Project Development Session 5
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This document discusses pedagogical approaches for e-learning project development including cognitive apprenticeship and legitimate peripheral participation. It provides a checklist for learning guides that includes module/course identification, learning outcomes, intended outcomes, learning resources/activities, and tools. The document also references sources on the effective use of social software to support learning and engagement.
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Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
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When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
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This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
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This design rationale summarizes a problem-based learning activity on microfinance. It includes:
1) An introduction outlining problem-based learning according to Walker, Leary & Hmelo-Silver, and the initial unit on microfinance that was adapted.
2) An overview of the essential characteristics of problem-based learning and how they were applied in this learning experience, including giving students responsibility for their own learning and using an ill-structured problem.
3) A discussion of backward design using the curriculum requirements and applying ICT tools for students to research, present, and reflect on their micro-business plan in an interdisciplinary way meeting requirements in economics, English, digital technologies and mathematics.
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Project-based multimedia learning involves students creating multimedia products to address core curriculum topics over an extended period of time. It has seven key elements: being anchored to core curriculum, relating to the real world, extended timeframes, student decision making, collaboration, assessment, and use of multimedia. Benefits include motivating students and building hard skills like problem solving as well as soft skills like collaboration. Challenges include needing time for orientation and making sure students have the necessary computer skills.
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1. Resource-based projects involve students finding their own information on a topic determined by the teacher and organizing it to answer problems or questions. The focus is on the learning process rather than the final product.
2. Simple creations allow students to develop software or other projects using analysis, synthesis, and promotion of new ideas. Teachers define the task and encourage idea generation and flexibility.
3. Guided hypermedia projects involve students creating multimedia presentations using either instructive tools like PowerPoint or constructive tools like presentations with various media.
4. Web-based projects could involve students creating and posting web
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The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
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This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).
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Collaboration_Vuopala_ 260913
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Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009).
This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
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1) The role of teachers is changing due to technological advancements like the World Wide Web emerging in the last few decades. Technology is developing exponentially, making devices smaller, faster, and cheaper.
2) Teachers will need to modify their role from solely imparting knowledge to organizing, enabling critical thinking skills, and nurturing collaborative work. This involves using blended learning techniques and online resources.
3) The document discusses potential new roles for teachers, including as a network administrator to help students construct personal learning networks, as a concierge to direct students to additional resources, and as a curator to create learning spaces and guide exploration while acknowledging student autonomy.
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This design rationale summarizes a problem-based learning activity on microfinance. It includes:
1) An introduction outlining problem-based learning according to Walker, Leary & Hmelo-Silver, and the initial unit on microfinance that was adapted.
2) An overview of the essential characteristics of problem-based learning and how they were applied in this learning experience, including giving students responsibility for their own learning and using an ill-structured problem.
3) A discussion of backward design using the curriculum requirements and applying ICT tools for students to research, present, and reflect on their micro-business plan in an interdisciplinary way meeting requirements in economics, English, digital technologies and mathematics.
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Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it is a motivating approach that actively engages students in learning and allows them ownership over their learning.
Lesson 15 project-based learning and multimedia.
Project-based multimedia learning involves students creating multimedia products to address core curriculum topics over an extended period of time. It has seven key elements: being anchored to core curriculum, relating to the real world, extended timeframes, student decision making, collaboration, assessment, and use of multimedia. Benefits include motivating students and building hard skills like problem solving as well as soft skills like collaboration. Challenges include needing time for orientation and making sure students have the necessary computer skills.
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Authentic learning involves applying knowledge to real-world contexts and situations through activities like role-playing exercises, problem-based activities, case studies, and virtual communities. It has four key themes: involving real-world problems and presenting findings to outside audiences; using open-ended inquiry, thinking skills, and metacognition; engaging in social learning and discourse within a community; and allowing students to direct their own learning during project work. Authentic learning also incorporates elements like relevance to the real world, ill-defined problems, sustained investigation, multiple perspectives and sources, collaboration, reflection, interdisciplinary views, integrated assessment, polished final products, and multiple possible outcomes or interpretations.
