Tel 2013 02-14

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  • Tässä vaiheessa jaetaan skriptiohje paperilla ja käydään se läpi yhdessä (samalla käydää läpi, missä vaiheessa kurssia mihinkin kohtaan tulee lisätietoa ja tekemistä)Aamun aikana käydään muutama sellainen asia lyhyesti läpi (kerron hieman, jonka jälkeen ryhmissä työstetään), jotka halusin nostaa tässä vaiheessa esiin. Skriptaamisesta saatte lisätietoa tänään Essin luentojen aikana.Kohta kertomissani asioissa korostuu korkeakoulunäkökulma, mutta samat perusperiaatteet on hyvä pitää mielessä missä tahansa opetuksen ja oppimisen suunnittelussa.
  • Huom! Nämä eivät ole tieteellisesti todistettuja faktoja vaan käytännönläheisessä oppaassa annettuja arvioita
  • Karjalainen, Alha & Jutila (2008). Give me time to think. Determiningstudentworkload in highereducation. 2nd edition. http://www.oulu.fi/w5w/tyokalut/GET2.pdf
  • Karjalainen, Alha & Jutila (2008). Give me time to think. Determiningstudentworkload in highereducation. 2nd edition. http://www.oulu.fi/w5w/tyokalut/GET2.pdfKäytetään 20 minuuttia siihen, että pohditaan ryhmissä, millaisia tehtäviä kurssilla tullaan tekemään, miten paljon aikaa niille voisi varata ja millaiset tekijät vaikuttavat ajankäyttöön tällä kurssilla
  • Käytetään 20 minuuttia oman kurssin osaamistavoitteiden pohtimiseen
  • Tässä välissä käytetään esim. 20 minuuttia siihen, että ryhmäläiset saa ideoida oman kurssinsa oppimateriaaliasioita…Tällä kurssilla tehtävänä ei ole rueta tekemään varsinaista sisällöntuotantoa, mutta pitää olla valittuna jo olemassaolevia materiaaleja, ohjeistukset pitää olla kirjoitettuna ja mietittynä kaikkien materiaalien osalta, mitä missäkin kohtaa kurssia olisi käytössä.
  • Käytetään noin 20 minuuttia siihen, että opiskelijat saavat pohtia alustavia ideoita siitä, mitä teknologiaideoita heillä on tässä vaiheessa ja miten nämä teknologiavalinnat pitäisi mahdollisesti ottaa huomioon jo pedagogista skriptiä tehdessäHuom! Pedagogiset valinnat tulisi aina tehdä ennen teknologiavalintoja ettei mennä opetuksessa perse edellä puuhun…Näistä teknologia-asioita tulee olemaan myöhemmin tällä kurssilla luentoja ja näitä käsitellään tarkemmin (ja lopulliset päätökset tehdään) myöhemmin teknologisessa skriptissä.
  • Tel 2013 02-14

