Tel 2013 02-14

Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14

TEL12013-02-14

Pedagogical decisions and scripting collaboration


2013-01-31Thursday08:15-14:00KTK205 + KTK112

2013-02-14Thursday08:15-14:00KTK303 + KTK140

2013-02-28Thursday08:15-11:30KTK303 + KTK140

2013-03-01Friday08:15-15:45KTK215

2013-03-14Thursday08:15-14:00KTK112

2013-03-15Friday08:15-15:45KTK303

2013-04-04Thursday08:15-11:30KTK215

2013-04-18Thursday08:15-11:30HU108

Course info, lectures and collaborative studying

Lectures and collaborative studying


Problem-Based Learning (PBL)


Problem-Based Learning (PBL)


Collaborative studying and ending the course

GATHERING IDEAS

PEDAGOGICAL SCRIPTING

TECHNOLOGICAL SCRIPTING

CONSTRUCTING THE COURSE ENVIRONMENT

OUTCOME:A TEL

COURSE DESIGNED BY

YOU


Today’s schedule:

Thursday 2013-02-14

08:15-09:45 KTK303

Pedagogical decisions Pedagogical Script

Venla Vallivaara

10:00-11:30 KTK303

Lecture and collaborative studyingGroup dynamics

Essi Vuopala

12:30-14:00KTK140

Lecture and collaborative studyingPedagogical models and scripting

Essi Vuopala


What do you mean by Pedagogical decisions?

• Contents of pedagogical script:1. Name and scope of

the course2. Learning theory3. General Description of

the course4. Description of the

target group5. Pedagogical model6. Tutoring and teacher’s

behaviour7. Evaluation

How many hours

are the students

supposed to work

for their learning

in this course?

What are the students actually

supposed to learn?

What kind of

learning materials

will be used in this

course?


”Workload indicates the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes” ECTS Users’ Guide. European Communities, 2009 http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf

The real workload and the amount of time the students are using to study can be affected by• Orientation and motivation • Other studies, work, personal life• Ability and talent• Language skills (when studying in foreign language)• Study skills (self-regulatory skills, metacognitive knowledge and skills)• Student’s previous studies and knowledge• Difficulty of the contents• Quality of teaching, teaching methods• Quality of counseling/tutelage

Workload

http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf



”From the perspective of teaching, the student’s need for time has to always be estimated from the viewpoint of deep approach to learning. No study module or single course included to curriculum should be allocated time on the basis that it can be passed without real, actual learning.” Karjalainen, Alha & Jutila (2008). Give me time to think. Determining student workload in higher education. 2nd edition. http://www.oulu.fi/w5w/tyokalut/GET2.pdf

One ECTS credit = 26,7 hours of student workloadIncluding:• Number of contact teaching hours• Number of independent working hours

– Preparation for contact teaching– Tasks or exercises given during contact teaching– Assignments to be assessed, preparing for the exams– Other spontaneous woke, interaction and aquisition of further

information

Determining student workload

http://www.oulu.fi/w5w/tyokalut/GET2.pdf


• In traditional lectures or other similar contact teaching– 2-3 independent study hours per each contact hour – Preparation and revising

• In activity based teaching (active pedagogical models)– 2-5 independen study hours per each contact hour– Depending on the pedagogical methods/models in use

• Assingments– Writing: 100 words/hour– Artefacts (design, drawing, software): based on practical

experience– Presentations: at least 3 hours preparation for 1 hour presentation

(for an expert)– Authentic tasks and projects: based on practical experience,

depending on the required final product

• Literature– Reasonably readable text: 100 pages / 20 hours– Difficult (or foreing language) text: 100 pages / 30 hours

How many hours should be allocated for studying?


