Antud slaidiprogramm on tehtud TLÜ haridustehnoloogia magistriõppe kodutööks digitaalse meedia sisutootmises. Kasutatud on Junior Achievementi "Majandusõpikut" peatükk 6.
Antud slaidiprogramm on tehtud TLÜ haridustehnoloogia magistriõppe kodutööks digitaalse meedia sisutootmises. Kasutatud on Junior Achievementi "Majandusõpikut" peatükk 6.
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
Education system in Estonia: PISA and Digital TurnMart Laanpere
This document summarizes education in Estonia, including its success on PISA tests in mathematics, reading, and science. It provides statistics on Estonia's population, economy, and information society indicators showing widespread computer and internet access. Educational statistics are presented showing Estonia ranking highly in the world and Europe on PISA from 2009 to 2015. Possible factors for this success are discussed like school autonomy, qualified teachers, equal opportunities, and educational expenditures. The document concludes by discussing Estonia's digital turn in schools toward 1:1 computing and new learning paradigms.
Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital ...Mart Laanpere
This document summarizes research evaluating an online tool and rubric for assessing Estonian teachers' digital competencies. Through focus groups with teachers and other stakeholders, the researchers found:
1) Some statements in the rubric were difficult to understand or irrelevant for teachers.
2) The workload of self-assessment was too high, reducing motivation.
3) Changing to a simpler 3-point scale and providing examples instead of definitions could increase usability.
4) Scenario-based discussions helped validate changes needed to the rubric and tool to better reflect teachers' experiences and increase adoption. Suggestions were made to simplify the rubric and requirements for a new online assessment tool.
Evidence-Centered Approach to Online Assessment of Students’ Digital CompetenceMart Laanpere
This document discusses developing an online assessment of digital competence for Estonian students based on an Evidence-Centered Design (ECD) framework. It involves two university teams combining deductive and inductive approaches to build an assessment aligned with the DigComp framework and Estonian curriculum. The ECD framework layers assessment from domain analysis to implementation. A Bayesian network and practical tasks are proposed to assess knowledge, skills, and abilities. Piloting is planned in schools to test scenario-based tasks and Bayesian scoring.
Digital Mirror: Measuring the digital innovation maturity in Estonian schoolsMart Laanpere
1. The document discusses measuring the impact of whole-school digital innovation in Estonian schools. It describes Estonia's strategy of implementing a digital turn in education through 1:1 computing initiatives.
2. A tool called "Digital Mirror" is presented for assessing schools' digital maturity across dimensions of infrastructure, pedagogical innovation, and change management. The tool was used to evaluate schools in Estonia's Samsung DigitalTurn project.
3. Lessons from empirical studies with vocational schools show that Digital Mirror is useful for schools to self-assess and benchmark their digital progress, though it may take time to fully adopt and interpret key concepts. The tool could be integrated with the European Dig
Best Practice Benchmarking course by EuneosMart Laanpere
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
This document provides an introduction to a course on integrating technology into STEM education. It introduces the course instructor, Dr. Mart Laanpere, and discusses some logistical details about the course. It also provides background information on Estonia and its efforts to integrate digital technologies into education, including a national strategy to implement a "digital turn" in schools through initiatives like 1:1 computing and digital learning resources. The document summarizes some experiences from a previous project implementing digital technologies in schools and concludes with an invitation to participate in a quiz using the Kahoot platform.
Analysing the Use of Distributed Digital Learning ResourcesMart Laanpere
Mart Laanpere presented on analyzing the use of distributed digital learning resources in Estonia. Estonia has moved towards a digital learning strategy of BYOD and digital textbooks, which requires learning analytics that can aggregate data from multiple sources across the open web. The current situation in Estonia finds learning resources scattered across many platforms. To address this, eSchoolbag is being developed as a digital learning resource cloud that can harvest metadata from different repositories, power search and recommendations, track user activities, and provide a recommender system - helping to analyze learning in a distributed environment.
1. Õppedisaini alused IFI7051
Õppedisaini alused
2. Probleemipüstitus ja õpitegevused
Mart Laanpere
TLÜ Informaatika instituudi teadur
Haridustehnoloogia keskuse juhataja
E-kursus valmis ESF programmi BeST toel
2. Merrill: õpetamise
esmased printsiibid kohviku oma
Susan plaanib oma
Susan plaanib
kohviku
Lõimimine laiendamiseks
laiendamiseks
Aktiveerimine
pangast laenu saada,
pangast laenu saada,
aita tal müügiaruanne
aita tal müügiaruanne
Õpetaja/süsteemi koostada
Õpilane rakendab koostada
Õpilanerakendab
Õpilane koostab
Õpilanejakoostab
Õpetaja/süsteemi
Näitedoma elust
Näited ja varem
iseseisvaltvarem
õpitut omaExceli
Probleemid //
õpitut sarnase
esitlus sarnase
esitlus Exceli
Probleemid elust
iseseisvalttabelite
õpitu Exceli tabelite
õpitu Exceli
võetud probleemi
ülesanded
ülesande täitmise
tabeli
võetud probleemi
ülesanded
ülesande täitmise
tabeli
koostamise kohta
koostamise kohta
lahendamiseks
müügiaruandega
kohta
lahendamiseks
müügiaruandega
kohta
Rakendamine Demonstreerimine
3. Merrilli Kivike-Tiigis
mudel
Probleemid //
Probleemid
ülesanded
ülesanded
Analüüs
Strateegia
Kujundamine
Tootmine
4. Näide: Õpiobjekt
tabelarvutusest
• Eeldus: üldine õpieesmärk ja sihtrühm on määratletud (nt.
