designing and supporting use of emergent technology in teacher education. case: ict workshops for...

Jari Laru, PhD in Education, University Lecturer, Technology Enhanced Learning & CSCLLET – Learning and Educational Technology Research Unit, Faculty of Educational SciencesUniversity of Oulu, Finland

Designing and supporting use of emergent technology in teacher education. Case: ICT workshops for teacher education students

Presentation in Invited EAPRIL Cloud Symposium. Cloud 1 – Demands of 21st century for Teacher Education and Teacher Educators. Eapril 2013. Biel-Bienne, Switzerland

Some facts

http://commons.wikimedia.org/wiki/File:Finland_regions.png

http://www.oulu.fi/english/about-us/presentation

ICT as pedagogical tool (3cr)

Multimedia as learning project (2cr)

Pedagogical challenges & Information Society (2cr)

Technology Enhanced Learning I

(6cr)

Technology Enhanced Learning II

Theory (7)Self-Regulated Learning

Collaborative learning

General + optionalstudies

Separate studies (parts of educational technology studies)

Subject studies on Educational Technology

Master’s programme (LET)

Educational technology

Bachelor of Education (Edtech group)

Master’s thesis

Post-graduate studiesEducational technology (post-graduate

level)

Doctoral dissertation

How to make ”open” study material (3 cr)

ICT workshops

The 21st century skills

• Creativity• Critical thinking• Problem solving skills• Collaboration• Applied ICT skills• Self-directed learners• Etc.

21st centry skills have challengedcurrent instructional designs=> constant need for experimenting new designs

Emergent tech

Laru, J., & Järvelä, S. (2013). Using Gartner’s Hype Cycle as a basis to analyze research on the educational use of ubiquitous computing. In proceeding of: To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia

Design is crucial

21th skills

Emergent tech

Instructional design

Modern learning environment


TopicsDistributed cognitionCollaborative learning ScaffoldingMobile devicesSocial media

Contexts:Three case studies in three different real-life contexts

CASE 1: RESEARCH ORIENTED APPROACH: EDUCATIONAL TECHNOLOGY COURSE

Intervention into educational technology studies. A part of my doctoral dissertation.





(6cr)










Master’s thesis


level)



ICT workshops

Educational tech course in higher education

Instructional design of the course

Macro

1st topic

Grounding (Lecture) Reflect (Discussion)

Review and evaluate (Discussion)

Collective activities Small-group activities

2nd topic 3rd topic

Individual activities

Conceptualize (Photo [mobile])

Reflect and elaborate (Blog)

Co-construct of knowledge(Wiki)

Core activity

Micro S1

Micro S2

Micro S3

Micro S4

Micro S5

Monitor (RSS [mobile])

Collaboration script

Micro Sn = Microscript nMacro = Macroscript

CASE 2: REDESIGN OF DIDACTIC ORIENTED MULTIMEDIA WORKSHOPS

Research intervention into ”my” multimedia course





(6cr)










Master’s thesis


level)



ICT workshops

Context• Multimedia course 2013 (1st year students). A part of

general studies• Participants: ~100 teacher education students

Old design

Introduction Storyboard

Cartoons

Animations

Storytelling

Synopsis + Treatment

Photo editing

Audio & Music

Video

Extra

Publishing (social media and f2f event)

Elements

Production

Copyrights

Design

Design

Production

Edit

Publishing

Wikipage

Media

Youtube videoBlog article

Lectures Workshops (small group activity)

Duration 2 hours

Separate workshops

Web2.0 as emergent tech

Student groups’ course products in the old design

StoryboardSynopsis + Treatment

Workshop 3 Cartoons

Pedagogical evaluation

Animations

Storytelling

Photo editing

Audio & Music

Video

Challenges in the old course design

• Problems recognized:– How to situate workshops to teachers’ work?– How to move focus from technology skills to

pedagogical thinking?– How to design course so that results from the self-

regulated learning research can be integrated to course design.

Research intervention!

Despite intensive research in computer-supported collaborative learning (CSCL) over the last decade, there is relatively little research about how groups and individuals in groups engage, sustain, support, and productively regulate collaborative processes.(Järvelä & Hadwyn, 2013)

Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.

new design: integrated workshops with SRL scaffolding

Introduction Storyboard

Cartoons

Animations

Storytelling


Photo editing

Audio & Music

Video (final story)

Extra

Publishing (social media and f2f event)

Elements

Production

Copyrights

Design

Design

Production

Edit

Publishing

1 x wikipage2 x case task

6 x Media 6 x case task

1 x Youtube video2 x case task (1 final case)

Design was research intervention designed by researchers in Prospects project. See more about the research: http://www.oulu.fi/let/node/10135

Blog article

Lectures Workshops (small group activity)

Duration 2 hours

Integrated workshops

iPads as emergent tech

2h Workshop example: AnimationsIntroduction: Workshop theme (animations) [teacher]

Self-evaluation (related to task)




Visualisation: Self-evaluation results visualised to all group members

Discussion: how to complete task (scaffolded by ourplanner form) [audio recorded]

Self-study: What is the current case (read trough) (tasks were used to bridge workshop into practise)

Animation workshop

1A. Intro phase

1B. Evaluation phase

1C. Visualisation phase

1D. Planning phase





Visualisation: Self-evaluation results visualised to all group members

Discussion: how to complete task (scaffolded by ourplanner form) [chat recorded]

2B. Evaluation phase

2C. Visualisation phase

2D. Planning phase

2A. Intro phase

Case task: Write case description [chat recorded]2E. Case phase

Collective evaluation: Evaluate your task work [chat recorded]2F. Evaluation phase

During the workshop

After workshop

radar

radar

radar

radar

OurPlanner

Evaluation

OurPlanner

Case

Workshop example: Animation case

How your example supports students’ learning activities?

What are pros and cons of your pedagogical design?What design requires from the teacher? What from the student?

Your task is to create a concrete example where you use animation tools to support learning chemistry and physics. You can choose the details freely

Different working methods for physics and chemistry classes

Student groups’ course products in the new design

Storyboard


WS

Final case task

WS

WS

WS

Final video

Workshop cases

Recordings etc

VCRI tool (radar, ourplanner, cases etc.)

What’s after research intervention?

• Case tasks worked well: I adopted that part into my course designs

• Part-time teacher in my classes (student) participated in multimedia course last spring AND now continues to use similar design in her classes (I gave freedom to try different desigh than me)

• I will re-redesign my courses to reflect this design later on. (needs time to change all aspects)

Potential tool for fostering SRL in the next course implementation

Thank you

• More information:– http://www.slideshare.net/larux– https://www.researchgate.net/profile/Jari_Laru/– http://www.linkedin.com/profile/jarilaru

designing and supporting use of emergent technology in teacher education. case: ict workshops for...

Education

doctoral dissertationmasters

graduate studiessubject

educational

educational

technology

small group

evaluation

pedagogical