Program design and implementation (CAS HEiE) - week 3
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
Educational technology is concerned with the use of technology in order to improve education. Alternative names:
- Instructional technology
- Educational communications and technology
- Learning technology
- Technology-enhanced learning
- Digital learning
- Media didactics
- EdTech
- E-learning
Use of different words for educational technology sometimes reflect different social, cultural or pedagogic stance.
Educational technology is a field, educational technologies refer to various technologies used in education and learning, e-learning (or its modern "Digital learning" equivalent) is often use as an umbrella term for using technology in online, blended, workplace or classroom learning.
All of online, classroom, workplace and informal learning can use educational technologies
Functions of a learning environment
A learning environment is a system that can be defined in terms of a set of functions that must be present.
- Each function is implemented with structures and roles. Some or all of them can be supported by technology.
- A good learning environment can have almost no technology or a lot of technology.
- Also, good technology can be very simple (paper, walls, Lego bricks, text-based virtual reality, ....)
Schulmeister (2005) [2] distinguishes e-learning environments of type A (learning material driven) and type B (communication drivent). The former represents for example traditional distance teaching, the latter small online classes.
Summary: Educational technology is technology-enhanced learning in many forms.
Types of digital learning tools
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) [3]
- 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.
Discussion: How much difference does a media make ?
EdTech use as a function of learning type
Educational technology is often tied to the type of learning and its associated pedagogic strategies:
Learning I-II-III |
Major learning content types |
Example designs that can use technology |
Favored families of technologies |
I: know that |
I-a Facts : recall, description, identification, etc. |
· direct instruction · programed instruction · mastery learning · e-instruction |
· Presentation of contents (texts, pictures, diagrams, multimedia animations) on various technical supports. · Online tests. |
I-b Concepts: discrimination, categorization, discussion, etc. |
· discovery learning · exploratory learning |
· The computer as a library |
|
II: know how |
II-a Reasoning and procedures: inferences, deductions, etc. + procedure application |
· simulation, · virtual laboratory |
· Various kinds of interaction that include quizzing software, CBT, Simulations, microworlds etc. |
II-b Problem solving and production strategies: identification of sub goals + application of heuristics/methods |
· case-based learning · inquiry-based learning · problem-based learning |
· Various computer-mediated communication (CMC) tools such as email, forums, audio/video conferences, virtual environments, social software, etc. |
|
III: knowing in action |
III Situated action: action strategies in complex and authentic situations |
· project-oriented learning |
· Social software, portalware, word processors, CAD systems, simulation software, laboratory software, etc. |
IV: Other |
IV Other: e.g. motivation, emotion, reflection, i.e. elements that could intervene in all the other categories |
· ARCS, · learning portfolios |
· Tools that favor presence and reflection. |
Selection of technologies depend on many factors. The most important ones are:
- Type of learning and to a lesser degree type of subject area
- Type of pedagogy
- Contextual constraints (Digital literacy of participants, access to infrastructure, ....)
In any case, first principles of instructions do apply:
Hype cycles
Outside of the field of research, use of technologies in education is often technology hype driven, a process that leads to mixed results. About every 15 years new players enter the field and push new technology without understanding prior experience ....
(Martin Weller, 2019 [7]
Example hype curve (2016). Official Gartner versions are under copyright and difficult to "find".
Most technology initiatives fail, or need several restarts. Most often, new actors are not aware of prior experience.
Often, it takes many years for an idea to become implemented and accepted, e.g. Edison invented MOOCs over a century ago.
Digital literacy
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.
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.
E-learning competence is not part of the official competency frameworks, i.e. the ability to copy with a new environment and new pedagogies.
Driving, integration and community tools
Technology can provide good support for managing tasks (schools, programs, classes, activities), for integrating various types of learning technology and to enhance exchange in communities..
Driving / management tools
- A central tool in other situations that traditional classroom teaching is a tool to "drive" and to "monitor" activities.
- Usually an Learning Management System (LMS) like Moodle is used, but groupware and project management software also work.
