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

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

http://commons.wikimedia.org/wiki/File:Finland_regions.png
General + optional
studies

Separate studies (parts of educational
technology studies)

ICT as pedagogical tool (3cr)

Mul...
The 21st century skills
•
•
•
•
•
•
•

Creativity
Critical thinking
Problem solving skills
Collaboration
Applied ICT skill...
Emergent tech

Laru, J., & Järvelä, S. (2013). Using Gartner’s Hype Cycle as a basis to
analyze research on the educationa...
Design is crucial

Modern learning environment

Instructional design
Doctoral dissertation

Topics
Distributed cognition
Collaborative learning
Scaffolding
Mobile devices
Social media
Context...
Intervention into educational technology studies. A part of my doctoral
dissertation.

CASE 1: RESEARCH ORIENTED
APPROACH:...
General + optional
studies

Separate studies (parts of educational
technology studies)

ICT as pedagogical tool (3cr)

Mul...
Educational tech course in higher
education
Instructional design of the course
1st topic

3rd topic

2nd topic

Micro S1
Micro S2
Micro S3

Macro

Micro S4

Core acti...
Research intervention into ”my” multimedia course

CASE 2: REDESIGN OF DIDACTIC
ORIENTED MULTIMEDIA WORKSHOPS
General + optional
studies

Separate studies (parts of educational
technology studies)

ICT as pedagogical tool (3cr)

Mul...
Context
• Multimedia course 2013 (1st year students). A part
of general studies
• Participants: ~100 teacher education stu...
Old design
Lectures

Workshops (small group activity)
Design

Introduction
Elements

Synopsis + Treatment

Storyboard

Wik...
Web2.0 as emergent tech
Student groups’ course products in the
old design

Synopsis +
Treatment

Storyboard

Workshop 3
Cartoons

Pedagogical
eval...
Challenges in the old course design
• Problems recognized:
– How to situate workshops to teachers’ work?
– How to move foc...
Despite intensive research in computersupported collaborative learning (CSCL) over
the last decade, there is relatively li...
new design: integrated workshops
with SRL scaffolding
Lectures

Workshops (small group activity)
Design

Introduction
Elem...
iPads as emergent tech
2h Workshop example: Animations
1A. Intro
phase
1B. Evaluation
phase

Introduction: Workshop theme (animations) [teacher]
...
Workshop example: Animation case

Different working methods for physics and chemistry classes

Your task is to create a co...
Student groups’ course products in the
new design
Synopsis +
Treatment

