Individual reflection on the design process
In this reflection, the final assignment “The design of a lesson based on the TPACK framework” specifically “Technological Knowledge” in TPACK model will be analyzed.
The process of designing a course as an educational designer and working with TPACK:
For the final assignment, as a group, our starting point was Technological Knowledge(TK) in TPACK model which has basically three knowledge bases (Technological knowledge, Pedagogical knowledge and Content knowledge). Technology-enhanced learning enables the learners to connect to others as well as continuous access to learning resources. As Moonen (2001) states with TPACK model, flexibility of technology mainly refers to as combination on information and communication technologies. In this final assignment, the technology chosen for the final assignment was “Gaming”. The starting point was “Technology” instead of pedagogy in TPACK model, therefore while choosing our game, Geo-Challenge, the criteria was the chosen game should contain both technology and game. Geo-Challenge is an online free game and any “Facebook” user can play it by signing in their accounts and adding the “Geo-Challenge” application.
With respect to TPACK model, the content of the designed course is English and also Geography has been set a subordinate subject. In the process of working with TPACK, first Technology Knowledge has been set by choosing the appropriate game and then setting the Content Knowledge by choosing English as content and Geography and finally appropriate pedagogical approach needed to be chosen. In the designed lesson, “Inquiry Learning” was chosen as a main pedagogical approach because of the content of Geography requires to be acquainted with countries and well-known landmarks in these countries. In addition, in the classroom activities “Cooperative Learning” was also used.
By starting from Technological Knowledge component of TPACK and continuing with Content Knowledge and Pedagogical Knowledge, a lesson plan has been prepared. In the lesson, the main goals and sub-goals which are expected to achieve by the students at the end of the lesson, has been set clearly. After clearly setting the goals of the 2-lessons, activities which will be used during the lesson have been stated. And then the game “Geo-Challenge” will be played by the students.
Since the game Geo-Challenge contains the two main parts of the TPACK model, technology and content, it relatively takes the highest amount of class time (approximately 1/3 of whole course), and the activities were coherently arranged to achieve the goal set.
Friday, November 20, 2009
Individual reflection on the design process- cont'd
Opportunities and Challenges of Flexibility and Implications for instructors:
In order to provide a flexible environment in the lessons, the teacher is provided with number activities and the game “Geo-Challenge”. In addition to that, the teacher is supported before, during and after the lesson.
Before lesson, the teacher can be supported by ICT coordinator about the use of game in the lesson. For content support, the teacher can be supported with the help of his or her collogues. For pedagogical knowledge support, the teacher can be supported with department head or colleagues. The teacher can get support about selection of motivating factors, methods that engage students in gaming such as role play and inquiry learning.
During lesson, the teacher is able to get technological support from ICT coordinator, in case there are problems such as some computers may not be able to connect to the Internet. In terms of pedagogical support, the colleagues of the teacher will observe the lesson.
After lesson, the teacher can be supported with extra help from ICT coordinator for technological support. Pedagogical support can be provided with the feedback from the other teachers who observed the teacher during the lesson. For the content support, the discussion with other teachers will provide for better way of improvement on content knowledge.
For this study, flexibility can be seen as limited for the teachers since most of the things s/he has to follow have been stated in the lesson plan. We proposed a Game “Geo-Challenge” to be used by the teacher. In addition, activities and even in “warm-up” and “wrap-up” parts have been provided to the teacher. Therefore, the teacher may not feel flexible in the application of this design of lesson.
Implications for the teachers, in order for teachers to accomplish a successful implementation of the designed plan, integrated support (Technological Knowledge, Pedagogical Knowledge and Content Knowledge) has been provided. First, context has been analyzed and a broader perspective of TPACK model has been provided. Based on this process, the designed lesson plan first integrates all the suggestions from pedagogical and content support, and then technological support is also incorporated, which makes the revised lesson plan more feasible and usable by the other colleagues. The designed course has the potential to bring improvement in English teaching as well as creates a ripple effect on the whole school.