- Often, teachers just use email or instant messaging. While that type of tools works, it requires an extra effort since messages can be lost and individual items have to be collected manually. Therefore, not recommended.
Integration tools
Integration tools pull a number of other tools together. The most popular ones are Learning management systems (LMS). You can use other systems. E.g. for communal constructivism, a wiki may be a better solution. In that case, only use the LMS for grading.
The table below shows some alternatives. Some of these have limited integration functionality.
Type |
Example systems |
Activity-based e-learning systems |
LAMS |
Campus software (Extra/Intranets) |
uPortal |
Conferencing software |
Saba, Adobe Connect, Teams, Zoom |
Content management systems and community portals |
Wordpress, Joomla, Drupal, .... |
CSCLS Scripts |
ArgueGraph |
E-learning platforms (LMS) |
Moodle, Canvas (dozens of others) |
E-Porfolios |
Mahara |
Groupware |
e-mail and forums BSCW, Teams, .... |
Hypertext systems (specialized) |
StorySpace, Construit! |
Hypertexts (read/write) |
MediaWiki |
Knowledge construction environments |
CSILE, Knowledge Forum (see also wikis) |
MOOC systems |
Coursera, EdX |
Repositories |
Merlot, MIT Open courseware, OpenStax, EdModo |
Virtual environments |
MOOs and MUDS, 2D Environments like Gather Town, Active Worlds, Second Life, Adventure Academy |
Social and personal environments |
Weblogs ELGG, Netvibes |
Web 2.0 services , social networks, link sharing, micro-blogging |
FlickR, YouTube, Facebook, Twitter, Mixxt, Tumblr Mendeley, CiteSeer, CiteULike, Diigo |
Personal learning environments
High performance students tend to create their own virtual environment that integrates various tools and links. PLE software was very much hyped in the early 2000s, but most of these systems are dead now. That means that learner's should be encouraged to create their own system from a combination of standard tools.
Simple solutions:
- Links in a desktop (or mobile phone) folder
- Webtops, for example Netvibes ( https://www.netvibes.com/danielkschneider, I do not use this...)
- Bookmark bar in the navigator.
Productivity environments:
Such systems can be installed with a few clicks from a good hosting provider.
Community tools
Learning Management systems are bad community tools, for several reasons:
- Communication channels are rather formal
- Access to tools and contents is restricted to a given class
We therefore suggest creating a channel on an appropriate instance messaging service:
- WhatsApp, Telegram or Signal for regions without much Internet
- Slack (fee required for larger volumes), Mattermost (free), etc.
2D virtual environments can be appropriate to organize community events that work in most settings, since they are low bandwidth, contain presentation tools, audio/video on demand and work in browsers.
- Gather town - Demo
- Alternatives: Topia - https://topia.io/unconference Topia unconference
- Soccoco, and more ......
In addition, it can be useful to organize some sessions in a "3D virtual world", usually require installation of large software.
- Active Worlds (3D, OK for low band width and low-end computers, works since 1998) (Demo on demand). Popular for language teaching.
- Second Life (3d) (Demo on demand)
- Metaverse (3D immersive, in the future)
Etherpads also can have some icebreaker functionality, but their main purpose is brainstorming and creating draft documents quickly.
- One could ask participants of a class to present themselves synchronously in the first session.
- https://framapad.org/abc/en/ (free online service)
- Demo: https://mensuel.framapad.org/p/cas-heie-9xcb?lang=en
User tracking and learning analytics
- LMS and other systems allow tracking user activities
- Moodle has reports both at course and system level
- Moodle 4 Gradebook allows tracking of assignments. The scroll-down menu provides different views.
- In addition, some learning objects can send information to so-called Learning Record Store (LRS) via the XAPI protocol.
An LRS allows tracking learning across several systems, e.g. an LMS, a simulation/serious games, a virtual environment.
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)
- Example: Teaching in a digital age or EduTechWiki (to a lesser degree).
Courseware for traditional e-learning
Traditional e-learning (in particular in industrial, gouvernement and NGO context) are segmented on-line books, that may include multimedia as well as quizzing.
