MIPO Model

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MIPO Model

  1. 1. MIPO MODEL - A FRAMEWORK TO HELP THE INTEGRATION OF WEB TECHNOLOGIES IN THE HIGHER EDUCATION<br />PAULA PERES<br />Public presentation of the PhD thesis<br /> 06 -07- 2009<br />PEDRO PIMENTA<br />University of Minho<br />
  2. 2. Agenda<br />2<br />Scope and Study Justification<br />Research Process<br />Case Study Results<br />Action-Research Results: Application of mipoModel<br />Perception on the mipo Model Applicability<br />Future Work<br />
  3. 3. Scope and Study Justification<br />3<br />BOLONHA PROCESS<br />
  4. 4. Scope and Study Justification<br />4<br />Research Questions<br />How to integrate web technologies in the teaching-learning process of systems and technology subjects in the Portuguese higher education context?<br />Which features should be taken into account when designing a strategy mediated by the webtechnologies, in a systems and technology unit, in the Portuguese higher education?<br />
  5. 5. Scope and Study Justification<br />5<br />Hypothesis<br />The general addie model (Analysis, Design, Development, Implementation, Evaluation) may be used to give support to the planning of the integration of web technologies, in the context of ictsubjects.<br />The design of a strategic online instruction has high cognitive results whenever it involves students actively and it is aligned with both the objectives and the evaluation defined to the subject.<br />ADDIE<br />
  6. 6. Research Process<br />6<br />Research Process<br />Case study<br />Action-research<br />Data Collected<br />Questionnaires<br />Interviews<br />Direct observation<br />Documentation Analysis<br />
  7. 7. Research Process<br />7<br />Análise<br />2005-06<br />Análise<br />1st Semester 2006-07<br />Análise<br />2nd Semester 2006-07<br />Análise<br />1st Semester 2007-08<br />Análise<br />2nd Semester 2007-08<br />Literature Review<br />Research methodologies study<br />Design of the MIPO I model<br />1st Cycle AR – Application of the MIPO I<br />2nd Cycle AR – Application of the MIPO II<br />3rd Cycle AR – Application of the MIPO III<br />4th Cycle AR – Application of the MIPO by 4 teachers<br />Construction of the interview I guide<br />Construction of the Questionnaires II<br />3rd cycle of AR<br />Execution of interview I<br />Construction of the interview II guide<br />Execution of interview II<br />Application of the Questionnaire II<br />4th cycle AR<br />Dossier with results<br />Construction of the questionnaires I<br /> 1st cycle AR dossier<br />Application of the Questionnaires I<br />2nd cycle of AR dossier<br />MIPO III = MIPO Model<br />MIPO I Model<br />MIPO II Model<br />MIPO III Model<br />Writing of the final thesis version<br />
  8. 8. CASE STUDY<br />MAIN RESULTS<br />QUESTIONNAIRES AND INTERVIEWS<br />
  9. 9. Questionnaire I – Case study<br />9<br />Yes<br />No<br />Questionnaire I <br />Answers<br />(Universe 192 teachers)<br />No<br />Yes<br />Valid<br />Answers<br />No<br />Yes<br />web platforms use<br />
  10. 10. Questionnaire I – Case study<br />10<br />Questionnaire I Results<br />
  11. 11. Interview I – Case Study<br />11<br />Results of the 16 semi-structured Interviews<br />Individual activities<br />Participative activities<br />
  12. 12. Main Conclusions – Case Study<br />12<br />Main conclusion of the case study <br />Lack of planning in online activities according to the objectives<br />Parallelism with the iscapexperience related to the adoption of the web technologies<br />Use of traditional process on the online environment<br />Teacher continues to produce contents<br />Case studyresults<br />
  13. 13. DEVELOPMENT<br />ANALYSIS<br />DESIGN<br />IMPLEMENTATION<br />EVALUATION<br />Learning Environment<br />Instruction<br />Support Documentation<br />Unit<br />Model<br />Integration Model by Objectives<br />ACTION-RESEARCH<br />THE MODEL OF INTEGRATION BY OBJECTIVES<br />
  14. 14. Learning Environment Analysis<br />14<br />Name of Unit<br />Course<br />School Year<br />Grade<br />Context<br />Class Environment<br />Begin Data<br />End Data<br />Duration<br />+<br />Frequency<br />Number of Students<br />MIPO<br />Learners’ Features<br />Age (in average)<br />Analysis<br />Internet Access<br />Module I<br />Module II<br />Module N<br />Instruction Needs<br />Global<br />Soft Skills<br />SS1 – Learn to Learn<br />SS2 – Information processing and management<br />SS3 – Deduction and analytical skills <br />SS4 – Decision making skills<br />SS5 – Communication skills, language skills<br />SS6 – Teamwork, team based learning and teaching<br />SS7 – Creative thinking and problem solving skills<br />SS8 – Management and leadership, strategic thinking <br />SS9 – Self-management and self-development<br />SOFTSKILLS<br />(EU)<br />e-Contents<br />E-Repositories<br />Prerequisites<br />Web Technologies<br />
