Downloaded 25 times
Uploaded byJeff Van de Poël
Active Learning and Educational Technologies
This document provides an overview of a presentation on teaching with educational technologies. It discusses key facts about eLearning and how students learn. It emphasizes that technology alone does not improve learning and that pedagogy is most important. The TPACK framework is introduced to help teachers integrate technology effectively. Blended learning models and scenarios are described. Guidelines are provided for using multimedia and managing attentional resources. Video is discussed as a tool to illustrate concepts before, during and after class.
More Related Content
Similar to Active Learning and Educational Technologies
Active Learning and Educational Technologies
- 1. Teaching with Educational Technologies JeffVan de Poël | Senior Instructional Designer | Researcher Institut pour la Formation et la Recherche en Enseignement Supérieur Université de Liège - Belgium
- 2. SESSION OVERVIEW • PARTI : Some information and facts about eLearning and Educational Technologies. • PART II : Some thoughts for teachers starting to use Educational Technologies. • PART III : Around “blended learning” and various scenarios. • PART IV : What About MOOCs • PART V : The gently difficult management of attentional resources.
- 3. PART I : Someinformation and facts about eLearning and Educational Technologies Dated 2014
- 4. Higher Education landscape is changing … Soare the Students
- 5. AN INSTRUCTOR GENERALLY SAYS 100-200WORDS A MINUTE AND A STUDENT ONLY HEAR 50-100
- 6. IN A TYPICAL LECTURECLASS, STUDENTS ARE ATTENTIVE JUST 40% OF THE TIME
- 7. STUDENTS RETAIN ABOUT 70%OF WHAT THEY HEAR IN THE FIRST 10 MINUTES OF CLASS - AND JUST 20% DURING THE LAST 10 MINUTES
- 10. IMPORTANT FACTS • MOSTOF LEARNING PROCESS HAPPENS OUTSIDE THE CLASSROOM • THIS ENVIRONMENT NEED TO BE PREPARED BY TEACHER FOR STUDENTS.
- 11. ABOUT LMS (PLATFORMS)USE : “Most faculty members -- 58 percent, according to the survey -- said they primarily use their system as a place to store content such as lecture notes and the syllabus, while 41 percent said they use it to interact with students outside the classroom.” Dahlstrom, Brooks and Bichsel (2014) Educause Center for Analysis and Research (ECAR)
- 12. Main information fromlast ECAR study on Academics and Educational Technologies • Faculty recognize that online learning opportunities can promote access to higher education but are more reserved in their expectations for online courses to improve outcomes. • Faculty interest in early-alert systems and intervention notifications is strong. • The majority of faculty are using basic features and functions of LMSs but recognize that these systems have much more potential to enhance teaching and learning. • Faculty think they could be more effective instructors if they were better skilled at integrating various kinds of technology into their courses. • Faculty recognize that mobile devices have the potential to enhance learning.
- 13. ECAR STUDY ABOUTSTUDENTS AND TECHNOLOGIES • Technology is embedded into students’ lives, and students are generally inclined to use and to have favorable attitudes toward technology. • Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies. • Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction. • More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work. • Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs.
- 14. Link to ECARstudies • http://www.educause.edu/library/resources/2014- student-and-faculty-technology-research-studies
- 15. To summarise : •Teachers need to prepare extended learning environment for their students. • They must think about various ways to propose learning contents and activities to their students. • It’s normal that teachers start to use technologies in a basic way at the beginning. • Creating an online learning environment is a longtime process.
- 16. PART II : Somethoughts for teachers starting to use Educational Technologies
- 17. Technology is notan independent variable in the learning process « It is in the relationship between ICT and pedagogy that are all the potential benefits for teaching and learning. (Depover, Karsenti et Komis, 2007, p.7). » Objets à Potentiel Cognitifs “Teaching methods prevail on the media” (Clark, 2007) OBJECT WITH COGNITIVE POTENTIAL
- 18. TPACK MODEL A frameworkfor teacher
- 19. For Schulman (1996) Teachingis the relation between Knowledge Content and Pedagogical Content
- 20. With the developmentof technologies CONTENT KNOWLEDGE PEDAGOGICAL KNOWLEDGE TECHNOLOGICAL KNOWLEDGE
- 21.
- 22. Professional development withEducational Technologies(Koehler&Mishra, 2009). "Teaching effectively with technology" "Know the pedagogical techniques that use technology constructively to teach the content" "Understanding the representations of concepts using technology" "Knowing what is difficult or easy to learn and how technology can help correct some of the problems encountered by students" "Prendre en compte les connaissances préalables des élèves et des théories de l'épistémologie à l’aide des technologies » "How technologies can be used to build on existing knowledge to develop new epistemologies or strengthen existing"
- 23. Le S.A.M.R. A frameworkto integrate Educational Technologies to your teaching practice
- 25. • Creating adatabase of questions with rich feedback for revisions ( or learning ) . • Prerequisite testing for LAB Augmentation
- 26.
- 27. 10 integrative questions Groups of4 to 6 students Answer through multimedia Peer review Module Neurologie – BAC 3 Médecine (Ulg) Pr. Garraud et C. Pasquet, Assistante Modification
- 28. Syllabus en pdf Collection of articles VidéosPresentations Chap.1 Chap. 2 Chap. 3 Links Substitution
- 29. • Therapy trainingin psychology with the presence of attention indicator. • Many various situations available • Many different use of a video support. Redéfinition
- 30. PART III :Around “blended learning” and various scenarios
- 31. Une définition “Wedefine blended learning as structured opportunities to learn, which use more than one learning or training method, inside or outside the classroom. This definition includes different learning or instructional methods (lecture, discussion, guided practice, reading, games, case study, simulation), different delivery methods (live classroom or computer mediated), different scheduling (synchronous or asynchronous) and different levels of guidance (individual, instructor or expert led, or group/social learning).” Pankin, Roberts & Savio (2012)
- 32. Different ways toblend
- 33. Dossier de lecture+ activités ? Syllabus en pdf Collection articles VidéosPrésentations Chap. 1 Chap. 2 Chap. 3 Liens Activités
- 34.