Such contents:
- are standardized as co-called "learning objects" (e.g. SCORM 1.3, SCORM 2004 or CMI5)
- can be authored with an authoring tool
- can be deployed in different LMS's or sometimes off-line readers.
- The most recent format (XAPI) can interact with a so-called LRS that allows for detailed user tracking and learning analytics across platforms
Interactive Courseware / e-learning objects
Interactive courseware can be used both for individual distance learning (traditional e-learning) and classroom learning (organized with different activities)
Type |
Example systems |
Advanced CBT/WBT authoring software |
Articulate Storyline, Adobe Captivate |
E-content authoring tools |
eXe Opale Reload editor CBT software (see above) |
Activity authoring tools (e.g. learning design) |
Currently, IMS LD is an almost dead standard and therefore we recommend using online tools such as LAMS |
Scenario design tools |
CompendiumLD ABCLD & Learning Designer |
Multimedia |
HTML5 Captivate, Storyline, H5P (available in Moodle) |
Microworlds and simulations |
AgentSheets, SimQuest, CoolModes, PhET, Go-Lab, NetLogo, Markstrat |
Game development |
e-adventure, GameMaker gaming engines like Neverwinter Nights or Unity |
Intelligent tutoring systems |
|
Cognitive maps |
Mindmap, IHMC CmapTools, FreeMind, PIViT, VUE, Go-Lab |
Choosing the right media
Choosing the right media is an optimization question. In Emergency education, all of the SECTIONS (Bates, 2015:chapter 8.1) are important:
- Students
- Ease of use
- Cost
- Teaching functions, including pedagogical affordances of media
- Interaction
- Organizational issues
- Networking
- Security and privacy
Autonomy
(TBA)
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
Sustainability
(TBA)
Sustainability and interoperability problems
Standards
E-portfolios
User experience
(TBA)
- Usability
- Perceived usefulness
- Promotor score
- Pleasantness
Week 3 assignments (to be finalized on Wednesday)
Week 3 mini project
In your Project Form you started in week one:
- Provisionally define elements of the technical infrastructure, describe their function and how they support teaching and learning, support follow-up (learner support), community and evaluation
- Provisionally define server hosting and support model (where is it located, who is paying for it, who is maintaining it)
- Shortly define the type of learning materials you plan to use in your classes (you may limit description to one sample class)
In your Moodle class on Arbores Tech:
- Create an HP5 activity in your Moodle Class
- Choose one:
- Create a short sample document with eXe, export to Scorm 1.3 and import the Scorm 1.3 package in Moodle
- Create an ebook in all of EPUB, PDF and HTML formats. You can use prior materials. Make it available for download in your Moodle class.
- Create a Moodle sequence (cannot be exported).
Deadline: TBA
Week 3 exchange
- Examine technical infrastructure and plans for the creation of learning materials of at least to other participants and comment
- Discuss comments.
Deadline: TBA
References
- ↑ Sandberg, J. A. (1994). Educational paradigms: issues and trends. In Lewis, R. Mendelsohn, P., (ed.), Lessons from Learning (pp. 13-22), Amsterdam: North-Holland.
- ↑ Schulmeister, R. (2005). Kriterien didaktischer Qualität im E-Learning zur Sicherung der Akzeptanz und Nachhaltigkeit. In D. Euler & S. Seufert (Hrsg.), E-Learning in Hochschulen und Bildungszentren, München: Oldenbourg, p. 487
- ↑ Clark, R.E. (1983). Reconsidering Research on Learning from Media, Review of Educational Research 53 (Winter 1983): 445-59.
- ↑ Clark, R.E. (1994). Media will Never Influence Learning. Educational Technology, Research and Development 42(2), 21-29.
- ↑ 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
- ↑ Merrill, M. D. (2002). First Principles of Instruction. Educational Technology Research and Development. 50(3), 43-59. https://mdavidmerrill.files.wordpress.com/2019/04/firstprinciplesbymerrill.pdf
- ↑ Martin Weller, 25 years of EdTech, http://blog.edtechie.net/category/25yearsedtech/. Also available as published book.