Conclusion:
The designed lesson based on starting from Technological Knowledge in TPACK model. Whole lesson plan, support and analysis of context created on TPACK model. Although during the designed lesson, most of the support has been provided, it still needs to be improved with a broader environment. Another lack can be due to the sizes of the three knowledge bases the teachers have and relevant support should be given carefully.
References:
Collis, B., & Moonen, J. (2001, second printing 2002). Flexible learning in a digital world: Experiences and expectations. London: Kogan Page.
In order to provide a flexible environment in the lessons, the teacher is provided with number activities and the game “Geo-Challenge”. In addition to that, the teacher is supported before, during and after the lesson.
Before lesson, the teacher can be supported by ICT coordinator about the use of game in the lesson. For content support, the teacher can be supported with the help of his or her collogues. For pedagogical knowledge support, the teacher can be supported with department head or colleagues. The teacher can get support about selection of motivating factors, methods that engage students in gaming such as role play and inquiry learning.
During lesson, the teacher is able to get technological support from ICT coordinator, in case there are problems such as some computers may not be able to connect to the Internet. In terms of pedagogical support, the colleagues of the teacher will observe the lesson.
After lesson, the teacher can be supported with extra help from ICT coordinator for technological support. Pedagogical support can be provided with the feedback from the other teachers who observed the teacher during the lesson. For the content support, the discussion with other teachers will provide for better way of improvement on content knowledge.
For this study, flexibility can be seen as limited for the teachers since most of the things s/he has to follow have been stated in the lesson plan. We proposed a Game “Geo-Challenge” to be used by the teacher. In addition, activities and even in “warm-up” and “wrap-up” parts have been provided to the teacher. Therefore, the teacher may not feel flexible in the application of this design of lesson.
Implications for the teachers, in order for teachers to accomplish a successful implementation of the designed plan, integrated support (Technological Knowledge, Pedagogical Knowledge and Content Knowledge) has been provided. First, context has been analyzed and a broader perspective of TPACK model has been provided. Based on this process, the designed lesson plan first integrates all the suggestions from pedagogical and content support, and then technological support is also incorporated, which makes the revised lesson plan more feasible and usable by the other colleagues. The designed course has the potential to bring improvement in English teaching as well as creates a ripple effect on the whole school.
Conclusion:
The designed lesson based on starting from Technological Knowledge in TPACK model. Whole lesson plan, support and analysis of context created on TPACK model. Although during the designed lesson, most of the support has been provided, it still needs to be improved with a broader environment. Another lack can be due to the sizes of the three knowledge bases the teachers have and relevant support should be given carefully.
References:
Collis, B., & Moonen, J. (2001, second printing 2002). Flexible learning in a digital world: Experiences and expectations. London: Kogan Page.
Monday, October 19, 2009
The TPACK model relation to Flexibility, Pedagogy and technology: What is the added value of TPACK?
The TPACK model relation to Flexibility, Pedagogy and technology: What is the added value of TPACK?
In the previous post, I tried to explain the TPACK model with its components. And in this post, I will try to revise of what we have learnt so far and the relation with the TPACK model. Throughout the course, we have revised Flexibility, Pedagogy and Technology differently, and with the introduction of TPACK model, there is a chance of combining them.
Flexibility and the TPACK model:
In the article, (Collis & Moonen, 2001) it is stated that flexible learning has multi dimensions and describing what is flexible learning is a tough issue. Flexibility can be provided with multi dimensions in learning; such as with time, content, the delivery methods of instruction. Flexibility can applied in each types of knowledge in TPACK model, TK, CK and PK. The learners’ choices in the content of the course require the teacher to be compatible in Content Knowledge (CK) that the learner asks. In addition to that, if the learner is provided with flexibility in the way of teaching which the teacher use, then the teacher should be able to have required pedagogy knowledge (PK). The learner can be flexible in the use of technology as well in his or her courses. Therefore, the technological knowledge (TK) of the teacher should be compatible with the technological requirements of the learner.
