Intro 20120914
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Today's schedule includes: - A 09:00-10:30 lecture on introduction to learning and educational technology by Sanna Järvelä and Paul Kirschner. - A 10:45-11:45 discussion on social media as a learning and working environment led by Jari Laru. - Two sessions of an ICT workshop on mindmapping tools from 12:30-14:00 and 14:30-16:00 led by Jari Laru. - Two sessions of collaborative studying and starting the first portfolio assignment from 12:30-14:00 and 14:00-16:30 led by Venla Vallivaara.
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27.1.2012
Intro 2015-09-07-start
This document provides information about an Introduction to Learning and Educational Technology course beginning on September 7, 2015. It outlines the course content which includes basic concepts of instruction, learning and technology enhanced learning. It also describes the learning outcomes which are to describe key concepts in the field, discuss issues in educational technology, use educational software and hardware, and create a digital portfolio. The course structure is presented, including weekly meetings, assignments, collaborative work, and workshops. Assessment is based on participation, assignments, and workshop exercises.
Tel 2013 03-15
This document outlines the schedule and steps for a problem-based learning course taking place from January 31 to April 18. The schedule includes dates, times, locations and topics to be covered. It describes a 7 step collaborative process the students will go through to address problems related to technological scripting for education. This involves clarifying concepts, defining a problem, brainstorming, organizing ideas, setting learning goals, individual research, and later discussion and presentation of findings. Assessment will consider both individual and collaborative work, with grades based on pedagogical and technological scripts produced by each team.
Theory, introduction to the course, 27.10.2014, Essi Vuopala
This document outlines a university course on learning theory and the pedagogical use of technology. The course will introduce students to three perspectives on learning: self-regulated learning, collaborative learning, and learning of expertise. It will examine how technology can support learning and collaborative knowledge construction. Students will study collaborative learning models and themes related to guiding and evaluating learning. They will complete group projects, write a collaborative online book, and have an oral exam to be assessed on their knowledge and participation.
Theory, introduction to the course, 27.10.2014, Essi Vuopala
This document outlines a university course on learning theory and the pedagogical use of technology. The course will introduce students to three perspectives on learning: self-regulated learning, collaborative learning, and learning of expertise. It will examine how technology can support learning and collaborative knowledge construction. Students will study collaborative learning models and themes related to guiding and evaluating learning. They will complete group assignments, produce a collaborative "science book," and be assessed through participation, an exam, and the book.
Tel 2013 02-14
This document outlines an agenda and topics for a course on pedagogical decisions and scripting collaboration taking place on February 14, 2013. The schedule includes lectures and collaborative studying on topics like pedagogical models and scripting. It also discusses considerations for pedagogical scripting like describing the course, learning theory, pedagogical model, and evaluation. Students are asked to write parts of their pedagogical script and share it for feedback.
Minor start up-2014
The document outlines the structure and content of an introductory course on learning and educational technology. It discusses topics that will be covered in lectures and workshops, including learning theories, educational technologies, and developing a digital portfolio. Students will create blog posts reflecting on their understanding and goals for the course. Assessment is based on active participation, portfolio assignments, and a final digital story. The course aims to introduce students to the field of educational technology and how technology can support learning.
Agenda polonya -07.11-12.11.2021 (2)
The agenda outlines a 5-day conference on innovative and effective approaches to inclusive education among schools in multiple countries. The schedule includes presentations on each country's education systems and inclusive education practices, workshops on collaboration models in inclusive education like co-teaching and peer coaching, and activities where participants conduct lessons with host school students. Participants will observe an inclusive education program in Poland and evaluate the week's projects. The expected results are that participating schools will adopt new inclusive pedagogies, cooperation between schools will increase, and participants will apply their learning in their own schools until the next meeting.