”Learning outcomes describe what a learner is expected to know, understand an be able to do after succesful completion of a process of learning” ECTS Users’ Guide. European Communities, 2009 http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf

• Link between teaching, learning and assessment• Active verbs expressing knowledge, comprehension,

application, analysis, synthesis and evaluation, etc. (see: http://www.comfsm.fm/~dleeling/assessment/slo_bloom.html)

• Learning outcomes should always be– About students, not about what the teacher does (e.g. introduce)– Measurable (you can’t measure e.g. understanding as such)– Describing the outcome, not the process (e.g. discuss)

• Objectives of courses and programmes clearer for students, employers and other stakeholders

• Learning outcomes should always be accompanied by clear and appropriate assessment criteria

Learning outcomes



http://www.comfsm.fm/~dleeling/assessment/slo_bloom.html




• Digital materials, non-digital materials or both?

• Are there already existing materials which could be applied?

• What are the contents that the new materials should be produced about?

• Life cycle of the material?• Is the learning material

– Produced only to one specific course?– Collection of existing materials?– Material produced by the studens during

the studying process?

Learning materials and content production


• Technologies for content production?

• Technologies for delivery?

• Tools for document management?

• Tools for communication?

• Tools for collaborative work?

• Tools for course management?

When writing your pedagogical script, keep also in mind (on the background at

this point) the technological point of view…


The assessment criteria for the pedagogical script (1)

5 • The general description of the course is very explicit, realistic and comprehensive.

• The theoretical framework is explained well and is connected to the choices of tutelage and evaluation.

• The issues of tutelage and evaluation are considered comprehensively, variedly and creatively.

• All the pedagogical decisions have been made in such a way that the special characteristics of the target group are taken into consideration.

4 • The general description of the course is clear and realistic.

• The pedagogical basis of the implementation is described well and connected to the choices of tutelage and evaluation.

• The issues of tutelage and evaluation are considered comprehensively

• The pedagogical decisions have been made in such a way that the special characteristics of the target group are taken into consideration.



3 • The general description of the course is clear. • The pedagogical basis of the design and

implementation is visible. Some of the theoretical description is still random and inaccurate, for example mainly focusing on the description of the pedagogical model.

• The decisions on evaluation and tutelage have been discussed.

• The special characteristics of the target group have been taken into consideration on some of the pedagogical decisions.

2 • The general description of the course is not quite clear. • The pedagogical basis of the design and

implementation is mostly insufficient and unclear. • The decisions on evaluation and tutelage have been

mentioned but not connected to theory. • The special characteristics of the target group have not

really been taken into consideration.



1 • The general description of the course is short and ill structured.

• The description of the theory is inaccurate. • Evaluation and tutelage have been described very

shortly and on a general level. • The special characteristics of the target group have not

been taken into consideration.

0 • The pedagogical script includes little more than the name of the course and the argumentation for pedagogical decisions is essentially missing.

The course grade (0-5) is the average of:• pedagogical script (graded 0-5)• technological script and course environment (graded 0-5)


For the next time:

1. Write parts 1-5 of your pedagogical script – Based on your discussions today and the ideas you have

gathered since our last meeting

2. Share your script document with Venla on Google Drive– It can be the same document you have already shared or a

new one

3. Read at least one of the following articles:– Kollar, Fischer & Hesse (2006). Collaboration scripts: a

conceptual analysis. http://link.springer.com/article/10.1007%2Fs10648-006-9007-2?LI=true

– Fisher, Kollar, Stegmann & Wecker (2013). Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning. http://dx.doi.org/10.1080/00461520.2012.748005

– Fransen, Weinberger & Kirschner (2013). Team Effectiveness and Team Development in CSCL http://dx.doi.org/10.1080/00461520.2012.747947

http://link.springer.com/article/10.1007%2Fs10648-006-9007-2?LI=true



http://dx.doi.org/10.1080/00461520.2012.748005

http://dx.doi.org/10.1080/00461520.2012.748005

http://dx.doi.org/10.1080/00461520.2012.747947

http://dx.doi.org/10.1080/00461520.2012.747947

Documents

Tel 2013 02-14