Otto 031111
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Posters041013
ICT has strengths in education such as motivating students and preparing them for the future. However, weaknesses include the costs of equipment and software as well as the possibility of distraction. Opportunities exist to individualize learning and connect students globally, but threats involve the risk of digital divides between those who have access to technology and those who do not.
Swot analysis on ICT Croatia
This document analyzes the strengths, weaknesses, opportunities, and threats (SWOT) of using information and communication technology (ICT) in education. The strengths include ICT helping students learn using various sources and preparing them for the future. However, weaknesses exist such as ICT only being used for some subjects and not enough resources. Opportunities also exist to integrate ICT across all subjects and encourage cooperation between schools and businesses. Threats to the use of ICT include costs, training needs, potential damage, distractions, and safety issues.
Module 1 swot laura vilar
This document presents a SWOT analysis of CLIL (Content and Language Integrated Learning). It identifies strengths such as learning language in context through meaningful activities and helping classmates. Weaknesses include the extra work for teachers and potential difficulties for students if they don't understand the language. Opportunities listed are increasing ICT, fostering thinking skills, and preparing students for future opportunities. Threats include harming other subjects for weaker language students, and lack of resources, time, recognition, small class sizes, and prepared materials.
How an employer identifies potential suitable employees in Germany (main)
The document summarizes the key activities and outcomes of a project test conducted by students. It discusses the subjects covered - AWT, economics, social studies, and technology. For each subject, it lists the activities students engaged in to create a mock company called Kiosk Sunhut Corp, such as designing job advertisements, CVs and application letters, market analysis, and producing food items. It also describes the students' practice presentation about the requirements for getting a job, including personal qualities and skills. Finally, it provides guidance on writing CVs and application letters effectively.
SWOT Analysis on the Use of ICT - Romania
Students take 4 ICT classes and 1 programming class per week, totaling 7 classes. The school has 3 computer labs with 30 desktop computers each, as well as a physics lab equipped with laptops, a video projector, and an interactive whiteboard. The interactive whiteboard allows for greater student participation and makes classes more dynamic. The school also uses an eLearning platform called AeL that provides online courses, simulations, and assessments to increase student motivation. While the labs help direct learning towards practical applications, some are outdated and insufficient for the number of teachers wanting to use them. There is also a risk that teachers and students may over-rely on technology without integrating it properly into the curriculum.
ICT Centered Teaching & Learning
The document discusses different teaching philosophies including teacher-centered, learner-centered, and ICT-centered philosophies. It outlines the skills and tools needed for effective technology integration in education, including computers, the internet, and digital techniques. The document argues that technology can enhance learning by allowing students more flexibility and control over what, when, where, and how they learn.
SWOT for Language Teachers
a presentation on swot analysis with examples relevant to language teachers. activities and exercises included.
Interactive Teaching Techniques & SWOT Analysis
a powerpoint presentation for college teachers on 1. interactive teaching techniques and 2. swot analysis
Recommended
Posters041013
ICT has strengths in education such as motivating students and preparing them for the future. However, weaknesses include the costs of equipment and software as well as the possibility of distraction. Opportunities exist to individualize learning and connect students globally, but threats involve the risk of digital divides between those who have access to technology and those who do not.
Swot analysis on ICT Croatia
This document analyzes the strengths, weaknesses, opportunities, and threats (SWOT) of using information and communication technology (ICT) in education. The strengths include ICT helping students learn using various sources and preparing them for the future. However, weaknesses exist such as ICT only being used for some subjects and not enough resources. Opportunities also exist to integrate ICT across all subjects and encourage cooperation between schools and businesses. Threats to the use of ICT include costs, training needs, potential damage, distractions, and safety issues.
Module 1 swot laura vilar
This document presents a SWOT analysis of CLIL (Content and Language Integrated Learning). It identifies strengths such as learning language in context through meaningful activities and helping classmates. Weaknesses include the extra work for teachers and potential difficulties for students if they don't understand the language. Opportunities listed are increasing ICT, fostering thinking skills, and preparing students for future opportunities. Threats include harming other subjects for weaker language students, and lack of resources, time, recognition, small class sizes, and prepared materials.
How an employer identifies potential suitable employees in Germany (main)
The document summarizes the key activities and outcomes of a project test conducted by students. It discusses the subjects covered - AWT, economics, social studies, and technology. For each subject, it lists the activities students engaged in to create a mock company called Kiosk Sunhut Corp, such as designing job advertisements, CVs and application letters, market analysis, and producing food items. It also describes the students' practice presentation about the requirements for getting a job, including personal qualities and skills. Finally, it provides guidance on writing CVs and application letters effectively.
SWOT Analysis on the Use of ICT - Romania
Students take 4 ICT classes and 1 programming class per week, totaling 7 classes. The school has 3 computer labs with 30 desktop computers each, as well as a physics lab equipped with laptops, a video projector, and an interactive whiteboard. The interactive whiteboard allows for greater student participation and makes classes more dynamic. The school also uses an eLearning platform called AeL that provides online courses, simulations, and assessments to increase student motivation. While the labs help direct learning towards practical applications, some are outdated and insufficient for the number of teachers wanting to use them. There is also a risk that teachers and students may over-rely on technology without integrating it properly into the curriculum.
