introduction+to+Educational+Technology+2014

https://wiki.oulu.fi/display/Intro2014/Introduction+to+Educational+Technology+2014


Portfolio assignments

Portfolio assignment 1 (weeks 37-38)• ”Learning and educational technology" - write a short blogpost where

you describe your current understanding about educational technology. Describe also your personal aims for educational technology studies.

Portfolio assignment 2 - 4 (weeks 38-41)• Describe how your understanding about educational technology and

pedagogical use of ICT has developed after first lecture and jigsaw-session: What did you learn? Which points/ideas/issues you didn't understand? What questions raised into your mind? Which issues you got specially interested in?


Portfolio assignments

Portfolio assignment 5 + Evaluation assignment (weeks 41-42)• Describe how your understanding about educational technology and pedagogical

use of ICT has developed: What did you learn? Which points/ideas/issues you didn't understand? What questions raised into your mind? Which issues you got specially interested in?

• Read at least two blogs by your fellow students and give him/her comments concerning both the contents and technical implementation of the blog. When evaluating the blog, you can utilize the evaluation criteria of this course. When evaluating the technical implementation you can pay attention to visual aspects, technical functionality and logic of the structure.

Portfolio assignment 6 (weeks 42-43)• Evaluate your own learning and studying during INTRO-course: What did you

learn? Which points/ideas/issues you didn't understand? What questions raised into your mind? Which issues you got specially interested in? Which aims you set for upcoming courses?

https://wiki.oulu.fi/download/attachments/30607000/evaluation_criteria.pdf?version=1&modificationDate=1376472525000&api=v2


Working methods

• LecturesRoom KTK SÄ112

• ICT Workshops / Jari Laru Room KTK138

• Jigsaw/ Essi VuopalaRoom KTK215/LeaF

• Individual studying

• All the slides and instructions can be found at: http://www.oulu.fi/let/node/12243

http://www.oulu.fi/let/node/12243




Essi Vuopala, Oulun yliopisto, Oppimisen ja koulutusteknologian tutkimusyksikkö

Jigsaw method

PHASE 1 PHASE 2 PHASE 3


Evaluation criteria

1 2 3 4 5Contents Coverage

1-2 course topics are discussed.

Several main topics of the course are discussed.

All main course topics are discussed.

All course contents are discussed. 1-2 topics are discussed in more detailed.

All course contents are discussed profoundly. Few related topics are also taken into discussion.

Level of discussion

Superficial and incoherent.

Declaratory and summarizing.

Mostly summerizing but also some argumentation and own thinking.

Deep level: reflective and critical discussion mainly based on one’s own experiences.

Deep level: critical and scientific discussion.

Use of references

Inadequate, core readings of the course is not utilized.

Core readings of the course is somewhat utilized.

The use of core readings is comprehensive.

Core readings and some additional material are utilized comprehensively and the contents of different materials are well integrated.

In addition to core- and additional course material some other scientific articles are utilized.

Structure

Scattered and illogical

Scattered and illogicalto some extent

Clear, simple, coherent.

Clear and coherent in spite of multi-level content discussion.

Well structured, logical, insightful.


QUESTIONS

?


For Friday: Introduction to Learning and Educational Technology Collaborative Studying

EXPLORING AND MAPPING YOUR PRIOR KNOWLEDGEOF LEARNING AND EDUCATIONAL TECHNOLOGY• Form a group of 4-5 students• Discuss:

– What comes to your mind when you think of learning and educational technology? How can technology support education and learning?

– What could be the most important concepts in that field? – How could they relate to each other?

Create a mind map/ article/ piece of art/ lego construction as a team

Save the outcome (as such or take a picture and save it): Confluence Group products Group work 12.9.

Present the outcome


• Group I (Rima, Gregor, Arman and Hany)– Interactive table: Making a newspaper

• Group II (Kitty, Tijana, Archibald, Henry and Irene)– iPads: Making a photo collage

• Group III (Tapani, Miia, Heli and Jenny)– Wall: Making a piece of art

• Group IV (Dinh, Kaisa, Daniel, Sergei and Eeva)– Lego blocks: Making a lego construction


HOMEWORK- Get to know our wiki- Until next Friday: Read a chapter from ’How

people learn’. (Write your choice into the wiki Materials Jigsaw I)

- Prepare questions for next week’s lecture- Firts blog task: ”Learning and educational

technology" - write a short blogpost where you describe your current understanding about educational technology. Describe also your personal aims for educational technology studies.

NEXT WEEK- Lecture on Thursday by Paul Kirschner- Jigsaw on Friday

Documents

Minor start up-2014