theory, introduction to the course, 27.10.2014, essi vuopala

Essi VuopalaLET – Learning and Educational Technology Research UnitUniversity of Oulu

Learning Theory and Pedagogical Use of

Technology(THEORY)


Objective

• The module includes three theoretical points of view on learning and the support of learning– self-regulated learning– collaborative learning,– learning of expertise.

• A central topic of examination is the potential of different technologies to support learning and collaborative knowledge construction.

• In this course, the student will be introduced to different collaborative learning models and themes related to the guidance and evaluation of learning.


Contents

• Self-regulated learning: Motivation, emotions and strategies in technology-supported environments

• Collaborative learning: perspective on group dynamics and social interaction

• Computer-supported collaborative learning (CSCL)

• Learning of expertise• Possibilities of supporting learning offered by

technology• Planning technology-supported learning,

guiding, and evaluating learning


Course Info2014-10-27Monday14:30-16:00KTK 215

Lecture2014-10-30Thursday14:30-16:00TS127

Individual studying

Lecture2014-11-03Monday14:30-16:00KTK 215

Groupwork2014-11-06Thursday14:30-16:00TS127

Collab. writing



Individual studying

Self-Regulated Learning Lecture2014-11-17Monday14:30-16:00KTK 215

Groupwork2014-11-20 – 2014-11-21Thursday - FridayVideo hackaton

Collab. writing



Individual studying

Collaborative Learning Lecture2014-12-01Monday14:30-16:00KTK 215


Collab. writing

Groupwork2014-12-08Monday14:15-16:00KTK 215


Learning of Expertise Final exam2014-12-15Monday14:30-16:00KTK 215

Evaluation meeting2014-12-18ThursdayTS127

Weeks 44-45

Weeks 46-47

Weeks 48-49

Weeks 50-51


Video challenge 20.-21.11.

• http://editchallenge.blogspot.fi/

http://editchallenge.blogspot.fi/

http://editchallenge.blogspot.fi/


Producing a ’science book’ collaboratively

• Structure– Introduction– Self-regulated learning– Collaborative learning and CSCL– Learning of expertice– Discussion– List of references

• Four groups/ four perspectives/ three articles (+ lectures)

• In wiki (GoogleDrive etc. in addition if needed)• Use texts, pictures, photos, videos etc.• Books from last year

https://wiki.oulu.fi/display/LETArchive/Educational+Explosion+-+To+Gather+Knowledge+Together








Readings for groups

GROUP I: GeneralCL: O’Donnell, M. & Hmelo-Silver, C. (2013) Introduction: What is collaborative learning? Handbook of collaborative learning.SRL: Hadwin, A., Järvelä, S. & Miller, M. (2011). Self-regulated, co-regulated and socially shared regulation of learning. Handbook of self-regulated learning.LE: Bereiter & Scardamalia (1993) Surpassing ourselves Chapter 2: Expert are different from us: they have more knowledge.

GROUP II: TeacherCL: Dennen, V. & Hoadley, C. (2013) Designing collaborative learning through computer support. Handbook of collaborative learning.SRL: Moos, D. C., & Ringdal, A. (2012). Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role. Education Research International, 2012, 1–15.LE: Bakkenes, I., Vermunt, J. D. & Wubbels, T. (2010). Teacher Learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533-548.

GROUP III: LearnerCL: Dewiyanti, S., Brand-Gruwel, S., Jochems, W. & Broers, N. (2007). Students’ experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments. Computers in Human Behavior, 23, 496-514.SRL: Järvenoja, H. & Järvelä, S. (2009) Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? British Journal of Educational Psychology, 79, 463-481. LE: Bereiter & Scardamalia (1993) Surpassing ourselves Chapter 6: Expertlike Learners

GROUP IV: TechnologyCL: Resta & laferriere (2007). Technology in support of collaborative learningSRL: Dabbagh, N. & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning.LE: Rasku-Puttonen, H., Eteläpelto, A., Lehtonen, O., Nummila, L., & Häkkinen, P. (2004). Developing teachers’ professional expertise through collaboration in an innovative ICT-based learning environment. European Journal of Teacher Education, 27(1): 47-60.


FORMING THE GROUPS- Form groups of 5 students.- Discuss and decide the name of your group and write it

to the wiki.- Form the rules of your group work and write them down

in the wiki


Final exam

• Based on science books produced by the students.

• Questions made by the students.

• Oral exam on Mon. 15th of December

• Grade 1-5


Course assessment

• Grading: 0-5

Based on Active participation on lectures and study

circles The exam The collaboratively written book The reflective notes written on your portfolio


Questions?

Comments?Coming up next: • SRL-lecture by Marika Koivuniemi

on Thursday• Until 6.11. group work: Read SRL-

article (see material-folder in wiki)

All the today’s materials can be found in:

oulu.fi/let/

slideshare.net/LEToulu


Evaluation criteria

• Knowledge base – All key points must be succinctly developed. Concepts are to be clearly elaborated and knowledge well established. Students should demonstrate familiarity with the phenomenon being studied.

• Structure – Work produced show clear arrangement. Opening, body and closing should be adequately conceptualized and structured. Title and subtitle should also be concise and informative. Overall design and presentation must adhere to guidelines.

• Use of references - References must be utilized in accordance to instructions given. All sources should be properly documented.

• Analysis and reflection – The main ideas of the project must be well evaluated by the group. The discussions and conclusion presented should be critical and analytical, and thoughtful considerations given to the materials used.

• Collaboration – Every individual is expected to contribute accordingly. Each member of the group should be equally committed to the outcome of the project.