ICT Centered Teaching & Learning
The document discusses different teaching philosophies including teacher-centered, learner-centered, and ICT-centered philosophies. It outlines the skills and tools needed for effective technology integration in education, including computers, the internet, and digital techniques. The document argues that technology can enhance learning by allowing students more flexibility and control over what, when, where, and how they learn.
SWOT for Language Teachers
a presentation on swot analysis with examples relevant to language teachers. activities and exercises included.
Interactive Teaching Techniques & SWOT Analysis
a powerpoint presentation for college teachers on 1. interactive teaching techniques and 2. swot analysis
Srl research lecture
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.
Srl renoved2015
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.
What is srl_06112015_slideshare
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.
Self-Regulated Learning (SRL)course intro_2015
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.
Cscl2015 introduction slides
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.
Intro 2015-10-12
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.
Intro 2015-10-07-cw
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.
Intro 2015-10-05
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.
Intro 2015-09-30-cw
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.
Intro 2015-09-28
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.
Orient 22nd of september
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.
Intro 2015-09-23-cw
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.
Intro 2015-09-21
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.
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Srl research lecture
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.
Srl renoved2015
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.
What is srl_06112015_slideshare
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.
Self-Regulated Learning (SRL)course intro_2015
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.
Cscl2015 introduction slides
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.
Intro 2015-10-12
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.
Intro 2015-10-07-cw
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.
Intro 2015-10-05
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.
Intro 2015-09-30-cw
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.
Intro 2015-09-28
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.
Orient 22nd of september
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.
Intro 2015-09-23-cw
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.
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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.
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Otto 031111
- 1. Tervetuloa opintojakson neljänteen lähitapaamiseen! TORSTAI 3.11.2011 3.11.2011, Oppimisen teoria ja teknologian opetuskäyttö Venla Vallivaara Oppimisen ja koulutusteknologian tutkimusyksikkö
- 2. OTTO Lähiopetuspäivän sisältö ja aikataulu 08.30 – 09.30 PBL-työskentelyn (case 3) viimeinen vaihe (askel 7) KTK303: Campanula & Vasara Oy (jos tulee ahdasta, toinen ryhmistä voi mennä Pedon kahvioon tms.) KTK234: Lehmus KTK219: Ihmettelijät & Vätys (jos tulee ahdasta, toinen ryhmistä voi mennä Pedon kahvioon tms.) 09.30 – 10.00 Tuotosten esittely 10.00 – 10.15 Tauko 10.15 – 14.00 Digitarinatyöpaja (KTK207) (Ryhmät voivat pitää 45-60 minuutin mittaisen lounastauon haluamassaan välissä) Digitarinan työstäminen jatkuu työpajan jälkeen ryhmien sopimalla tavalla keskiviikkoon 16.11. saakka (14.00 – 15.30 Maisteriopiskelijoiden tuutortapaaminen) 3.11.2011, Oppimisen teoria ja teknologian opetuskäyttö Venla Vallivaara Oppimisen ja koulutusteknologian tutkimusyksikkö
- 3. PBL – case 3: Opitun tiedon soveltamisvaihe (askel 7) • Ryhmät keskustelevat yhdessä siitä, mitä jokainen on löytänyt ja oppinut itsenäisen työskentelyn vaiheessa Ryhmä koostaa sihteeri 2:n johdolla paperille tai tietokoneelle (esim. MindMeisterillä) miellekartan tai listamaisen kirjoitelman siitä, millaisia vastauksia ryhmän asettamaan tutkimuskysymykseen on löytynyt. Huomaattehan, että käytettävä aika on hyvin rajallinen, joten valmista tekstiä tietokoneelle tai esim. Prezi-esitystä ei kannata ryhtyä tuottamaan yhdessä! • Kaikki ryhmät kokoontuvat ennen taukoa (klo 09.30) esittelemään lyhyesti tuotoksensa muille ryhmille Sihteeri 2 kirjoittaa/piirtää ryhmän tuotoksen puhtaaksi ja vie sen wikiin näkyviin perjantaihin 11.11. mennessä. Sihteerin ei oleteta täydentävän tuotosta itsenäisesti vaan vievän sen sellaisena, minkälaiseen lopputulokseen ryhmä lähitapaamisessa pääsi. • Tuotoksen arvioinnissa otetaan huomioon se, että se tuotettiin purkuvaiheessa kasvokkain keskustellen sen sijaan, että tuotosta olisi viilattu pitkään yhdessä verkkoympäristössä ja teknologian opetuskäyttö 3.11.2011, Oppimisen teoria Venla Vallivaara Oppimisen ja koulutusteknologian tutkimusyksikkö
- 4. Viimeisen etäjakson työskentely kootusti: • Digitarinan työstäminen ja viimeistely – Palautus ke 16.11. klo 14 mennessä wikiin • Viimeisen PBL-tuotoksen puhtaaksikirjoitus ja vieminen wikiin – Sihteeri 2 hoitaa pe 11.11. mennessä • Ryhmän työskentelyn arviointi – Ohjeistetaan myöhemmin sähköpostilla – Toteutetaan ryhmän sopimalla tavalla ma 14.11.-pe 18.11. välisenä aikana 3.11.2011, Oppimisen teoria ja teknologian opetuskäyttö Venla Vallivaara Oppimisen ja koulutusteknologian tutkimusyksikkö
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