Intro 2015-09-14
This document outlines the course structure and schedule for an Introduction to Learning and Educational Technology course. It includes details about weekly Monday morning meetings for presentations and information sharing, individual portfolio assignments due each week, collaborative working sessions in small groups on Wednesdays and Fridays, and hands-on ICT workshops for two groups on Thursdays and Tuesdays. This particular Monday's meeting will involve pairing students into teams to prepare a Pecha Kucha presentation on educational technology in their home country, with presentations scheduled over the next few weeks. Students are also assigned a blog post describing the most important things they learned from three assigned video lectures.
Tel1 2013 04-04
This document outlines the schedule and activities for a course on constructing a learning environment for technology-enhanced learning (TEL). It includes details on problem-based learning sessions, collaborative studying, and instructions for designing a course environment. Students will work in teams to design a course based on pedagogical and technological scripts, and present their designs on the last day of class. The course environment and overall design will be evaluated based on criteria such as clarity, functionality, and adherence to the scripts.
Tel 2013 02-28
This document provides an agenda for a technology-enhanced learning course taking place on February 28, 2013. The schedule includes two lectures in the morning - one on the teacher's role in promoting collaborative dialogue, and another on assessment in education with computer-supported collaborative learning. Students are asked to write down any questions, problems, or concepts they do not understand by the end of the lectures, as the class will work to address these issues the following day. The overall goal of the course is for students to design a technology-enhanced learning environment.
Tel 2013 03-14
This document outlines the schedule and activities for a technology-enhanced learning course on March 14, 2013. The day includes feedback sessions for student teams on their pedagogical scripts, a lecture on technological decisions in designing technology-enhanced learning, and a session on technological scripting. Student teams are asked to suggest how their collaboration and individual work should be assessed.
Bijlage 4. CEL Annual Meeting Programme
The annual meeting of the Centre for Education and Learning will take place on October 2nd, 2015 in Delft, Netherlands. The full-day program will include keynote speeches on European higher education policy and open education/MOOCs research, as well as interactive sessions on using gamification to improve university teaching/learning and the latest developments in virtual reality/immersive learning. Confirmed speakers include experts from the European Commission, Open University of the Netherlands, Delft University of Technology, and an educational technology company.
Theory collaborative learning
Collaborative learning involves students learning together through coordination and sharing understanding of a problem. It is improved by explaining thoughts to others, being aware of different viewpoints, and utilizing diverse expertise. Theoretical foundations include socio-constructivism, where social interactions influence cognition, and socio-cultural views emphasizing social and cultural contexts. Prerequisites for effective collaboration are equality, open discussion, and technology that enables smooth interaction. Collaboration can be supported through instructional scaffolding and computer tools that make thinking visible and foster discussion.
Bringing e-assessment to a higher maturity on a national scale
can monitor progress
can adapt tests to level of student
- More effective learning
- Teachers: can monitor progress of whole class
- Early intervention possible
- National test database: reuse of tests, quality assurance
Educause october 2011 19
Impact so far:
- Reduced drop-out rates in first year bachelor programs
- Improved progression of students through formative testing
- Reduced teacher workload through computer-based marking
- Increased quality of testing through collaboration and expertise network
- Successful projects like adaptive testing in math and statistics are inspiring
other disciplines
- National infrastructure facilitates further scaling of e-assessment initiatives
- SURF program stimulates
Educational assessment and ict arro
This document discusses the importance of educational assessment in developing effective ICT-based educational solutions. It makes three key points:
1) Existing ICT initiatives have been isolated and fragmented, focusing on infrastructure without supporting teachers and students to effectively use new technologies. As a result, many projects ended after piloting.
2) For ICT solutions to improve learning outcomes, they must be developed in cooperation with educational psychologists and be informed by theories of cognitive development and learning. Solutions need to assess students' skills and knowledge and adapt accordingly.
3) Educational assessment should be theoretically grounded, multi-level, longitudinal, and methodologically diverse to understand the complex interaction between individual and environmental factors influencing development. Properly designed
Week 1 Lecture Intro To Ed Tech
This document provides an overview and outline of a lecture on educational technology. It introduces the topic and defines educational technology. It also discusses perspectives on teaching and learning such as behaviorism, cognitivism and constructivism. Additionally, it covers learning styles, multiple intelligences theory, teaching styles, and how technology can enhance the teaching and learning process when integrated thoughtfully into instructional planning.
