This document discusses digital portfolios and how students can use blogs and social media to create online portfolios. It explains that digital portfolios allow students to collect work over time to demonstrate skills and learning. Blogs provide a free and structured way to share assignments, media, and reflections. Setting up an educational blog allows students to make their learning visible, get feedback, and have an online presence to showcase for potential employers. The document provides examples of student blogs and asks readers to consider how to structure and design their own portfolio blog.
This document discusses self-regulated learning. It defines self-regulated learning as an active process where learners plan, monitor, and evaluate their cognition, motivation, and behavior during learning. A key part of self-regulated learning is goal setting and strategic planning to optimize one's learning. The document outlines a cyclical model of self-regulated learning involving task understanding, planning goals and strategies, enacting strategies through monitoring and control, and evaluating progress. Developing skills in self-regulation can improve learning outcomes.
The document discusses motivation and self-regulated learning in education. It provides definitions of education, learning, and the aims of higher education. It then covers various motivational constructs that influence self-regulated learning such as goal orientation, interest, self-efficacy, intrinsic/extrinsic motivation, task values, self-efficacy and outcome beliefs, future time perspective, volition, and causal attributions. It presents a cyclical view of motivation during self-regulated learning and discusses intervention studies and implications for instructional practice.
This document discusses digital portfolios and how students can use blogs and social media to create online portfolios. It explains that digital portfolios allow students to collect work over time to demonstrate skills and learning. Blogs provide a free and structured way to share assignments, media, and reflections. Setting up an educational blog allows students to make their learning visible, get feedback, and have an online presence to showcase for potential employers. The document provides examples of student blogs and asks readers to consider how to structure and design their own portfolio blog.
This document discusses self-regulated learning. It defines self-regulated learning as an active process where learners plan, monitor, and evaluate their cognition, motivation, and behavior during learning. A key part of self-regulated learning is goal setting and strategic planning to optimize one's learning. The document outlines a cyclical model of self-regulated learning involving task understanding, planning goals and strategies, enacting strategies through monitoring and control, and evaluating progress. Developing skills in self-regulation can improve learning outcomes.
The document discusses motivation and self-regulated learning in education. It provides definitions of education, learning, and the aims of higher education. It then covers various motivational constructs that influence self-regulated learning such as goal orientation, interest, self-efficacy, intrinsic/extrinsic motivation, task values, self-efficacy and outcome beliefs, future time perspective, volition, and causal attributions. It presents a cyclical view of motivation during self-regulated learning and discusses intervention studies and implications for instructional practice.
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.
This document discusses productising educational projects. It provides examples of educational startups like NoviCraft and Discendum that turned educational expertise into commercial products and services. It also describes a case of a Finnish school being exported to Saudi Arabia. The document notes both challenges and benefits to turning educational background into business opportunities. Challenges include lack of entrepreneurship examples in education and difficulties externalizing educational knowhow. Benefits include knowledge construction skills being useful for new ventures and learning skills being core to renewal. The document concludes with an assignment for groups to pitch an expertise or product/service using the A-N-A-B-C model.
Satu Lumijärvi Assistant: Elina Määttä
In SecondLife: Satulumi In SecondLife: ElinaM
Tel. 08 553 3654 Tel. 08 553 3657
E-mail: satu.lumijarvi@oulu.fi E-mail: elina.maatta@oulu.fi
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
27.1.2012
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.
This document discusses productising educational projects. It provides examples of educational startups like NoviCraft and Discendum that turned educational expertise into commercial products and services. It also describes a case of a Finnish school being exported to Saudi Arabia. The document notes both challenges and benefits to turning educational background into business opportunities. Challenges include lack of entrepreneurship examples in education and difficulties externalizing educational knowhow. Benefits include knowledge construction skills being useful for new ventures and learning skills being core to renewal. The document concludes with an assignment for groups to pitch an expertise or product/service using the A-N-A-B-C model.
