DETVET

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DETVET

  1. 1. TAMK - Tampere University of Applied Sciences
  2. 2. Education Technology Centre - eEDU
  3. 3. eEDU <ul><ul><li>training </li></ul></ul><ul><ul><li>development </li></ul></ul><ul><ul><li>consultation </li></ul></ul><ul><ul><li>research </li></ul></ul><ul><ul><li>production </li></ul></ul><ul><ul><li>support </li></ul></ul>
  4. 4. What we are interested in - institutionally <ul><li>Clash of Social Media and traditional institutions </li></ul>
  5. 5. <ul><ul><li>How to use Social Media in teaching? </li></ul></ul><ul><ul><li>In what areas of teaching is social media applicable? </li></ul></ul><ul><ul><li>Is social media safe? </li></ul></ul>
  6. 6. <ul><li>1. Social Media tools are easy to take into use. Teaching in Social Media does not differ significantly from traditional teaching. Same principals of pedagogy apply. Pedagogy is important, not the tool. </li></ul>
  7. 7. <ul><li>2. Social Media tools are not a value unto themselves. Social Media tools are fashionable but they carry very little added value per tool. Some areas of teaching yield better to Social Media than others. Challenge is finding the right tool for the job. </li></ul>
  8. 8. <ul><li>3. Safety is an illusion. There has never been cybersafety. If someone really wants to break in, they will. Today, it is more dangerous for a student's future career not to use Social Media, than to use it despite the &quot;safety risks&quot;. </li></ul>
  9. 9. What we are interested in - pedagogically <ul><li>Exploratory learning (Progressive inquiry) - Sisko Mällinen, TAOKK </li></ul>
  10. 10. Vocational Teacher Training Centre: TAOKK
  11. 11. Teacher training at TAOKK <ul><ul><li>Collaboration </li></ul></ul><ul><li>- Permanent small groups work together </li></ul><ul><ul><li>Shared expertise </li></ul></ul><ul><li>- Tacit knowledge becomes available </li></ul><ul><ul><li>Explorative learning (progressive inquiry) </li></ul></ul><ul><li>- Teacher trainees engage in a learning process that they control. </li></ul><ul><ul><li>Distant collaboration via an online learning platform and social media. </li></ul></ul>
  12. 12. Collaborative explorative learning <ul><li>On a given topic small groups </li></ul><ul><ul><li>Generate research questions. </li></ul></ul><ul><ul><li>Construct their own working theories = answers to the questions. </li></ul></ul><ul><ul><li>Critically evaluate the working theories and find out what they need to know. </li></ul></ul><ul><ul><li>Search for new scientific information. </li></ul></ul><ul><ul><li>Generate new, subordinate questions. </li></ul></ul>
  13. 13. Elements of progressive inquiry (Rahikainen, Lallimo, Hakkarainen 2001) <ul><li>Double-click to add text </li></ul>
  14. 14. Multiple forms of assessment <ul><ul><li>Progress, group activities and working methods are assessed at regular intervals </li></ul></ul><ul><li>- Peer-assessment </li></ul><ul><li>- Self-assessment </li></ul><ul><li>- Teacher assessment </li></ul><ul><ul><li>Professional growth is recorded in a portfolio </li></ul></ul>

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