W
S

W
S

W
S

Final video

Storyboard

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

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

  1. 1. 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. BielBienne, Switzerland Jari Laru, PhD in Education, University Lecturer, Technology Enhanced Learning & CSCL LET – Learning and Educational Technology Research Unit, Faculty of Educational Sciences University of Oulu, Finland
  2. 2. Some facts http://www.oulu.fi/english/about-us/presentation http://commons.wikimedia.org/wiki/File:Finland_regions.png
  3. 3. General + optional studies Separate studies (parts of educational technology studies) ICT as pedagogical tool (3cr) Multimedia as learning project (2cr) Technology Enhanced Learning I ICT workshops (6cr) Technology Enhanced Learning II Self-Regulated Learning Theory (7) Pedagogical challenges & Information Society (2cr) Collaborative learning How to make ”open” study material (3 cr) Educational technology Post-graduate studies Subject studies on Educational Technology Educational technology (post-graduate level) Bachelor of Education (Edtech group) Doctoral dissertation Master’s programme (LET) Master’s thesis
  4. 4. The 21st century skills • • • • • • • Creativity Critical thinking Problem solving skills Collaboration Applied ICT skills Self-directed learners Etc. 21st centry skills have challenged current instructional designs => constant need for experimenting new designs
  5. 5. 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
  6. 6. Design is crucial Modern learning environment Instructional design
  7. 7. Doctoral dissertation Topics Distributed cognition Collaborative learning Scaffolding Mobile devices Social media Contexts: Three case studies in three different real-life contexts
  8. 8. Intervention into educational technology studies. A part of my doctoral dissertation. CASE 1: RESEARCH ORIENTED APPROACH: EDUCATIONAL TECHNOLOGY COURSE
  9. 9. General + optional studies Separate studies (parts of educational technology studies) ICT as pedagogical tool (3cr) Multimedia as learning project (2cr) Technology Enhanced Learning I ICT workshops (6cr) Technology Enhanced Learning II Self-Regulated Learning Theory (7) Pedagogical challenges & Information Society (2cr) Collaborative learning How to make ”open” study material (3 cr) Educational technology Post-graduate studies Subject studies on Educational Technology Educational technology (post-graduate level) Bachelor of Education (Edtech group) Doctoral dissertation Master’s programme (LET) Master’s thesis
  10. 10. Educational tech course in higher education
  11. 11. Instructional design of the course 1st topic 3rd topic 2nd topic Micro S1 Micro S2 Micro S3 Macro Micro S4 Core activity Micro S5 Collective activities Grounding (Lecture) Small-group activities Reflect (Discussion) Individual activities Conceptualize (Photo [mobile]) Collaboration script Micro Sn = Microscript n Macro = Macroscript Review and evaluate (Discussion) Reflect and elaborate (Blog) Co-construct of knowledge (Wiki) Monitor (RSS [mobile])
  12. 12. Research intervention into ”my” multimedia course CASE 2: REDESIGN OF DIDACTIC ORIENTED MULTIMEDIA WORKSHOPS
  13. 13. General + optional studies Separate studies (parts of educational technology studies) ICT as pedagogical tool (3cr) Multimedia as learning project (2cr) Technology Enhanced Learning I ICT workshops (6cr) Technology Enhanced Learning II Self-Regulated Learning Theory (7) Pedagogical challenges & Information Society (2cr) Collaborative learning How to make ”open” study material (3 cr) Educational technology Post-graduate studies Subject studies on Educational Technology Educational technology (post-graduate level) Bachelor of Education (Edtech group) Doctoral dissertation Master’s programme (LET) Master’s thesis
  14. 14. Context • Multimedia course 2013 (1st year students). A part of general studies • Participants: ~100 teacher education students
  15. 15. Old design Lectures Workshops (small group activity) Design Introduction Elements Synopsis + Treatment Storyboard Wikipage Production Cartoons Photo editing Animations Audio & Music Storytelling Extra Production Media Copyrights Design Edit Video Blog article Youtube video Publishing Publishing (social media and f2f event) Duration 2 hours
  16. 16. Web2.0 as emergent tech
  17. 17. Student groups’ course products in the old design Synopsis + Treatment Storyboard Workshop 3 Cartoons Pedagogical evaluation
  18. 18. 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 selfregulated learning research can be integrated to course design.
  19. 19. Despite intensive research in computersupported 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,
  20. 20. new design: integrated workshops with SRL scaffolding Lectures Workshops (small group activity) Design Introduction Elements Synopsis + Treatment Storyboard 1 x wikipage 2 x case task Production Cartoons Photo editing Animations Audio & Music Storytelling Extra Production Copyrights 6 x Media 6 x case task Design Edit Video (final story) Blog article Publishing Publishing (social media and f2f event) Duration 2 hours Design was research intervention designed by researchers in Prospects project. See more about the research: http://www.oulu.fi/let/node/10135 1 x Youtube video 2 x case task (1 final case)
  21. 21. iPads as emergent tech
  22. 22. 2h Workshop example: Animations 1A. Intro phase 1B. Evaluation phase Introduction: Workshop theme (animations) [teacher] Self-evaluation (related to task) 1C. Visualisation phase 1D. Planning phase Self-evaluation (related to task) Self-evaluation (related to task) Self-evaluation (related to task) radar During the workshop radar Visualisation: Self-evaluation results visualised to all group members Discussion: how to complete task (scaffolded by ourplanner form) [audio recorded] OurPlanner Animation workshop 2A. Intro phase 2B. Evaluation phase 2C. Visualisation phase 2D. Planning phase 2E. Case phase 2F. Evaluation phase Self-study: What is the current case (read trough) (tasks were used to bridge workshop into practise) Self-evaluation (related to task) Self-evaluation (related to task) Self-evaluation (related to task) Self-evaluation radar (related to task) Visualisation: Self-evaluation results visualised to all group members Discussion: how to complete task (scaffolded by ourplanner form) [chat recorded] Case task: Write case description [chat recorded] Collective evaluation: Evaluate your task work [chat recorded] radar OurPlanner Case Evaluation After workshop
  23. 23. Workshop example: Animation case Different working methods for physics and chemistry classes 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 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?
  24. 24. Student groups’ course products in the new design Synopsis + Treatment W S W S W S Final video Storyboard Workshop cases Recordings etc W S Final case task
  25. 25. VCRI tool (radar, ourplanner, cases etc.)
  26. 26. 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)
  27. 27. Potential tool for fostering SRL in the next course implementation
  28. 28. Thank you • More information: – http://www.slideshare.net/larux – https://www.researchgate.net/profile/Jari_Laru/ – http://www.linkedin.com/profile/jarilaru
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