  15. 15. Instruction Design <br />15<br />BLOOM’S<br />TAXONOMY<br />Knowledge<br />Comprehension<br />Application<br />Analysis<br />Synthesis<br />Evaluation<br />Objective<br />Practical/Discursive<br />Nature of questions<br />Learning Objectives Specification<br />Type<br />Learning Evaluation<br />Formative/Sumative<br />Design<br />+<br />Mode<br />Face-to-Face/Online<br />Sequence of Contents<br />MIPO<br />Motivation<br />Influence Features<br />Learning Strategies<br />Activity Theory<br />Behaviorism<br />Cognitivism<br />Constructivism<br />Socio-Constructivism<br />Learning Theories<br />Objectives<br />b-Strategy<br />Pedagogical<br />Social<br />Management<br />Technical<br />PedagogicalModels<br />Subject/Community<br />b-Task<br />b-Activity<br />Title<br />Individual<br />Participative<br />Description<br />Tools<br />Cognitive<br />Social<br />e-Contents<br />Phases<br />Interactive<br />Affective<br />Interactive<br />Cohesive<br />Share<br />Disagreement<br />Negotiation<br />Agreement<br />Division of Labor<br />Rules<br />Results<br />
  16. 16. M I P O – b-strategies Learning Repository<br />16<br />Critical Analysis<br />COGNITIVE OBJECTIVES<br />Teamwork<br />SOFT SKILLS<br />Reality Simulation<br />CLASSIFICATION<br />Socio-constructivism<br />PEDAGOGICAL MODELS<br />Students<br />SUBJECT<br />COMMUNITY<br />Search<br />
  17. 17. M I P O – b-strategies Learning Repository<br />16<br />Critical Analysis<br />COGNITIVE OBJECTIVES<br />Teamwork<br />SOFT SKILLS<br />Reality Simulation<br />CLASSIFICATION<br />Socio-constructivism<br />PEDAGOGICAL MODELS<br />Students<br />SUBJECT<br />COMMUNITY<br />+<br />+<br />+<br />Search<br />+<br />+<br />TITLE<br />NATURE OF QUESTIONS<br />TYPE<br />DESCRIPTION<br />WEB TOOLS<br />Elements of Usability<br />Discursive<br />Interactive<br />Students should be able to evaluate an interface usability<br />WIKI<br />+<br />+<br />+<br />+<br />+<br />E-CONTENTS<br />PHASES<br />DIVISION OF LABOR<br />RULES<br />RESULTS<br />Torneira de difícil uso:<br />http://www.youtube.com<br />/watch?v=xdoc4LaTu_Q<br />T – Social, pedagogical, managerial and technical<br />S – participation with comments<br />Criticize the programs with respect<br />Set of screens and relating usability analysis<br />F1 – Students watch the video<br />F2 – Discussion of the video<br />F3 – Selection of the best program in terms of usability<br />
  18. 18. Documentation Support Development<br />17<br />Lesson Plans<br />Face-to-Face<br />Online<br />+<br />DEVELOPMENT<br />MIPO<br />e-Contents and Documents<br />Hardware<br />Software<br />
  19. 19. Unit Implementation<br />18<br />Delivery<br />+<br />Implementation<br />MIPO<br />Support<br />
  20. 20. Evaluation<br />19<br />Model of Integrationby Objectives<br /> -<br />+<br />+<br />+<br />+<br />+<br />Análise<br />ANALYSIS<br />Análise<br />DESIGN<br />Análise<br />DEVELOPMENT<br />Análise<br />IMPLEMENTATION<br />Análise<br />EVALUATION<br />Sumative<br />Evaluation<br />MIPO<br />Do theb-tasksandb-activitiescoveralllearning objectives (bothspecificandsoftskills)?<br />Are thereactivitieswhich are notcoveringanyofthe objectives defined?<br />Do studentshaveallthenecessaryinformation?<br />Does theevaluationaddressalllearning objectives defined?<br />Formative<br />
  21. 21. MIPO<br />PERCEPTION AND FUTURE WORK<br />
  22. 22. MIPO – Teachers Perception <br />21<br />Results of Interview II<br />High Applicability<br />Easy Implementation<br />The lack of imagination to create activities<br />It is not easy to design a good activity<br />It is necessary to spend a lot of time in order to learn new programs (moodle, hotpatatoes, exelearning)<br />We depend on the appropriate internet connection<br />It is a good guide<br />It promotes student motivation<br />It promotes learning<br />It facilitates the re-use of ideas and materials<br />
  23. 23. MIPO - Results<br />22<br />Answer to the Hypothesis<br />Usage and facility offered by the ADDIE model regarding the planning of the integration of web technologies process, in the ICT unit context<br />Benefits to the learning of the alignment between the objectives and evaluation defined to the unit<br />
  24. 24. MIPO– Future Work<br />23<br />Extend the study to other areas of knowledge<br />Increase the database of learning b-strategies<br />Vision – Results of the speech promoted by paol<br />Responses<br />Universe<br />Tools<br />Applicability<br />Interest<br />
  25. 25. MIPO – Conclusions<br />24<br />Macro Vision<br />What to do?<br />When to do?<br />DEVELOPMENT<br />ANALYSIS<br />DESIGN<br />IMPLEMENTATION<br />EVALUATION<br />Instruction Models<br />Web Technologies<br />Learning Environment<br />Instruction<br />Support Documentation<br />Unit<br />Model<br />Kemp et. al.<br />B-Learning<br />MIPO<br />MIPO Model<br />B-Strategy<br />Micro Vision<br />How to do?<br />
  26. 26. MIPO MODEL - A FRAMEWORK TO HELP THE INTEGRATION OF WEB TECHNOLOGIES IN THE HIGHER EDUCATION<br />PAULA PERES<br />Public presentation of the PhD thesis<br />06 -07- 2009<br />PEDRO PIMENTA<br />University of Minho<br />

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