Program design and implementation (CAS HEiE) - week 3
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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
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.
Learning envrionment model (Sandberg, 1994) [1]
- 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 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.
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]
“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). [4]
- 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) [5]
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.
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)
- Example Teaching in a digital age or EduTechWiki (to a lesser degree).
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.
- ↑ 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