The added value of TPACK in flexible learning can be that it allows the learner to learn in a flexible environment with a teacher who is competent in content, pedagogy and technology. Therefore, it provides opportunities for the learners in learning with a wide variety of learning styles. (Meyer & Rose, 2005) state that it provides multiple ways of engagement since the learners are offered varied levels of scaffolding throughout the learning task. And a flexible curriculum design stimulates a wide range of student interests, enhances motivation, and promotes positive interactions with the learning environment
Pedagogy and the TPACK model:
There are different types of pedagogical approaches used to facilitate the teaching and learning. The most suitable approach or combination of approaches for a course can be decided by a teacher who is competent with the objective of the course. Therefore, it is expected from a teacher who has knowledge about the advantages and disadvantages of the approach s/he has chosen. This will enable his or her to choose the most appropriate pedagogical approach or combination of these pedagogical approaches for his or her course. With TPACK model, chosen pedagogical approach can facilitate to organize the content, adapt and represent for his or her instruction (PCK) or with the input of technology, the pedagogical approach can be changed in a course (TPK).
The added value of TPACK model in pedagogy can be in such ways that with the help of technology integration to the course, the teacher can make his or her workload much easier. For example, technology can provide extra time for discussions outside the class; therefore, the teacher may support his or her lecture with online discussions. The TPACK model provides variety of pedagogical aspects to the teacher related to the content of the course with the integration of technology.
Technology and the TPACK model:
Technology-enhanced learning enables the learners to connect to others as well as continuous access to learning resources. In our course in which “Technology” subject covered, we have addressed different kinds of technologies and their possible use in the courses. Use of appropriate technology mostly related to the content and the pedagogical approach used in the course. With the TPACK model, technology can change the pedagogies (TPK) and the subject matter can change as well with the technology integration in to the course (TCK). Knowledge of students’ prior knowledge and knowledge of how technologies can be used to utilize existing knowledge to develop new knowledge.
The added value of TPACK model in technology can be that the technology use in the courses can provide variety of pedagogies for the teachers to be used in their courses. In addition, technology provides many content-related resources for the courses. This may allow the students to reach constantly to learning resources.
In this post, summary of Flexibility, Pedagogy and Technology has been covered with their relation to TPACK model. If the teacher knows how to apply TPACK model in his or her courses, then the quality of teaching may increase.
References:
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world: experiences and expectations. New York: Routledge.
Meyer, A., & Rose, D.H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D.H. Rose, A. Meyer, & C. Hitchcock (Eds.) The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
Koehler, M., J. & Mishra, P. (2009) What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Eduaction, 9(1), pp. 60-70.
In the previous post, I tried to explain the TPACK model with its components. And in this post, I will try to revise of what we have learnt so far and the relation with the TPACK model. Throughout the course, we have revised Flexibility, Pedagogy and Technology differently, and with the introduction of TPACK model, there is a chance of combining them.
Flexibility and the TPACK model:
In the article, (Collis & Moonen, 2001) it is stated that flexible learning has multi dimensions and describing what is flexible learning is a tough issue. Flexibility can be provided with multi dimensions in learning; such as with time, content, the delivery methods of instruction. Flexibility can applied in each types of knowledge in TPACK model, TK, CK and PK. The learners’ choices in the content of the course require the teacher to be compatible in Content Knowledge (CK) that the learner asks. In addition to that, if the learner is provided with flexibility in the way of teaching which the teacher use, then the teacher should be able to have required pedagogy knowledge (PK). The learner can be flexible in the use of technology as well in his or her courses. Therefore, the technological knowledge (TK) of the teacher should be compatible with the technological requirements of the learner.
