Educational Technology master’s program in Tallinn UniversityHans Põldoja
The document summarizes the Educational Technology master's program at Tallinn University. The 2-year program launched in 2010 and has 36 active students. It aims to provide working professionals like educational technologists, teachers, and trainers with skills in areas like learning design, educational research methods, and innovation technologies. Students take core subjects, general subjects, electives, and complete a master's thesis. Coursework is delivered on weekends with independent online work throughout the week.
KAK6003 Educational Technology: Introduction to the courseHans Põldoja
This document outlines the schedule and topics for the course KAK6003 Educational Technology. It includes:
- Lectures on topics such as introduction to educational technology, digital learning resources, learning environments, instructional design, pedagogical aspects of learning technologies, and research trends.
- Practical lessons on setting up a learning environment, using Web 2.0 tools, creating digital learning resources, analyzing learning environments, instructional design, and game-based and project-based learning.
- The exam will be based on assignments related to five topics and 80% attendance is required to pass the course. Contact information is provided for the responsible lecturer and other course staff.
O documento apresenta uma agenda da felicidade com dicas para ter um dia repleto de esperança, fé, paz de espírito, alegria, bondade, amor, diálogo e um sorriso. As dicas incluem distribuir sorrisos gentilmente, transmitir diálogo, viver com amor e bondade, sentir alegria e perfume da paz de espírito, se guiar pela fé e chamar a esperança para a vida cotidiana.
Educational Technology master’s program in Tallinn UniversityHans Põldoja
The document summarizes the Educational Technology master's program at Tallinn University. The 2-year program launched in 2010 and has 36 active students. It aims to provide working professionals like educational technologists, teachers, and trainers with skills in areas like learning design, educational research methods, and innovation technologies. Students take core subjects, general subjects, electives, and complete a master's thesis. Coursework is delivered on weekends with independent online work throughout the week.
KAK6003 Educational Technology: Introduction to the courseHans Põldoja
This document outlines the schedule and topics for the course KAK6003 Educational Technology. It includes:
- Lectures on topics such as introduction to educational technology, digital learning resources, learning environments, instructional design, pedagogical aspects of learning technologies, and research trends.
- Practical lessons on setting up a learning environment, using Web 2.0 tools, creating digital learning resources, analyzing learning environments, instructional design, and game-based and project-based learning.
- The exam will be based on assignments related to five topics and 80% attendance is required to pass the course. Contact information is provided for the responsible lecturer and other course staff.
O documento apresenta uma agenda da felicidade com dicas para ter um dia repleto de esperança, fé, paz de espírito, alegria, bondade, amor, diálogo e um sorriso. As dicas incluem distribuir sorrisos gentilmente, transmitir diálogo, viver com amor e bondade, sentir alegria e perfume da paz de espírito, se guiar pela fé e chamar a esperança para a vida cotidiana.
Ettekanne HITSA Innovatsioonikeskuse konverentsil "Pöördepunkt hariduses", Tallinn, 11. aprill 2014.
Open Badges and Open Assessment. Presentation at the Estonian e-learning conference. Tallinn, Estonia, 11 April 2014.
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.
Ettekanne HITSA Innovatsioonikeskuse konverentsil "Pöördepunkt hariduses", Tallinn, 11. aprill 2014.
Open Badges and Open Assessment. Presentation at the Estonian e-learning conference. Tallinn, Estonia, 11 April 2014.
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.
2. cba
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/ või kirjutage aadressil Creative
Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA.
16. Kes EduFeedrit kasutavad?
• Tallinna Ülikool (10 kursust)
• Eesti kutse- ja üldhariduskoolid (4 kursust)
• Soome (4 kursust)
• Hispaania (2 kursust)
17. Publikatsioonid
• Põldoja, H. (2010). EduFeedr: following and supporting learners in open blog-
based courses. In Open ED 2010 Proceedings. Barcelona: UOC, OU, BYU.
• Põldoja, H., Savitski, P., & Laanpere, M. (2010). Aggregating Student Blogs with
EduFeedr. Lessons Learned from First Tryouts. In F. Wild, M. Kalz & M. Palmér
(Eds.). Mashup Personal Learning Environments 2010. Proceedings of the 3rd
Workshop on Mashup Personal Learning Environments. In conjunction with
the 5th European Conference on Technology-Enhanced Learning (ECTEL’10):
Sustaining TEL, Barcelona, Spain, September 29, 2010. Aachen: CEUR-WS.
• Põldoja, H., & Laanpere, M. (2009). Conceptual Design of EduFeedr — an
Educationally Enhanced Mash-up Tool for Agora Courses. In F. Wild, M. Kalz, M.
Palmér & D. Müller (Eds.). Mashup Personal Learning Environments 2009.
Proceedings of the 2nd International Workshop on Mashup Personal Learning
Environments (MUPPLE09), Nice, France, September 29, 2009. Aachen: CEUR-
WS.
19. Tänud kuulamast!
Hans Põldoja http://www.edufeedr.net
Tallinna Ülikooli Haridustehnoloogia
keskus Jälgi meie uudiseid:
http://blog.edufeedr.org
hans.poldoja@tlu.ee Twitter: @EduFeedr
http://www.hanspoldoja.net
http://www.slideshare.net/hanspoldoja