Exceli tabeli koostamine kasutades valemeid. 6.klass)
• Probleem: aita Susanil müügiaruanne koostada
• Ülesannete jada: kergemast raskemani
• Komponentide analüüs: info, teadmised (osad, liigid, kuidas,
siis-kui), oskused
• Õpetamise strateegiad: esitluslik vs. avastuslik, induktiivne vs.
deduktiivne, plokkskeem või BPMN, hindamine
• Õppematerjali kujundus: storyboard, ekraanipaigutus
• Õpiobjekti tootmine: tarkvara, standardid, platvormid
5. Ülesanne
• Moodustage rühmad (2-3 liiget)
• Valige oma õpiobjekti/e-kursuse teema
• Määratlege üldine õpieesmärk
• Kirjeldage oma õpiobjekti/e-kursuse sihtrühma (varasemad
teadmised-oskused, hoiakud, motivatsioon, õppevorm,
õpikeskkond)
• Sõnastage käsitletav probleem
• Koostage ülesannete jada (kergemast raskemaks, 6-8 ülesannet)
6. Hierarhiline
tegumianalüüs funktsioonid tegumiteks (task),
• Töö (job) jaguneb funktsioonideks,
tegumid alamtegumiteks (sub-task), alamtegumid operatsioonideks.
Sekretär
Sekretär Töö
Kohvi-
Kohvi-
Dokumendi
Dokumendi E-posti
E-posti pakkumin
pakkumin Funktsioonid
-haldus
-haldus suhtlus
suhtlus e
e
E-kirja
E-kirja
E-kirja
E-kirja koostamin
koostamin Tegumid
lugemine
lugemine e
e
Meilikliendi
Meilikliendi Adressaad
Adressaad Kirja teema
Kirja teema Operatsioonid
käivitamine
käivitamine illisamine
illisamine lisamine
lisamine
7. Sõnasta õpiväljundid
sooritusena
• Iga tegumi kohta määratletakse mõõdetaval kujul selle soorituse
viis, tingimused ja mõnel juhul ka soorituse määr (nt kiirus),
kontekst (nt klass) ja abivahendid
• Näide: koolituse edukalt läbinu koostab enese poolt valitud
meilitarkvara abil korrektselt vormistatud e-kirja, lisab sellele
manuse ja saadab etteantud aadressil
• Eesmärkide hierarhia: üldised õpieesmärgid jagunevad
konkreetseteks õpiväljunditeks (learning outcomes)
• Mõõdetavus (soorituskesksus): pole soovitav kasutada sõnu
“teab”, “mõistab” jms, vaid “nimetab”, “kirjeldab”.
8. Bloomi õpieesmärkide
taksonoomia
• teadmine – õpilane loetleb, defineerib, tunneb ära,
demonstreerib…
• mõistmine – õpilane võtab kokku, kirjeldab oma sõnadega,
tõlgendab…
• kasutamine – õpilane rakendab, kasutab, muudab, seostab,
lahendab…
• analüüs – õpilane analüüsib, järjestab, eristab, võrdleb,
süstematiseerib…
• süntees – õpilane kombineerib, integreerib, korrastab ümber,
loob…
• hinnang – õpilane hindab, otsustab, valib, testib…
10. Individuaalne ülesanne
• Sõnastage üheskoos oma õpiobjekti/e-kursuse
õpieesmärgid “soorituste keeles”
• Jaotage oma õpisüsteem osadeks (nt.
mooduliteks, tundideks), iga rühmaliige valib ühe
mooduli ning sõnastab õpiväljundid Bloomi või
Merrilli taksonoomiast lähtudes
11. Koosta hindamisvahend
• Hindamisvahendite liigid (abstraktsest konkreetseni):
• Kirjalik test –> simulatsioon –> autentne sooritus (live)
• NB! Testi on lihtne teha, aga selle puhul tekivad
valiidsusprobleemid (test ei mõõda seda, mida ta väidetavalt
peaks mõõtma)
• Hindamismudel (vt. http://hindamismudelid.blogspot.com/)