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Pre-service Teacher Training in Technology Enhanced Learning
as a Learning and Community Design Activity
Kyparisia [email protected] School of Technological and
Pedagogical Education
Stavros [email protected]
TEI of Central Greece
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ChallengesA. Designing blended learning Scenarios for
teacher training on integrating ICTWhat to teach: combining technological skills &
pedagogical knowledgeHow to implement the curriculum : in a
constructive manner promoting reflection, collaboration, and discourse
B. Evaluating blended learning scenariosHow to evaluate the effectiveness of blended
learning training
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Designing blended learning scenarios for teacher training
on integrating ICT
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The aim: the super duper teacher
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Our focusTarget group: pre-service teachers of various
disciplines in integrating technology in classroom
WHAT to teach: TPACK for designing the curriculum - which types of knowledge need to be cultivated?
HOW they learn: Communities of Inquiry for designing collaborative learning design - how to implement the curriculum ?
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WHAT to teach Technological Knowledge (TK)
Familiarize withsearching, sharing, and evaluating web
resources for educational and multimedia content: evaluation criteria for web resources and copyright issues,
web 2.0 tools for graphical representations (wordclouds, comics, timelines, interactive posters), digital storytelling, and assessment,
learning design and authoring toolsClassroom management systems
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WHAT to teach Content Knowledge (CK)
Assumption: trainees have sufficient content knowledge
Aim: promote a culture of interdisciplinary collaboration
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WHAT to teach Pedagogical Knowledge (PK)
The learning activities that trainees design for their students
are based on the Learning by Design framework that uses eight ‘knowledge processes’ (i.e. types of activities) (Kalantzis and Cope 2012): (i) Experiencing the known, (ii) Experiencing the new, (iii) Conceptualizing by naming, (iv) Conceptualizing with theory, (v) Analyzing functionally, (vi) Analyzing critically, (vii) Applying appropriately, and (viii) Applying creatively.
should also involve teaching/didactic techniques, tools and resources, guidelines, and roles of those participated.
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on the intersection of TK, CK, PK…
TPACK (Mishra and Koehler, 2006) – limited implementation in teacher training. We use it for
designing a learning scenario in Learning Designer (Charlton, Magoulas, Laurillard, 2012) and authoring it in INSPIREus (Papanikolaou, 2014) or LAMS and
Peer-evaluation learning designs of technology enhanced courses authored by trainees
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How they learnActivities that focus on various types of knowledge
TPK (technological pedagogical knowledge) activities that raise questions about the appropriate matching of technologies with various pedagogical approaches,
TCK (technological content knowledge) activities that raise questions about how difficult concepts or misunderstandings might be faced using technology,
TPACK (technological pedagogical content knowledge) activities that raise questions about how a new technology might best serve specific learning outcomes going beyond all three types of knowledge
all in f2f meetings and online forum activities
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Collaboration script (Dillenbourg and Hong 2008): 1. work individually in order to familiarize with
various pedagogical and technological tools by designing learning activities, and reflect on their added value
- start in class during F2F workshops and continue online
2. Collaborative design and authoring an educational scenario that integrates technological and pedagogical tools
– work mainly online through asynchronous discussions
How they learn
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Communities of Inquiry (Garisson & Vaughan, 2008)
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Glogsters
Comic
Concept maps
Timerime
Technological tools
Wordclouds
Learning design & authoring toolsWeb 2.0
tools/resources
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Pedagogical tools
Knowledge processes as learning outcomes
(Kalantzis & Cope, 2012)
Pragmatist
ReflectorActivist
Theorist
Individual characteristics
Types of acivities(Laurillard, 2012)
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Case studiesThe blended learning scenarios were offered in Undergraduate students (civil engineering
educators) of the Higher School of Pedagogical and Technological Education (ASPETE)
Undergraduate students (Informatics) of TEI of Central Greece
Students of the one-year postgraduate certificate in education of the Higher School of Pedagogical and Technological Education (ASPETE) for graduates of a variety of disciplines
Postgraduate students of the university of Athens
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Undergraduates of ASPETECivil Engineering Educators
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Community of Inquiry?
Teaching Presence Social Presence Cognitive Presence0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
ASPETE UndergraduatesTEI of Central GreeceTeacher Training Course
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Evaluating blended learning scenarios for pre-service
teacher training
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EVALUATION OF THE EFFECTIVENESS OF BLENDED LEARNING SCENARIOS
• Determined 6 Areas of Effectiveness which cover the whole educational procedure
• Areas were quantified with measurable factors that affect the specific educational programs
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Areas of effectiveness1. Learning OutcomesRanking of educational goals and performance2. Teacher’s PerformanceHow the teachers met the program’s requirements3. Institutional SupportHow the institute supported the whole procedure4. Course DesignThe way that the program was organized according to the required needs 5. SociabilityHow the sociability was developed during the course and between the teachers and the learners6. Adult OrientationHow the educational procedure was adapted to the students’ needs who were adults
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Areas Factors
1. Learning Outcomes
a)Learners’ Performance.
b)Learners’ Personal Knowledge Goals.
c)Learning Goals Objectives of the Course.
2. Teachers Performance
a)Support and Motivation to Learners.
b)Frequency of Communication between Teachers and Learners.
c)Frequency of Response to Questions.
d)Familiarization with the Specific Program.
e)Teaching Methods.
3. Institutional Support
a)Technical support.
b)Information and Consultancy Services.
c)Pre training plans.
Areas & Factors (1)
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Areas Factors
4. Course Designa)Technological structures.
b)Methods of Assessment.
c)Course material.
5. Sociability
a) Course as a Learning Community.
b) Teachers’ Ability to Enforce Sociability.
c) Interaction between Teachers and Learners.
d) Interaction with Technological Applications.
e) Frequency of online Participation.
6. Adult Orientation
a) Level of Self Directed Learning.
b) Applicability of Gained Knowledge.
c) Course Flexibility.
d) Learners’ Involvement in the Design of the Educational Procedure.
Areas & Factors (2)
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A1 A2 A3 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 D6 E1 E2 E3 E4 E5 F1 F2 F3 F40.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
averst. dev.
Learning Outcomes
Teacher’s Performance
Institutional Support
Course Design Sociability Adult Orientati
on
A few statistics
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Τhe research “Design, Implementation and Evaluation of Blended Learning Scenarios in a Teacher Training Context Accommodating their Individual Psychological Characteristics (BleSTePsy)” is implemented through the Operational Program “Education and Lifelong Learning” and is co-financed by the European Union (European Social Fund) and Greek national funds.
Thank you for your time!Homo sapiens digital acceptsdigital enhancement as an integral fact of human existence, and s/he is digitally wise. Digital wisdom means not just manipulating technology easily or even creatively; it means making wiser decisions because one is enhanced by technology (Prensky, 2009)