IFI7052 Õpikeskkonnad ja õpivõrgustikudHans Põldoja
Sissejuhatava kontaktpäeva esitlus Tallinna Ülikooli haridustehnoloogia magistriõppe kursusel IFI7052 Õpikeskkonnad ja õpivõrgustikud. 3. september 2011, Tallinn.
IFI7052 Õpikeskkonnad ja õpivõrgustikudHans Põldoja
Sissejuhatava kontaktpäeva esitlus Tallinna Ülikooli haridustehnoloogia magistriõppe kursusel IFI7052 Õpikeskkonnad ja õpivõrgustikud. 3. september 2011, Tallinn.
Transforming Higher Education with Open Educational PracticesHans Põldoja
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
This document provides an overview of open education and creative commons licenses. It begins by discussing some issues with copyright law, including long duration of copyright and limited reuse options. It then introduces Creative Commons licenses and describes the types of licenses available. The document explains how works can be marked with licenses and provides examples of Creative Commons icons. It also discusses open educational resources and the open education movement. Examples of open educational resources repositories and collections are provided. The document emphasizes that teachers, authors and organizations should share educational materials using open licenses to allow reuse and adaptation. It recommends that governments and institutions prioritize and support open education.
This document discusses personas used in instructional design. It provides examples of primary, secondary, supplemental, customer, served, and negative personas. The primary persona describes the most important user type for an interface. Secondary personas have similar needs to the primary persona, with some additional needs. Supplemental personas have needs fully met by combining primary and secondary personas. Customer personas describe customer rather than user needs. Served personas are impacted by but do not directly use a product. Negative personas are user types the product is not intended for. The document also discusses scenario-based design and provides an example scenario of a student teacher using a competency assessment tool.
5. Isiklikud digiseadmed elukestva õppe strateegias
• Uue põlvkonna digitaristu (isiklikud digiseadmed, kooli digitaristu,
koosvõimelised infosüsteemid, veebiteenused, pilvelahendused,
avaandmed) ja selle kasutamise metoodikad loovad võimaluse uue
õpikäsituse kiireks juurutamiseks ning õppekvaliteedi tõusuks.
• … e-õppevara arendus ning tehnoloogia areng võimaldavad
lähitulevikus kõigil õpilastel ja õpetajatel kooli digitaristu kõrval
kasutada igapäevases õppetöös ka isiklikke digiseadmeid …
• … arendatakse õppija personaalse digiõpikeskkonna lahendused
erinevat liiki digiseadmetele (nutitelefonid, süle- ja tahvelarvutid)
(Eesti elukestva õppe strateegia 2020, 2014)
25. Topics from the NMC Horizon Report > 2016 Higher Education Edition
SOLVABLE
> Blending Formal
and Informal
Learning
> Improving Digital
Literacy
DIFFICULT
> Competing Models
of Education
> Personalizing
Learning
WICKED
> Balancing Our
Connected and
Unconnected Lives
> Keeping Education
Relevant
TRENDS, CHALLENGES,
ANDTECHNOLOGIES
FOR HIGHER ED
CHALLENGES
2016 2017 2018 2019 2020
DEVELOPMENTS IN TECHNOLOGY
NEAR-TERM
1 year or less
> BringYour Own Device
> Learning Analytics
and Adaptive
Learning
MID-TERM
2-3 years
> Augmented and
Virtual Reality
> Makerspaces
FAR-TERM
4-5 years
> Affective Computing
> Robotics
TRENDS
SHORT-TERM IMPACT
> Growing Focus on Measuring Learning
> Increasing Use of Blended Learning
Designs
LONG-TERM IMPACT
> Advancing Cultures of Innovation
> Rethinking How Institutions
Work
MID-TERM IMPACT
> Redesigning Learning Spaces
> Shift to Deeper Learning
Approaches
(Johnson et al., 2016)
26. Topics from the NMC/CoSN Horizon Report: 2016 K-12 Edition
SOLVABLE
> Authentic Learning
Experiences
> Rethinking the
Roles ofTeachers
DIFFICULT
> Advancing Digital
Equity
> ScalingTeaching
Innovations
WICKED
> Achievement Gap
> Personalizing
Learning
CHALLENGES
2016 2017 2018 2019 2020
DEVELOPMENTS IN TECHNOLOGY
NEAR-TERM
1 year or less
> Makerspaces
> Online Learning
MID-TERM
2-3 years
> Robotics
> Virtual Reality
FAR-TERM
4-5 years
> Artificial Intelligence
> WearableTechnology
TRENDS
SHORT-TERM
> Coding as a Literacy
> Students as Creators
LONG-TERM
> Redesigning Learning Spaces
> Rethinking How SchoolsWork
MID-TERM
> Collaborative Learning
> Deeper Learning Approaches
(Adams Becker, Freeman, Giesinger Hall, Cummins, & Yuhnke, 2016)
27. Aktuaalsed teemad ICWL 2016
konverentsil
• (MOOC’id ja õpinalüütika)
• Õpimängud
• Virtuaalreaalsus ja liitreaalsus
• Partnerhinnang
• Personaalsed õpiteed ja adaptiivsed lahendused
28. Fig. 1. The floor plan of Man Mo Temple and the immersive learning contents enabled by smart
phones and Google Cardboard; (A) the floor plan of Man Mo Temple; (B) the location marked in
red on (A) viewed in the immersive learning mobile application; (C) the location marked in green
on (A) viewed in the immersive learning mobile application. (Color figure online)
30. Rühmatöö osad
• Probleemi kirjeldus
• Sihtgrupi analüüs (persoonad)
• Vahendite võrdlus ja valik
• Õpikeskkonna skeem
• Õpikeskkonna prototüüp
• Blogipostitus ühe rühma liikme ajaveebis (protsess, rollid, tulemus)
32. Kasutatud allikad
• Eesti elukestva õppe strateegia 2020. (2014). Loetud aadressil https://
www.hm.ee/sites/default/files/strateegia2020.pdf
• Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and
Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin,
Texas: The New Media Consortium.
• Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke,
B. (2016). NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The
New Media Consortium.
34. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine
samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks
külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
Hans Põldoja
hans.poldoja@tlu.ee
IFI7208.DT Õpikeskkonnad ja -võrgustikud
https://opikeskkonnad.wordpress.com
Digitehnoloogiate instituut
Tallinna Ülikool