Week 1 Lecture Intro To Ed Tech
This document provides an overview and outline of a lecture on educational technology. It introduces the topic and defines educational technology. It also discusses perspectives on teaching and learning such as behaviorism, cognitivism and constructivism. Additionally, it covers learning styles, multiple intelligences theory, teaching styles, and how technology can enhance the teaching and learning process when integrated thoughtfully into instructional planning.
Minor start
This document provides information about the Educational Technology minor studies program at the University of Oulu in Finland. The 25 ECTS minor involves four courses that introduce students to learning sciences, educational technology, learning theory, designing technology-enhanced learning, and completing an educational project. Students learn to identify core concepts in learning and ed tech, use technology to support learning, design tech-enhanced learning, and plan, implement and evaluate educational projects. They also learn to work efficiently in teams and reflect on their expertise in a digital portfolio. Studying involves diverse teaching methods, collaborative group work, international collaboration, and cooperation with local employers.
Pedro Encarnação: Development of an Integrated Manipulation and Communication...
The document summarizes a lecture on the development of an integrated manipulation and communication assistive technology (IAMCAT) to support academic activities for children with disabilities. The IAMCAT allows children to control a Lego robot or virtual robot to manipulate educational objects and communicate about learning experiences. Nine children with disabilities used the IAMCAT in their regular classrooms for language, math, science, and social studies activities. Teachers perceived that the IAMCAT enabled participation, increased communication, and contributed to accessing new knowledge for the children.
Similar to Intro 20120914 (20)
Theory, introduction to the course, 27.10.2014, Essi Vuopala
Theory, introduction to the course, 27.10.2014, Essi Vuopala
Theory, introduction to the course, 27.10.2014, Essi Vuopala
Theory, introduction to the course, 27.10.2014, Essi Vuopala
Bringing e-assessment to a higher maturity on a national scale
Bringing e-assessment to a higher maturity on a national scale
Pedro Encarnação: Development of an Integrated Manipulation and Communication...
Pedro Encarnação: Development of an Integrated Manipulation and Communication...
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This document outlines the agenda and activities for a learning course meeting. It includes:
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Intro 20120914
- 1. Today’s schedule: Friday 2012-09-14 09:00-10:30 Lecture: Introduction to Learning Sanna Järvelä KTK215 and Educational Technology Paul Kirschner 10:45-11:45 Social media as a learning and Jari Laru KTK215 working environment 12:30-14:00 (group ICT Workshop: Mindmapping tools Jari Laru 1) 14:30-16:00 (group 2) KTK207 12:30-14:00 (group Collaborative studying: Starting up Venla Vallivaara 2) with the first portfolio assignment 14:00-16:30 (group Venla Vallivaara LET – Learning and Educational Technology Research Unit 1) University of Oulu 2012-09-13 KTK215
- 2. Introduction to Learning and Educational Technology Collaborative Studying Friday 2012-09-14 EXPLORING THE CURRENT STATE OF EDUCATIONAL TECHNOLOGY IN DIFFERENT COUNTRIES • Form a pair/group, where at least one of the members is originally from some other country than Finland • Discuss: – How are people using technology to support learning or teaching in your home country? – How have you used technology when studying or teaching? – What kind of technological tools did they have in your school or workplace? – Do you think the current state of educational technology is good? Should they use technology more/less/differently? – How should the situation be developed further? Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2012-09-13
- 3. Introduction to Learning and Educational Technology Portfolio Assignment 1 • Plan a presentation with a title: Educational technology in ________________________ (a home country of one/all of the group members) • Use your own experiences, books, articles, official documents and/or internet as a resourse The presentations will be held in 21st September (30 minutes / presentation). – You can use technological presentation tools (PowerPoint, Prezi etc) or any creative way to support you presentation, if needed. Write also (individually) an article to your blog about the same topic by the 21st of September. Venla Vallivaara LET – Learning and Educational Technology Research Unit University of Oulu 2012-09-13
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