Satu Lumijärvi Assistant: Elina Määttä
In SecondLife: Satulumi In SecondLife: ElinaM
Tel. 08 553 3654 Tel. 08 553 3657
E-mail: satu.lumijarvi@oulu.fi E-mail: elina.maatta@oulu.fi
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
27.1.2012
Snellman kesäyliopiston luentokurssi Digiopus. Ensimmäinen luento: Mitä tietoja tarvitsen digitaalisen oppimateriaalin tekemisen alkuvaiheessa. Anne Rongas ja Kari A. Hintikka
This document outlines different methods that can be used to measure self-regulated learning. It discusses measuring SRL as both an aptitude and an event, and some of the challenges in measurement. Some key methods mentioned include self-report questionnaires, observations of student behavior, think-aloud protocols, learning diaries, interviews, and analyzing digital traces of student interactions in online learning environments. The document advocates for using mixed methods to address limitations of individual approaches and gain a more comprehensive understanding of students' self-regulated learning.
The document discusses self-regulated learning from a metacognitive perspective. It begins by introducing the presenter as a post-doc researcher studying self-regulated learning and socially shared regulation of learning. It then provides an overview of the key aspects of self-regulated learning, including: (1) task understanding, (2) goal setting and planning, (3) enacting strategies like monitoring and controlling, and (4) evaluating. The document emphasizes that self-regulated learning is an active, cyclical process whereby learners personalize their efforts to optimize cognitive, motivational and behavioral processes in pursuit of learning goals.
Self-regulated learning involves students actively monitoring and controlling their cognition, motivation, behavior, and environment in pursuit of goals. It is influenced by personal characteristics as well as social and environmental factors. Effective self-regulated learners are aware of their own strengths and weaknesses, can employ various learning strategies, and are motivated to learn. Regulation may occur individually through self-reflection, or socially through collaboration with others. Developing strong self-regulated learning skills is important for students' well-being, academic success, and ability to adapt to changing demands.
This document outlines the course objectives, content, assessment, and timeline for a course on self-regulated learning. The course aims to help students understand key concepts and theories of self-regulated learning and how to apply them in different contexts. Students will complete individual reflection assignments and participate in collaborative group work, which involves solving cases and preparing teaching sessions. The course will be assessed based on individual and group work and participation.
This document provides information about an online course on Computer-Supported Collaborative Learning (CSCL). The course will be taught over 9 weeks by professors from the Universities of Saarland, Turku, and Oulu. It will cover three topics: scripting, motivation and emotions, and metacognition in CSCL. Students will learn about the theoretical foundations of CSCL and collaborative learning, and how to design, evaluate, and assess collaborative learning environments. The course will include orientation, readings, video lectures, team discussions, and a final exam. Students will be asked to take on discussion roles like contributor, critic, and composer to strengthen argumentation and collaboration skills.
This document outlines the agenda and activities for a learning course meeting. It includes:
1) A presentation by Essi Vuopala on her Pecha Kucha style talk
2) Working in home teams to review initial mind maps on learning and create new mind maps to identify changes
3) A discussion on how participants' understanding of learning has changed during the course
It also provides information on assessment, which is based on active participation, completing portfolio assignments that require reflection on learning, and tasks from ICT workshops. Portfolio Assignment 6 involves reflecting on changes in understanding of learning and the role of collaboration.
The document outlines the agenda for a collaborative working session. It instructs participants to first form expert teams to discuss chapters they read and share key insights. They will then return to their home teams to teach what they learned. Finally, home teams will create a presentation, such as a mind map or comic strip, about the theme of four articles and publish it to their blog. The session aims to foster discussion of readings and collaboration between expert and home teams.
This document outlines the course structure and schedule for an educational technology course taking place over 6 weeks. It details the weekly schedule which includes Monday morning meetings for presentations and information sharing, individual portfolio assignments, collaborative working sessions in small groups, and hands-on ICT workshops. The timetable for the current Monday morning meeting is provided, covering educational technology in countries such as Palestine, Ghana, Thailand, Vietnam, Italy, and Indonesia. Students are assigned to write blog posts about their presentations and comment on others' posts as part of portfolio assignment 5.
This document outlines the agenda and activities for a collaborative working session. It instructs participants to first form expert teams based on book chapters they read, to discuss the main messages, important concepts, new information, and any unclear parts. They will then return to their home teams to teach one another what they learned. As a home team, they will create a mind map summarizing the key points. Finally, the document asks how important concepts from all articles can be connected and presented coherently, and provides reading materials for the next session.