The added value of TPACK in flexible learning can be that it allows the learner to learn in a flexible environment with a teacher who is competent in content, pedagogy and technology. Therefore, it provides opportunities for the learners in learning with a wide variety of learning styles. (Meyer & Rose, 2005) state that it provides multiple ways of engagement since the learners are offered varied levels of scaffolding throughout the learning task. And a flexible curriculum design stimulates a wide range of student interests, enhances motivation, and promotes positive interactions with the learning environment
Pedagogy and the TPACK model:
There are different types of pedagogical approaches used to facilitate the teaching and learning. The most suitable approach or combination of approaches for a course can be decided by a teacher who is competent with the objective of the course. Therefore, it is expected from a teacher who has knowledge about the advantages and disadvantages of the approach s/he has chosen. This will enable his or her to choose the most appropriate pedagogical approach or combination of these pedagogical approaches for his or her course. With TPACK model, chosen pedagogical approach can facilitate to organize the content, adapt and represent for his or her instruction (PCK) or with the input of technology, the pedagogical approach can be changed in a course (TPK).
The added value of TPACK model in pedagogy can be in such ways that with the help of technology integration to the course, the teacher can make his or her workload much easier. For example, technology can provide extra time for discussions outside the class; therefore, the teacher may support his or her lecture with online discussions. The TPACK model provides variety of pedagogical aspects to the teacher related to the content of the course with the integration of technology.
Technology and the TPACK model:
Technology-enhanced learning enables the learners to connect to others as well as continuous access to learning resources. In our course in which “Technology” subject covered, we have addressed different kinds of technologies and their possible use in the courses. Use of appropriate technology mostly related to the content and the pedagogical approach used in the course. With the TPACK model, technology can change the pedagogies (TPK) and the subject matter can change as well with the technology integration in to the course (TCK). Knowledge of students’ prior knowledge and knowledge of how technologies can be used to utilize existing knowledge to develop new knowledge.
The added value of TPACK model in technology can be that the technology use in the courses can provide variety of pedagogies for the teachers to be used in their courses. In addition, technology provides many content-related resources for the courses. This may allow the students to reach constantly to learning resources.
In this post, summary of Flexibility, Pedagogy and Technology has been covered with their relation to TPACK model. If the teacher knows how to apply TPACK model in his or her courses, then the quality of teaching may increase.
References:
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world: experiences and expectations. New York: Routledge.
Meyer, A., & Rose, D.H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D.H. Rose, A. Meyer, & C. Hitchcock (Eds.) The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
Koehler, M., J. & Mishra, P. (2009) What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Eduaction, 9(1), pp. 60-70.
The TPACK Model
The TPACK model:
Teaching is a complex practice which requires integration of different kinds of expert knowledge. The TPACK model endeavors to capture some of main qualities of knowledge for the teachers in order to let them integrate the technology to their teaching as well as taking in hand the complex, many-sided, and situated nature of teacher knowledge. This framework is based on the PCK model of Lee Shulman (1986) (as cited in Koehler & Mishra, 2009), Pedagogical Content Knowledge. As can be seen in Figure 1, at the core of TPACK model, there are three complex primary forms of knowledge and their relations between and among them:
Figure1- TPACK Model (source: http://tpack.org/)
Content Knowledge (CK) is defined as the knowledge a teacher has about the subject matter s/he teaches.
Pedagogical Knowledge (PK) is defined as the knowledge a teacher has about the ways of how to teach his or her students, how to manage his or her class and how to plan the lessons.
Technological Knowledge (TK) is defined as the knowledge a teacher has about the inclusion of technology in the lessons s/he teach in a useful way. The teacher has also the knowledge of adaptation of new technologies to the courses s/he teaches and therefore being updated with the new technologies.
In the joint of these three main components, there are new types of knowledge that a teacher requires to make the lessons s/he gives much flexible.
Technological Pedagogical Knowledge (TPK): is defined as the change in pedagogy a teacher has with the technology applications in his or her course.
Technological Content Knowledge (TCK): is defined as the change in the subject matter as teacher teaches with the application of technology in his or her course
Pedagogical Content Knowledge (PCK) is defined as the knowledge of pedagogy for a teacher to know how to organize, adapt and represent for his or her instruction.
And finally TPACK includes all the teacher knowledge with the integration of Content, Pedagogy and Technology.
To sum up, Koehler and Mishra (2009) state that there is no only one best way to integrate the technology into curriculum. It is a difficult job to combine all the knowledge together, and to reach TPACK all the time. For example, the teacher can start with a specific content with a suitable pedagogical approach for the subject matter, but then s/he may not be able to find the appropriate technology to support his or her lecture. However, if a teacher is able to combine these types of knowledge together, s/he can be professional in his or her course.