Promoting the Scholarship of Teaching by Forming Connections
This document discusses promoting the scholarship of teaching through forming connections. It defines the scholarship of teaching as engagement with existing teaching knowledge, self-reflection on teaching practices, and public sharing of teaching ideas to help students learn more effectively. It recommends forming connections through reflection, collaboration, shared experiences, professional associations, and technology. The document provides examples of instructional strategies and technologies that can help form connections and engage in the scholarship of teaching, such as podcasting, clickers, Google Docs, discussion boards, and learning style/teaching style inventories.
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This document discusses four types of IT-based projects that can engage students in higher-order thinking:
1. Resource-based projects involve students finding their own information on a topic determined by the teacher and organizing it to answer problems or questions. The focus is on the learning process rather than the final product.
2. Simple creations allow students to develop software or other projects using analysis, synthesis, and promotion of new ideas. Teachers define the task and encourage idea generation and flexibility.
3. Guided hypermedia projects involve students creating multimedia presentations using either instructive tools like PowerPoint or constructive tools like presentations with various media.
4. Web-based projects could involve students creating and posting web
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This document discusses learning theories and their application to online learning. It focuses on constructivism, which emphasizes that learners construct their own knowledge based on experiences. Some key principles of constructivism discussed are that learning should take place in realistic settings, learners should take an active role in their learning, and content should be presented holistically rather than broken into smaller tasks. The document examines how well online learning aligns with constructivist principles.
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
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This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).
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High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Ict u4
Unit 4:Application of ICT for Enriching Classroom Experiences – Application and use of Multimedia Educational Software for Classroom situations – Use of Internet based media for teaching and learning enrichment – Project based learning using computers, Internet and Activities – Collaborative learning using group discussion, projects, field visits, blogs, etc. E-learning: Meaning, Advantages and Disadvantages – Open Educational Resources: Concept and Significance
integrating ET into teaching
The document discusses key ingredients for successful technology integration in schools. It covers learning theories that inform technology integration models, including constructivism and objectivism. It also discusses the Technological Pedagogical Content Knowledge framework and the Technology Integration Planning model for designing technology lessons. Additionally, it outlines essential conditions needed to support technology integration, such as a shared vision, access to resources, trained personnel, and technical assistance.
Building Community in the Online Classroom through Group Work
The document discusses the design of a group project for an online classroom to build community. It outlines three primary design goals: 1) designing the project to accomplish something that cannot be done individually, 2) designing authentic assessments of course objectives using group work, and 3) clearly defining project goals, processes, and evaluation criteria. Key considerations discussed include overcoming individualism, assigned vs self-selected groups, timing, and the instructor's role as facilitator vs micromanager.
21stcenturizing Learning 2
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
Personal Learning Environments (PLE) Tallinn PLE Conference 2014
This presentation took place at the 5th International Conference on Personal Learning Environments http://pleconf.org/2014/ in Tallinn, Estonia
Google docs in google drive for collaborative reflective 2
This document discusses using Google Drive to facilitate collaborative reflective writing among students in a post-graduate health education program. Currently, students complete reflective writing individually which limits collaborative learning. The document proposes piloting Google Drive to allow students to work collaboratively on reflective writing in small groups. Features like document sharing and comments could help provide feedback and encourage reflection among a community of practitioners. Implementing the pilot would require training students and getting buy-in from staff on using technology to enhance learning.
Infusing Cooperative Learning & Technology to Create a Dynamic Social Studies...
This document discusses how cooperative learning and technology can be combined to create a dynamic social studies classroom. When students work collaboratively in groups, they develop important skills while better retaining academic content. Technology further enhances cooperative learning by allowing students to construct their own understanding of concepts and become creators of information. The cooperative learning structure PIES (Positive Interdependence, Individual Accountability, Equal Participation, Simultaneous Interaction) provides a framework for designing successful technology-infused projects in which students work face-to-face as active classroom citizens.