    1. 1. TEL1 2013-02-14 Pedagogical decisions and scripting collaborationVenla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
    2. 2. 2013-01-31 2013-02-14 2013-02-28 2013-03-01 2013-03-14 2013-03-15 2013-04-04 2013-04-18Thursday Thursday Thursday Friday Thursday Friday Thursday Thursday08:15-14:00 08:15-14:00 08:15-11:30 08:15-15:45 08:15-14:00 08:15-15:45 08:15-11:30 08:15-11:30KTK205 + KTK303 + KTK303 + KTK215 KTK112 KTK303 KTK215 HU108KTK112 KTK140 KTK140Course info, Lectures and Lectures and Problem-Based Lectures and Problem-Based Lectures and Collaborativelectures and collaborative collaborative Learning (PBL) collaborative Learning (PBL) collaborative studying andcollaborative studying studying studying studying ending the coursestudying OUTCOME:GATHERING PEDAGOGICAL TECHNOLOGICAL CONSTRUCTING A TEL COURSEIDEAS SCRIPTING SCRIPTING THE COURSE DESIGNED BY ENVIRONMENT YOU Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    3. 3. Today’s schedule: Thursday 2013-02-1408:15-09:45 Pedagogical decisions Venla VallivaaraKTK303  Pedagogical Script10:00-11:30 Lecture and collaborative studying Essi VuopalaKTK303 Group dynamics12:30-14:00 Lecture and collaborative studying Essi VuopalaKTK140 Pedagogical models and scripting Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    4. 4. What do you mean by Pedagogical decisions? • Contents of pedagogical script: 1. Name and scope of the course 2. Learning theory 3. General Description of the course 4. Description of the target group 5. Pedagogical model 6. Tutoring and teacher’s behaviour 7. EvaluationVenla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
    5. 5. Workload”Workload indicates the time students typically need to complete alllearning activities (such as lectures, seminars, projects, practicalwork, self-study and examinations) required to achieve the expectedlearning outcomes”ECTS Users’ Guide. European Communities, 2009 http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdfThe real workload and the amount of time the students are using tostudy can be affected by• Orientation and motivation• Other studies, work, personal life• Ability and talent• Language skills (when studying in foreign language)• Study skills (self-regulatory skills, metacognitive knowledge and skills)• Student’s previous studies and knowledge• Difficulty of the contents• Quality of teaching, teaching methods Venla Vallivaara• Quality of counseling/tutelage Research Unit LET – Learning and Educational Technology University of Oulu 2013-02-14
    6. 6. Determining student workload”From the perspective of teaching, the student’s need for time hasto always be estimated from the viewpoint of deep approach tolearning. No study module or single course included to curriculumshould be allocated time on the basis that it can be passed withoutreal, actual learning.” Karjalainen, Alha & Jutila (2008). Give me time to think. Determining studentworkload in higher education. 2nd edition. http://www.oulu.fi/w5w/tyokalut/GET2.pdfOne ECTS credit = 26,7 hours of student workloadIncluding:• Number of contact teaching hours• Number of independent working hours – Preparation for contact teaching – Tasks or exercises given during contact teaching – Assignments to be assessed, preparing for the exams – Other spontaneous woke, interaction and aquisition of further information Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    7. 7. How many hours should be allocated for studying?• In traditional lectures or other similar contact teaching – 2-3 independent study hours per each contact hour – Preparation and revising• In activity based teaching (active pedagogical models) – 2-5 independen study hours per each contact hour – Depending on the pedagogical methods/models in use• Assingments – Writing: 100 words/hour – Artefacts (design, drawing, software): based on practical experience – Presentations: at least 3 hours preparation for 1 hour presentation (for an expert) – Authentic tasks and projects: based on practical experience, depending on the required final product• Literature – Reasonably readable text: 100 pages / 20 hours – Difficult (or foreing language) text: 100 pages / 30 hours Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    8. 8. Learning outcomes”Learning outcomes describe what a learner is expected to know,understand an be able to do after succesful completion of a processof learning” ECTS Users’ Guide. European Communities, 2009 http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf• Link between teaching, learning and assessment• Active verbs expressing knowledge, comprehension, application, analysis, synthesis and evaluation, etc. (see: http://www.comfsm.fm/~dleeling/assessment/slo_bloom.html)• Learning outcomes should always be – About students, not about what the teacher does (e.g. introduce) – Measurable (you can’t measure e.g. understanding as such) – Describing the outcome, not the process (e.g. discuss)• Objectives of courses and programmes clearer for students, employers and other stakeholders• Learning outcomes should always be accompanied by clear and appropriate assessment criteria Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    9. 9. Learning materials and content production• Digital materials, non-digital materials or both?• Are there already existing materials which could be applied?• What are the contents that the new materials should be produced about?• Life cycle of the material?• Is the learning material – Produced only to one specific course? – Collection of existing materials? – Material produced by the studens during the studying process? Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    10. 10. When writing your pedagogical script, keep also in mind (on the background at this point) the technological point of view…• Technologies for content production?• Technologies for delivery?• Tools for document management?• Tools for communication?• Tools for collaborative work?• Tools for course management? Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    11. 11. The assessment criteria for the pedagogical script (1)5 • The general description of the course is very explicit, realistic and comprehensive. • The theoretical framework is explained well and is connected to the choices of tutelage and evaluation. • The issues of tutelage and evaluation are considered comprehensively, variedly and creatively. • All the pedagogical decisions have been made in such a way that the special characteristics of the target group are taken into consideration.4 • The general description of the course is clear and realistic. • The pedagogical basis of the implementation is described well and connected to the choices of tutelage and evaluation. • The issues of tutelage and evaluation are considered comprehensively • The pedagogical decisions have been made in such a way that the special characteristics of the target group are taken into consideration. Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    12. 12. The assessment criteria for the pedagogical script (2)3 • The general description of the course is clear. • The pedagogical basis of the design and implementation is visible. Some of the theoretical description is still random and inaccurate, for example mainly focusing on the description of the pedagogical model. • The decisions on evaluation and tutelage have been discussed. • The special characteristics of the target group have been taken into consideration on some of the pedagogical decisions.2 • The general description of the course is not quite clear. • The pedagogical basis of the design and implementation is mostly insufficient and unclear. • The decisions on evaluation and tutelage have been mentioned but not connected to theory. • The special characteristics of the target group have not really been taken into consideration. Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    13. 13. The assessment criteria for the pedagogical script (3)1 • The general description of the course is short and ill structured. • The description of the theory is inaccurate. • Evaluation and tutelage have been described very shortly and on a general level. • The special characteristics of the target group have not been taken into consideration.0 • The pedagogical script includes little more than the name of the course and the argumentation for pedagogical decisions is essentially missing.The course grade (0-5) is the average of:• pedagogical script (graded 0-5)• technological script and course environment (graded 0-5) Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14
    14. 14. For the next time:1. Write parts 1-5 of your pedagogical script – Based on your discussions today and the ideas you have gathered since our last meeting2. Share your script document with Venla on Google Drive – It can be the same document you have already shared or a new one3. Read at least one of the following articles: – Kollar, Fischer & Hesse (2006). Collaboration scripts: a conceptual analysis. http://link.springer.com/article/10.1007%2Fs10648-006- 9007-2?LI=true – Fisher, Kollar, Stegmann & Wecker (2013). Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning. http://dx.doi.org/10.1080/00461520.2012.748005 – Fransen, Weinberger & Kirschner (2013). Team Effectiveness and Team Development in CSCL Venla Vallivaara http://dx.doi.org/10.1080/00461520.2012.747947 LET – Learning and Educational Technology Research Unit University of Oulu 2013-02-14

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