References:
Koehler, M., J. & Mishra, P. (2009) What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Eduaction, 9(1), pp. 60-70.
Tuesday, October 6, 2009
A CMS example at METU
The students and the instructors of Middle East Technical University(METU), use a CMS called "METU-ONLINE" (http://online.metu.edu.tr). This CMS is similar to Blackboard at University of Twente. The students automatically register to the system at the beginning of the semester. And later, they sign to the enviroment by using their university "User Name" and "Passwords". With the CMS, an instructor can upload the course-related files, announce the students grades, make announcements and post topics to be disscussed using Forum component. The students are able to reach the course files, post to the topic opened by the instructor, learn their grades online and chat with the peers.
METU-ONLINE can be used in Collaborative Learning and Task-Based Learning. For example, the instructors at the university can post topics under "Forum" part and let the students share each other's ideas or they can work collaboratively for the same assignment under Forum part. In addition, the students are able to Chat on the CMS. Or an instructor can use METU-ONLINE as a support the instruction. Therefore, it can be used in a Task-Oriented Learning like our course.
If you want to see my thesis' results about the effectiveness of METU-ONLINE in a course at the Political Sciences, you can contact with me :-)
METU-ONLINE can be used in Collaborative Learning and Task-Based Learning. For example, the instructors at the university can post topics under "Forum" part and let the students share each other's ideas or they can work collaboratively for the same assignment under Forum part. In addition, the students are able to Chat on the CMS. Or an instructor can use METU-ONLINE as a support the instruction. Therefore, it can be used in a Task-Oriented Learning like our course.
If you want to see my thesis' results about the effectiveness of METU-ONLINE in a course at the Political Sciences, you can contact with me :-)
Monday, October 5, 2009
5 types of Pedagogical Approaches and their use in CMS
In this post, five types of pedagogical approaches will be analyzed with covering the information how can each pedagogical approach be supported in a CMS. Namely, five pedagogical approaches chosen for this post are:
• Problem-Based Learning
• Workplace Learning
• Collaborative Learning
• Inquiry Learning
• Project Based Learning
Problem-Based Learning:
Problem Based Learning (PBL) is one of the pedagogical approaches that encourage the leaner to learn through the structured investigation of a scientific problem. The learner studies in small self-directed teams to define, perform, and reflect upon a research task which can be a ‘real-life’ problem. The tutor acts as a facilitator and resource person from whom the learner can take advice or guidance. With this approach, the learner is able to develop problem-solving skills by being active in the solving this scientific problem. The problems given to the learner is ill-defined with many potential solutions.
Course Management Systems can structure tools for knowledge manipulation and experimentation that supports problem solving in context. Blackboard application can be an example in which Problem Based Learning approach used. Blackboard has such applications as Forum which allows the learners to communicate, or ability of sharing the documents) therefore Blackboard provides tools that support problem solving.
Workplace Learning:
The Australian National Training Authority (ANTA 2002a) defines workplace learning as learning or training undertaken in the workplace. Therefore, workspace learning should provide the skills guiding to the capacity to innovate. Supporting and valuing the learning in the workplace is important because continuing learning is needed to continue to exist in a time of increasing competition.
Online and blended delivery of training and professional development is an important feature of the workplace. Blackboard can be an example of Workspace Learning environments because it provides students with an environment in which students can take peer opinions on a same subject. In the Blackboard workplace, the students can share their works which can be another example of providing students with workplace.
Collaborative Learning:
Collaborative Learning is grouping or sharing the learners for the purpose of achieving a learning goal. The learners who are at different performance levels can work together in small groups or in pairs in order to succeed a common goal. In this approach, the learners are responsible of others work as well as their own. Therefore, the success of one learner can help the other learners to be successful as well.