Design-based epistemic metareflection
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Student-centred KM strategies
This document discusses a teaching experiment conducted by Dr. Steve Cayzer at the University of Bath where students on an MSc program in Innovation & Technology Management were tasked with formulating a knowledge management (KM) strategy for themselves. The students went through a workshop where they discussed KM concepts and developed strategies around people, processes, and technologies. Some groups focused more on technologies while others emphasized processes. The experiment provided lessons for the students about KM and helped increase their awareness and appreciation of KM, though not all groups were fully able to implement their strategies as intended. The teaching experiment provided insights into how students engage with KM topics and could potentially enhance student learning and curriculum development.
Designing for Learning - the Hybrid Learning Model
This Powerpoint presentation is based on a workshop which was centred around the Hybrid Learning Model, a tool developed by CIES to design effective learner centred activities.
Enhancing School Community through Technology Professional Development for Te...
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Umeå November 2021
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
My portfolio in educational technology
Educational Technology is "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources".
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Getting HIP with Technology: Tools for High Impact Practices
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An overview of Augmented Reality (AR) and specific examples from some of my projects as well as work in this area by others. I show how Augmented Reality can and how YOU CAN enhance the learning experience. The theoretical framework builds on the work of Lave & Wenger "Situated Cognition" (http://tinyurl.com/ouh24mm) and Brown & Duguid <b>Tools demonstrated:</b> Microsoft Halolens (due out in 2016), Aurasma, Sketchup, Zooburst and more. Open Courses 2012
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Creative Commons provides free licenses to allow creators to choose how others can share and use their work, from fully open to some commercial use. Open education resources are teaching and learning materials that can be freely used, modified, and shared. Examples include open repositories of educational content from various organizations as well as free images, videos, and audio that can be used for educational purposes under certain licenses.
Qualitative Research Overview
Qualitative research involves in-depth exploration and description to understand individuals' experiences and meanings. It focuses on understanding viewpoints rather than generalization. Key characteristics include naturalistic inquiry, an emphasis on interpretation over causation, and the researcher being embedded in the research. Common qualitative methods include ethnography, phenomenology, grounded theory, action research, and case studies. Data collection involves interviews, observations, and documents, while analysis identifies patterns and themes through coding and interpreting data. Ensuring quality requires justifying interpretations, verifying findings, spending prolonged time in the field, and reflecting on the researcher's role.
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Camtasia Studio 4 Example
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test
This document outlines the steps for initiating an action research study. It discusses setting the focus and framework, reviewing literature, gathering data through interviews, observations, and documents, and analyzing the data by categorizing experiences, identifying themes and patterns to enhance the analysis.
Top 10 Emerging Educational Technologies October 2008
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Spanish students from two colleges form teams to write short stories together in a collaborative style, with each taking turns writing portions. The teams use Windows Live tools like Events, Popfly, and MSN to communicate, present themselves, read and comment on each other's work, and select story titles. They meet in person at an event where they play ping pong for the "Historia Pingpong 2008" nomination. This project promotes writing skills, teamwork, and use of online tools in Spanish.
Open Courseware & Resources
Open Courseware (OCW) is educational content and materials that are freely shared online. Major universities from around the world make their course materials like lectures, readings, and assignments available on OCW websites and archives to promote open sharing of knowledge without usernames or passwords. Examples provided include OCW initiatives from MIT, Carnegie Mellon University, Johns Hopkins Medical School, and others that make audio, video, and other open educational resources freely accessible online.
Top 10 Emerging Web-based Technologies (1.28.09)
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This document provides a summary of the top 10 web-based educational technologies as of January 28, 2009. It discusses tools like widgets, wikis, social networking sites like Ning, slide sharing on SlideShare, website builders like Wix, virtual classrooms like WizIQ, open online courses, digital skills certification through Alison, virtual worlds like Second Life, and language learning communities like Wordle. All of the tools mentioned are free, web-based, allow for user interactivity and collaboration, and enable creating and sharing digital content.BMEEC 2009 Opening Keynote
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Session 1 e-Learning
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