- 35.
- 36.
- 37. Structured modules… Chapitre 1Test formatif Chapitre 2 Test formatif
- 38.
- 39. Online Exams Création desbases de questions examen Mise en ligne dispositif Réservation de la salle Passation
- 40. PART IV :What about MOOCs ?
- 41.
- 42.
- 43.
- 44. Attributes of majorproviders
- 45. PART V : Thegently difficult management of attentional resources Some advice
- 46. Visual support forcourses. Paper support for students Audiovisual support MULTIMEDIA For teachers
- 47. FRAMEWORK •We are ina mode in which learners are in a “receiving information” posture. •They are confronted to a message , information transmitted through a combination of at least two of these elements (images, text, sound, voice, pattern , etc.)
- 48.
- 49.
- 50.
- 51. Jamet – LeBohec (2003) -------------- -------- ------------- --------- KNOWLEDGE TESTING 1 2 3
- 52.
- 53. 1. Verbal coding •An image can be verbaly translated => Usefull for language learning => Dangerous when too much interpretation is needed
- 54. 2. Expertise level Experts Coloredimages Animation Multimédia et apprentissage – LabSET –IFRES 2011 Dia 54 Novices need more attention than experts to assimilate new content. Novices
- 55. 3. The pause •Propose Pauses - Consolidation - Elaboration - Preparation
- 56. 4. Around Audio •Give user the choice to play or stop • Avoid surprise effect • No need to overload • Go to the essential
- 57. Mayer’s Principles Some principlesto guide you
- 58. 1. Coherence Principle Theprinciple of coherence is to remove non- essential information for learning: students learn better if the media and educational content available to them focus on a specific item, rather than a content too broad or too general.
- 59. 2. Signaling Principle Thisprinciple based on the observation that the underlined of bold information is retained better than others : report essential information allows learners to better focus their attention and increase retention rates by reporting the underlined items .
- 60. 3. Redundancy Principle Contraryto what one might think , have identical information in two different modalities can be detrimental to learning ( eg . To display the equivalent screen of the oral text). During a presentation , so do not integrate too much text in your slides , and prefer the use of keywords.
- 61. 4. Spatial ContiguityPrinciple The principle of spatial contiguity means that visual information which are close to each other facilitates learning (eg . A Keyword Association // image or keywords // diagram). This is particularly the case diagrams and legends associated with it .
- 62. 5. Temporal ContiguityPrinciple Just as the spatial proximity of visual information , the fact strengthen their proximity in time also facilitates learning. To facilitate the working memory task ( eg . As part of a presentation ), so synchronize the appearance of your slides based on your speech!
- 63. 6. Segmenting Principle Theprinciple of segmentation reveals that students learn best when educational content is segmented : that is to say, cut into several sequences, rather than a large block of indigestible information (eg 3 times 5 minutes . rather than 15 minutes at once) . This keeps the attention of learners and to avoid overloading their working memory.
- 64. 7. Pre-training Principle Accordingto the pre- training principle , it is better learners already spread key information about the content (of course , training ...) before the main learning sequence. This allows them to warm up and already build vital neural connections to the acquisition of new knowledge.
- 65. 8. Modality Principle Themodality principle reflects in part the principle of redundancy ( see above ) in the sense that , to present an image (eg on the screen as in the case of a presentation. ), It is preferable to use oral rather than written comments . This is to avoid the saturation of video channels in the learner .
- 66. 9. Multimedia Principle Topromote information processing and learning more effective , choose the integration of visual elements in your slide , syllabi, teaching notes ... Participants will learn better from a combination of words and images, rather that mere words (eg . explanatory illustrations in a book or in a syllabus )
- 67. 10. Personalization Principle Aspart of a training course (face or online) or presentation , use a conversational style of language rather than formal. Speak directly to your participants using YOU . Learners will tend to retain more personalized information and best practice !
- 68. Will video killedthe amphitheatre star ? Video use in my everyday pratice
- 69. Existing videos toillustrate my courses
- 70. How to usethem ? BEFORE • For students to discover some new concepts • To remember prerequisites DURING • To illustrate a concept • For case studies AFTER • For various illustrations about concepts • For validating resources proposed by student
- 71. How to manageyour video ? • Create an account : VIMEO, YOUTUBE, ETC • Upload your videos • Embbed them in your teaching material VIMEO nous paraît la meilleure solution pour le moment, il propose aussi un abonnement annuel à 60,5 EUR permettant des options de publication privées et une interface intuitive et efficace.
- 72. ATTENTION A LADILLIGENCE … https://www.youtube.com/watch?v=3omwHv3Cmog
- 73. Audiovisual module withPPT and ISPRING FREE
- 74.
- 75.
- 76. Welcome students toyour course https://vimeo.com/84670247
- 77.
- 78. Some Examples … •https://www.youtube.com/watch?v=NeXIV-wMVUk • Encore mieux : https://www.youtube.com/watch?v=ty9QSiVC2g0 Some interesting chanels : • https://www.youtube.com/user/1veritasium • https://www.youtube.com/user/MIT • https://www.youtube.com/user/khanacademy • https://www.youtube.com/user/coursera • https://www.youtube.com/channel/UC67Vc0fkLYeUPBp1f02VY9Q