The tools in a CMS that enable collaborative learning include discussion forums, file exchange where students can share the contents of their personal folders with other students, and real-time chat. Some examples of course management systems that include collaborative learning opportunities include:
• Blackboard
• Moodle
In these environments, the learners can work collaboratively to achieve the common goal. These platforms enable the high-achievers and low-achievers to work collaboratively.
Inquiry Learning
In Inquiry Learning, the learners are responsible for determining what they need to learn, identifying resources and how best to learn from them, using resources and reporting their learning, assessing their progress in learning. There is a real-life related main question and sub questions posted by the teacher. The learners choose a topic, a problem related to the topic and to solve the problem they choose a method. As group, the learners state a hypothesis and make their own conclusions and make a reflection about what they have learnt from the topic.
Blackboards can be used as an example for Inquiry Learning in CMS. In Blackboard, the learners are able to reach provided by the teacher. With Blackboard, the students can work collaboratively while reaching the lecture notes, forums, and chatting on a subject posted by the teacher. The learner is given the chance of the selection of sources that seem to attractive to them. Therefore, the learners can inquiry the source that seems to related to his or her study.
Project Based Learning
Project Based Learning is "Real" world oriented and learning has value beyond the demonstrated capability of the learner. This approach encourages the learner to use higher order thinking skills and learn concepts with basic facts. The learner need to know concepts that they must learn, understand, and apply in order to complete the project. The teacher is a facilitator in this approach and student’s self-assessment is encouraged.
An important aim of Project Bases Learning is to incorporate technology into projects. At the university level, the learners can make hypotheses, collect and analyze data, and draw conclusions all from the research. CMS can allow the teacher to outline the research of the student to make conclusions for instructional purposes.
Conclusion:
There are different kinds of pedagogical approaches and 5 types of them summarized with the information about their use in CMSs in that post. On some settings only one approach can be used while there can be a combination of them as well. While applying pedagogical approaches in CMS and e-learning environments, it should be carefully chosen.
References:
Reeves, T. C. (1994). Evaluating What Really Matters In Computer-Based Education. In: M. Wild & D. Kirkpatrick (Eds.), Computer Education: New perspectives, pp. 219-246.
http://zone.ni.com/devzone/cda/tut/p/id/9394
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume40/FromCourseManagementtoCurricul/157977
• Problem-Based Learning
• Workplace Learning
• Collaborative Learning
• Inquiry Learning
• Project Based Learning
Problem-Based Learning:
Problem Based Learning (PBL) is one of the pedagogical approaches that encourage the leaner to learn through the structured investigation of a scientific problem. The learner studies in small self-directed teams to define, perform, and reflect upon a research task which can be a ‘real-life’ problem. The tutor acts as a facilitator and resource person from whom the learner can take advice or guidance. With this approach, the learner is able to develop problem-solving skills by being active in the solving this scientific problem. The problems given to the learner is ill-defined with many potential solutions.
Course Management Systems can structure tools for knowledge manipulation and experimentation that supports problem solving in context. Blackboard application can be an example in which Problem Based Learning approach used. Blackboard has such applications as Forum which allows the learners to communicate, or ability of sharing the documents) therefore Blackboard provides tools that support problem solving.
Workplace Learning:
The Australian National Training Authority (ANTA 2002a) defines workplace learning as learning or training undertaken in the workplace. Therefore, workspace learning should provide the skills guiding to the capacity to innovate. Supporting and valuing the learning in the workplace is important because continuing learning is needed to continue to exist in a time of increasing competition.
Online and blended delivery of training and professional development is an important feature of the workplace. Blackboard can be an example of Workspace Learning environments because it provides students with an environment in which students can take peer opinions on a same subject. In the Blackboard workplace, the students can share their works which can be another example of providing students with workplace.
Collaborative Learning:
Collaborative Learning is grouping or sharing the learners for the purpose of achieving a learning goal. The learners who are at different performance levels can work together in small groups or in pairs in order to succeed a common goal. In this approach, the learners are responsible of others work as well as their own. Therefore, the success of one learner can help the other learners to be successful as well.