This document outlines the course structure and schedule for an educational technology course taking place over 6 weeks. It includes details on weekly morning meetings for presentations and information sharing, individual portfolio assignments due each week, collaborative working sessions in small groups during various class times, hands-on ICT workshops for two groups on different days, and the timetable of topics to be covered in the morning meeting that day, including educational technology in Germany, Spain, USA, Kyrgyzstan, Iran, and Moldova. It concludes with the instructions for the fourth portfolio assignment, which involves blogging about a student's own presentation or commenting on two other interesting presentations from the morning meeting.
1) The document outlines an orientation for new students in the Communication and Orientation Studies program, including an introduction to using photo diaries as a reflection method. Students will take one photo per week over six weeks reflecting on themes like home, culture, and studies.
2) It then discusses the concept of culture and gets students to reflect on their impressions of Finnish culture so far. Academic culture is explored, emphasizing independence, integrity, and participation.
3) Finally, the document compares the academic cultures students come from to the culture of studying in Finland and the LET program, noting a focus on independent learning and ability of students to question teachers.
This document outlines the agenda and activities for a collaborative working session on personal learning environments (PLEs). It instructs participants to:
1. Form expert teams to discuss chapters they read and the main messages, important concepts, new insights, and unclear areas.
2. Return to their home teams to teach one another about their chapter's main message, important concepts using a mind map.
3. As a large group, discuss the important concepts found across all articles, how they are the same or different, how concepts are connected, and how to coherently present the main points.
4. Have each member read one of four research articles on PLEs to further their individual understanding.
This document outlines the course structure and schedule for an educational technology course taking place over 6 weeks. It details the various course activities including Monday morning meetings for presentations and information sharing, individual portfolio assignments, collaborative working sessions in small groups, and hands-on ICT workshops. The timetable provides the specific dates and times for each course element. It also lists the topics that will be covered in the student Pecha Kucha presentations during that morning's meeting, and gives instructions for portfolio assignment 3 regarding blogging about the presentations.
The document outlines the schedule and topics for a communication and orientation studies course. It discusses creating a personal study plan (PSP) to guide students through their degree requirements, goals and timeline. Students will continue working on their PSPs in an upcoming computer class and must present original certificates of completed studies. The PSP process involves ongoing review and revision over three years to facilitate on-time graduation.
This document outlines an introductory session on collaborative learning. It instructs participants to:
1) Form expert teams to discuss chapters they read and the main messages, important concepts, new insights, and unclear areas.
2) Return to their home teams to teach others about their chapter's main message and important concepts. They will create a collaborative concept map titled "how people learn".
3) Members will then each read one of several research articles on collaborative learning and be prepared to discuss with their group.
This document provides an introduction to technology enhanced learning. It discusses how the modern knowledge economy requires lifelong learning. It describes key findings from learning sciences, including the importance of deep conceptual understanding, connected knowledge, and collaborative learning. It also discusses motivational competence, self-regulated learning, and how technology can support deep learning and collaboration through representing knowledge concretely and allowing learners to build knowledge together. Examples are given of learning, collaboration, and technology use in the author's research and teaching.
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.
This document provides guidance on reporting qualitative research results. It explains that qualitative research aims to interpret and make sense of phenomena in their natural settings by understanding people's meanings and perspectives. The main steps in qualitative research are outlined, including formulating research questions, collecting and interpreting data, and writing findings. When reporting results, the researcher must be consistent, clear, precise, and objective while connecting all aspects of the study. General guidelines recommend highlighting the original context, only reporting results for the research questions, using tables and graphs sparingly with explanation, and indicating which questions the results address. Practical tips include introducing each results section, grouping findings logically by category, and describing the method each set of results came from.
This document provides the timetable and topics for the second part of a qualitative methodology course taking place in the fall of 2015. It includes the dates and locations for weekly lectures on writing research publications, ethical issues, validity and reliability, and reporting results. It instructs students to discuss in groups what they remember from the first part of the course, what topics interest them, and to write down 3 questions they have that they hope will be addressed. It also directs students to check the course's wiki page for latest materials and information.
This document outlines an introductory course collaboration project using mind mapping, concept mapping, and the jigsaw method of learning. It discusses:
1) Students will be divided into teams to create a mind map on the concept of "Learning" and learn about the jigsaw method.
2) The jigsaw method involves students dividing into expert groups to learn about assigned readings and then returning to their original teams to share their new knowledge.
3) The document provides the course schedule and plan for collaborative working sessions, ICT workshops, and assigned readings to be divided among student teams using the jigsaw method.
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