Program design and implementation (CAS HEiE) - week 3: Difference between revisions

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== Digital literacy and autonomy ==
== Digital literacy and autonomy ==


=== Digital literacy for teachers and learners ===
=== Digital literacy for teachers ===
* TPACK: Make sure that participants (in particular teachers) master technology  and can combine tech with pedagogy.
In the [http://tpack.org/official website] (tpack.org) {{quotation|At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK framework goes further by emphasizing the kinds of knowledge that lie at the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. }}


Below is an official picture dated 2012 from the [http://www.tpack.org/ the Tpack website]
* TPACK: Make sure that participants (in particular teachers) master technology and can combine tech with pedagogy and subject knowledge and the three together.
* [http://tpack.org/official TPACK] = Content (CK), Pedagogy (PK), and Technology (TK).
* Intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK).
* conteXtual knowledge (XK): the organizational and situational constraints that teachers work within.


In 2018, Mishra (2019) added the context to the model arguing that conteXtual knowledge (XK) in the outer circle is another knowledge domain that teachers must possess to integrate technology in teaching. {{quotation| It highlights the organizational and situational constraints that teachers work within. The success of their efforts depends not as much on their knowledge of T, P, C and its overlaps, but rather on their knowledge of the context. This allows us to go beyond seeing teachers as designers of curriculum within their classrooms but rather as intrapreneurs—knowing how their organization functions, and how levers of power and influence can effect sustainable change. This is XK—Contextual Knowledge.}}
[[image:tpack-xk.png|thumb|600px|none|Revised version of the TPACK image. © Punya Mishra, 2018/2019. Reproduced with permission]]


The picture now looks like this:[[image:tpack-xk.png|thumb|600px|none|Revised version of the TPACK image. © Punya Mishra, 2018/2019. Reproduced with permission]]
=== Digital literacy for learners ===
*
 
* A similar reflection must be done regarding student readiness.
A similar reflection must be done regarding student readiness. Mastery of digital skills is not enough, students must be able to cope with different types of pedagogies and use technology for learning and interacting with content.
*


=== Teacher autonomy ===
=== Teacher autonomy ===

Revision as of 15:41, 28 October 2022

DKS:Program design and implementation (CAS HEiE)


Week 3 - Technical Infrastructure

  • Interactive Class: Monday October 31: 17h00 - 19h15
  • Interactive Class: Wednesday November 2: 17h00 - 19h15 (Guest presentation par Beekee)
  • Public tutoring session: Friday November 4: 17h-19h

Educational Technology Overview

Functions of a learning environment

The great media debate

  • Media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition. (Clark, 1983) [1]
“Whenever you have found a medium or set of media attributes which you believe will cause learning for some learners on a given task, ask yourself if another (similar) set of attributes would lead to the same learning result” and conversely “If you suspect that there may be an alternative set or mix of media that would give similar results, ask yourself what is causing these similar results” (Clark 1994:28). [2]
  • However, one can argue that different media do have different affordances: attributes of media do influence learning gains, but these attributes must be explained in terms of more general variables. E.g. the difference between an explanation in a text an in a video could be a demonstration effect.
Media “possess particular characteristics that make them both more and less suitable for the accomplishment of certain kinds of learning tasks.” (Kozma, 1994) [3]

Discussion: How much difference does a media make ?

Typology of Ed Tech

  • Online services
  • Authoring tools

Digital literacy and autonomy

Digital literacy for teachers

  • TPACK: Make sure that participants (in particular teachers) master technology and can combine tech with pedagogy and subject knowledge and the three together.
  • TPACK = Content (CK), Pedagogy (PK), and Technology (TK).
  • Intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK).
  • conteXtual knowledge (XK): the organizational and situational constraints that teachers work within.
Revised version of the TPACK image. © Punya Mishra, 2018/2019. Reproduced with permission

Digital literacy for learners

A similar reflection must be done regarding student readiness. Mastery of digital skills is not enough, students must be able to cope with different types of pedagogies and use technology for learning and interacting with content.

Teacher autonomy

  • Services providers, do-it-yourself, coordination and definition of roles, group dynamics, road blocks, use of online services

Learner autonomy

  • Personal learning environments

Driving, integration and community tools

Driving tools

Integration tools

Community tools

Learning Materials

  • Learning materials includes text, interactive and non-interactive multimedia, video etc.

In higher education, text with illustrations dominates.

Single source publishing of text-book like materials

  • Learning materials should in principle by delivered in a variety of formats:
    • Print version (usually PDF)
    • Online version for computers (usually HTML)
    • Hypertext version for mobile devices (usually HTML)
    • Book version of on-line reading (e.g. PDF, HTML, Epub)
    • Book version for off-line reading (e.g. Epub3)

Interactive Courseware / e-learning objects

Sustainability

Sustainability and interoperability problems

Standards

E-portfolios

User experience

  • Usability
  • Perceived usefulness
  • Promotor score
  • Pleasantness

Week 3 assignments

Week 3 mini project

  • Define elements of the technical infrastructure, describe their function and how they support teaching and learning, support follow-up (learner support), community and evaluation
  • Learning materials
  • Hosting, service and support model

Week 3 exchange

  • Examine technical infrastructure and plans for the creation of learning materials of at least to other participants and comment
  • Discuss comments.
  1. ↑ Clark, R.E. (1983). Reconsidering Research on Learning from Media, Review of Educational Research 53 (Winter 1983): 445-59.
  2. ↑ Clark, R.E. (1994). Media will Never Influence Learning. Educational Technology, Research and Development 42(2), 21-29.
  3. ↑ Kozma, R. B. (1994). The Influence of Media on Learning: The Debate Continues, School Library Media Research, Volume 22, Number 4, Summer 1994. Retrieved August 16, 2019, from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_InfluenceofMediaonLearning_InfoPower.pdf
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