tel 2013 02-14
DESCRIPTION
TRANSCRIPT
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
TEL12013-02-14
Pedagogical decisions and scripting collaboration
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
2013-01-31Thursday08:15-14:00KTK205 + KTK112
2013-02-14Thursday08:15-14:00KTK303 + KTK140
2013-02-28Thursday08:15-11:30KTK303 + KTK140
2013-03-01Friday08:15-15:45KTK215
2013-03-14Thursday08:15-14:00KTK112
2013-03-15Friday08:15-15:45KTK303
2013-04-04Thursday08:15-11:30KTK215
2013-04-18Thursday08:15-11:30HU108
Course info, lectures and collaborative studying
Lectures and collaborative studying
Lectures and collaborative studying
Problem-Based Learning (PBL)
Lectures and collaborative studying
Problem-Based Learning (PBL)
Lectures and collaborative studying
Collaborative studying and ending the course
GATHERING IDEAS
PEDAGOGICAL SCRIPTING
TECHNOLOGICAL SCRIPTING
CONSTRUCTING THE COURSE ENVIRONMENT
OUTCOME:A TEL
COURSE DESIGNED BY
YOU
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
Today’s schedule:
Thursday 2013-02-14
08:15-09:45 KTK303
Pedagogical decisions Pedagogical Script
Venla Vallivaara
10:00-11:30 KTK303
Lecture and collaborative studyingGroup dynamics
Essi Vuopala
12:30-14:00KTK140
Lecture and collaborative studyingPedagogical models and scripting
Essi Vuopala
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
What do you mean by Pedagogical decisions?
• Contents of pedagogical script:1. Name and scope of
the course2. Learning theory3. General Description of
the course4. Description of the
target group5. Pedagogical model6. Tutoring and teacher’s
behaviour7. Evaluation
How many hours
are the students
supposed to work
for their learning
in this course?
What are the students actually
supposed to learn?
What kind of
learning materials
will be used in this
course?
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
”Workload indicates the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes” ECTS Users’ Guide. European Communities, 2009 http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf
The real workload and the amount of time the students are using to study can be affected by• Orientation and motivation • Other studies, work, personal life• Ability and talent• Language skills (when studying in foreign language)• Study skills (self-regulatory skills, metacognitive knowledge and skills)• Student’s previous studies and knowledge• Difficulty of the contents• Quality of teaching, teaching methods• Quality of counseling/tutelage
Workload
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
”From the perspective of teaching, the student’s need for time has to always be estimated from the viewpoint of deep approach to learning. No study module or single course included to curriculum should be allocated time on the basis that it can be passed without real, actual learning.” Karjalainen, Alha & Jutila (2008). Give me time to think. Determining student workload in higher education. 2nd edition. http://www.oulu.fi/w5w/tyokalut/GET2.pdf
One ECTS credit = 26,7 hours of student workloadIncluding:• Number of contact teaching hours• Number of independent working hours
– Preparation for contact teaching– Tasks or exercises given during contact teaching– Assignments to be assessed, preparing for the exams– Other spontaneous woke, interaction and aquisition of further
information
Determining student workload
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
• In traditional lectures or other similar contact teaching– 2-3 independent study hours per each contact hour – Preparation and revising
• In activity based teaching (active pedagogical models)– 2-5 independen study hours per each contact hour– Depending on the pedagogical methods/models in use
• Assingments– Writing: 100 words/hour– Artefacts (design, drawing, software): based on practical
experience– Presentations: at least 3 hours preparation for 1 hour presentation
(for an expert)– Authentic tasks and projects: based on practical experience,
depending on the required final product
• Literature– Reasonably readable text: 100 pages / 20 hours– Difficult (or foreing language) text: 100 pages / 30 hours
How many hours should be allocated for studying?
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
”Learning outcomes describe what a learner is expected to know, understand an be able to do after succesful completion of a process of learning” ECTS Users’ Guide. European Communities, 2009 http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf
• Link between teaching, learning and assessment• Active verbs expressing knowledge, comprehension,
application, analysis, synthesis and evaluation, etc. (see: http://www.comfsm.fm/~dleeling/assessment/slo_bloom.html)
• Learning outcomes should always be– About students, not about what the teacher does (e.g. introduce)– Measurable (you can’t measure e.g. understanding as such)– Describing the outcome, not the process (e.g. discuss)
• Objectives of courses and programmes clearer for students, employers and other stakeholders
• Learning outcomes should always be accompanied by clear and appropriate assessment criteria
Learning outcomes
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
• Digital materials, non-digital materials or both?
• Are there already existing materials which could be applied?
• What are the contents that the new materials should be produced about?
• Life cycle of the material?• Is the learning material
– Produced only to one specific course?– Collection of existing materials?– Material produced by the studens during
the studying process?
Learning materials and content production
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
• Technologies for content production?
• Technologies for delivery?
• Tools for document management?
• Tools for communication?
• Tools for collaborative work?
• Tools for course management?
When writing your pedagogical script, keep also in mind (on the background at
this point) the technological point of view…
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
The assessment criteria for the pedagogical script (1)
5 • The general description of the course is very explicit, realistic and comprehensive.
• The theoretical framework is explained well and is connected to the choices of tutelage and evaluation.
• The issues of tutelage and evaluation are considered comprehensively, variedly and creatively.
• All the pedagogical decisions have been made in such a way that the special characteristics of the target group are taken into consideration.
4 • The general description of the course is clear and realistic.
• The pedagogical basis of the implementation is described well and connected to the choices of tutelage and evaluation.
• The issues of tutelage and evaluation are considered comprehensively
• The pedagogical decisions have been made in such a way that the special characteristics of the target group are taken into consideration.
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
The assessment criteria for the pedagogical script (2)
3 • The general description of the course is clear. • The pedagogical basis of the design and
implementation is visible. Some of the theoretical description is still random and inaccurate, for example mainly focusing on the description of the pedagogical model.
• The decisions on evaluation and tutelage have been discussed.
• The special characteristics of the target group have been taken into consideration on some of the pedagogical decisions.
2 • The general description of the course is not quite clear. • The pedagogical basis of the design and
implementation is mostly insufficient and unclear. • The decisions on evaluation and tutelage have been
mentioned but not connected to theory. • The special characteristics of the target group have not
really been taken into consideration.
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
The assessment criteria for the pedagogical script (3)
1 • The general description of the course is short and ill structured.
• The description of the theory is inaccurate. • Evaluation and tutelage have been described very
shortly and on a general level. • The special characteristics of the target group have not
been taken into consideration.
0 • The pedagogical script includes little more than the name of the course and the argumentation for pedagogical decisions is essentially missing.
The course grade (0-5) is the average of:• pedagogical script (graded 0-5)• technological script and course environment (graded 0-5)
Venla VallivaaraLET – Learning and Educational Technology Research UnitUniversity of Oulu2013-02-14
For the next time:
1. Write parts 1-5 of your pedagogical script – Based on your discussions today and the ideas you have
gathered since our last meeting
2. Share your script document with Venla on Google Drive– It can be the same document you have already shared or a
new one
3. Read at least one of the following articles:– Kollar, Fischer & Hesse (2006). Collaboration scripts: a
conceptual analysis. http://link.springer.com/article/10.1007%2Fs10648-006-9007-2?LI=true
– Fisher, Kollar, Stegmann & Wecker (2013). Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning. http://dx.doi.org/10.1080/00461520.2012.748005
– Fransen, Weinberger & Kirschner (2013). Team Effectiveness and Team Development in CSCL http://dx.doi.org/10.1080/00461520.2012.747947