The tools in a CMS that enable collaborative learning include discussion forums, file exchange where students can share the contents of their personal folders with other students, and real-time chat. Some examples of course management systems that include collaborative learning opportunities include:
• Blackboard
• Moodle
In these environments, the learners can work collaboratively to achieve the common goal. These platforms enable the high-achievers and low-achievers to work collaboratively.
Inquiry Learning
In Inquiry Learning, the learners are responsible for determining what they need to learn, identifying resources and how best to learn from them, using resources and reporting their learning, assessing their progress in learning. There is a real-life related main question and sub questions posted by the teacher. The learners choose a topic, a problem related to the topic and to solve the problem they choose a method. As group, the learners state a hypothesis and make their own conclusions and make a reflection about what they have learnt from the topic.
Blackboards can be used as an example for Inquiry Learning in CMS. In Blackboard, the learners are able to reach provided by the teacher. With Blackboard, the students can work collaboratively while reaching the lecture notes, forums, and chatting on a subject posted by the teacher. The learner is given the chance of the selection of sources that seem to attractive to them. Therefore, the learners can inquiry the source that seems to related to his or her study.
Project Based Learning
Project Based Learning is "Real" world oriented and learning has value beyond the demonstrated capability of the learner. This approach encourages the learner to use higher order thinking skills and learn concepts with basic facts. The learner need to know concepts that they must learn, understand, and apply in order to complete the project. The teacher is a facilitator in this approach and student’s self-assessment is encouraged.
An important aim of Project Bases Learning is to incorporate technology into projects. At the university level, the learners can make hypotheses, collect and analyze data, and draw conclusions all from the research. CMS can allow the teacher to outline the research of the student to make conclusions for instructional purposes.
Conclusion:
There are different kinds of pedagogical approaches and 5 types of them summarized with the information about their use in CMSs in that post. On some settings only one approach can be used while there can be a combination of them as well. While applying pedagogical approaches in CMS and e-learning environments, it should be carefully chosen.
References:
Reeves, T. C. (1994). Evaluating What Really Matters In Computer-Based Education. In: M. Wild & D. Kirkpatrick (Eds.), Computer Education: New perspectives, pp. 219-246.
http://zone.ni.com/devzone/cda/tut/p/id/9394
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume40/FromCourseManagementtoCurricul/157977
Wednesday, September 30, 2009
Chosen article for this week..
Here is the short summary and the link related to the article I have chosen for this week:
The article I have chosen as preparation to ”Pedagogies for Flexible Learning Supported By Technology” course is titled as “Designing for Online Distance Education: Putting Pedagogy before Technology” written by Richard S. Ascough (2002). The article is mainly about the growing importance of computers in the delivery of education. However, he also mentions the difficulty of prediction what lies ahead becase of rapid developments in computer technology. In addition to these statements, he also covers that we need to rethink the pedagogical models again. In the article, it is also stated that Sound pedagogy is essential to the effectiveness of all of our teaching, no matter what the content or mode of delivery.
This is an interesting article because it provides detailed information about online learning and the pedagogical approaches should be taken into consideration while implementing the courses online for theological schools. The article is a good summary of online learning with the consideration of pedagogical dimensions.
http://www3.interscience.wiley.com/cgi-bin/fulltext/118931780/PDFSTART
The article I have chosen as preparation to ”Pedagogies for Flexible Learning Supported By Technology” course is titled as “Designing for Online Distance Education: Putting Pedagogy before Technology” written by Richard S. Ascough (2002). The article is mainly about the growing importance of computers in the delivery of education. However, he also mentions the difficulty of prediction what lies ahead becase of rapid developments in computer technology. In addition to these statements, he also covers that we need to rethink the pedagogical models again. In the article, it is also stated that Sound pedagogy is essential to the effectiveness of all of our teaching, no matter what the content or mode of delivery.
This is an interesting article because it provides detailed information about online learning and the pedagogical approaches should be taken into consideration while implementing the courses online for theological schools. The article is a good summary of online learning with the consideration of pedagogical dimensions.
http://www3.interscience.wiley.com/cgi-bin/fulltext/118931780/PDFSTART
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