Program design and implementation (CAS HEiE) - week 3: Difference between revisions
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<p class="Tabletitle"><span style="color:black" lang="EN-US">Example systems</span></p> | <p class="Tabletitle"><span style="color:black" lang="EN-US">Example systems</span></p> | ||
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<p class="TableBodyText"><span style="color:black" lang="EN-US">Articulate | <p class="TableBodyText"><span style="color:black" lang="EN-US">Articulate | ||
Storyline, Adobe Captivate</span></p> | Storyline, Adobe Captivate</span></p> | ||
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<p class="TableBodyText"><span style="color:black" lang="EN-US">CBT software (see | <p class="TableBodyText"><span style="color:black" lang="EN-US">CBT software (see | ||
above)</span></p> | above)</span></p> | ||
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is an almost dead standard and therefore we recommend using online tools such | is an almost dead standard and therefore we recommend using online tools such | ||
as LAMS or maybe FROG</span></p> | as LAMS or maybe FROG</span></p> | ||
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<p class="TableBodyText"><span style="color:black" lang="EN-US">ABCLD & | <p class="TableBodyText"><span style="color:black" lang="EN-US">ABCLD & | ||
Learning Designer</span></p> | Learning Designer</span></p> | ||
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Storyline,</span></p> | Storyline,</span></p> | ||
<p class="TableBodyText"><span style="color:black" lang="EN-US">H5P</span></p> | <p class="TableBodyText"><span style="color:black" lang="EN-US">H5P</span></p> | ||
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<p class="TableBodyText"><span style="color:black" lang="EN-US">AgentSheets, SimQuest, | <p class="TableBodyText"><span style="color:black" lang="EN-US">AgentSheets, SimQuest, | ||
CoolModes, PhET, Go-Lab, NetLogo, Markstrat</span></p> | CoolModes, PhET, Go-Lab, NetLogo, Markstrat</span></p> | ||
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<p class="TableBodyText"><span style="color:black" lang="EN-US">e-adventure, | <p class="TableBodyText"><span style="color:black" lang="EN-US">e-adventure, | ||
Neverwinter Nights, GameMaker</span></p> | Neverwinter Nights, GameMaker</span></p> | ||
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<p class="TableBodyText"><span lang="EN-US"> </span></p> | <p class="TableBodyText"><span lang="EN-US"> </span></p> | ||
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<p class="TableBodyText"><span style="color:black" lang="EN-US">Mindmap, IHMC, | <p class="TableBodyText"><span style="color:black" lang="EN-US">Mindmap, IHMC, | ||
CmapTools, FreeMind, PIViT, VUE, Go-Lab</span></p> | CmapTools, FreeMind, PIViT, VUE, Go-Lab</span></p> | ||
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Revision as of 23:07, 30 October 2022
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
Educational technology is a field, educational technologies refer to various technologies used in education and 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.
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. |
- Online services
- Authoring tools
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 [6]
Example
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.
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
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
Personal learning environments
(TBA)
Community tools
Learning Management systems are bad community tools, for several reasons:
- Communication channels are rather formal
- Access is restricted to a given class
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).
Interactive Courseware / e-learning objects
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 or maybe FROG |
Scenario design tools |
CompendiumLD ABCLD & Learning Designer |
Multimedia |
HTML5 Captivate, Storyline, H5P |
Microworlds and simulations |
AgentSheets, SimQuest, CoolModes, PhET, Go-Lab, NetLogo, Markstrat |
Game development |
e-adventure, Neverwinter Nights, GameMaker |
Intelligent tutoring systems |
|
Cognitive maps |
Mindmap, IHMC, CmapTools, FreeMind, PIViT, VUE, Go-Lab |
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.
- ↑ 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
- ↑ Martin Weller, 25 years of EdTech, http://blog.edtechie.net/category/25yearsedtech/. Also available as published book.