121031 designing collaborative digital learning materials
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This document discusses designing collaborative digital learning materials through teacher design teams. It emphasizes that the pedagogical setting is most important, not the specific digital tools. Effective digital learning aligns activities and media with thinking about methods, not just tools. The document then guides teachers through an activity where they design a lesson by matching subjects and pedagogical approaches to technologies, considering both digital and non-digital activities. Teachers are asked to get feedback on their lesson designs from colleagues.
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121031 designing collaborative digital learning materials
- 1. Designing Collaborative Digital Learning Materials Teacher Design Teams Erik Bolhuis
- 3. IT’S NOT THE MEDIUM THAT MATTERS most!
- 4. Is Twitter an appropriatie
- 5. Is Jing an appropriate
- 6. IT’S THE PEDAGOGICAL SETTING THAT MATTERS
- 7. If the pedagogical setting is so important, why do digital learning materials matter?
- 8. Vision on education • Proven education? Marzano • Learning styles matters: Bonk, Bloom digital • Not only learning facts, but also learning higher thinking skills: Bloom digital • Meaningful learning matters! • Connectivism: Jane hart
- 10. How to design?
- 11. The pedagogical setting • Alignment between activities and media • Thinking not only in chosing media, also the method • Thinking about the tips and the trics (class management)
- 13. The TPACK-game • We split the group into smaller groups of 4 persons. Each group get 3 cards, a technological medium, a subject and a pedagogical setting. • Question 1: Is it possible to design a lesson with: the content on the card, the pedagogical setting on the other card and the technology on the last card? • When it is not possible, do you have an suggestion for another technology, to design a lesson for the content and the pedagogical
- 14. Design a lesson 1. Describe the goals 2. Describe the sort of goals (digital bloom revised) 3. Make a line on a sheet. Put above the line all the activities you want to do in a not-digital way. Below the line all the activities you want to do in a digital way (do this for a lesson or series of lessons) 4. Find a colleague and explain what you have developed 5. Ask for feedback
- 15. Sources Bloom Taxonomy: http://goo.gl/ s403 Bloom learningstyle: http:// goo.gl/Hsngs Marzano: http://goo.gl/KhKPC Jane Hart: http://goo.gl/M4r82 Activity Harris & Hofer: http:// goo.gl/d6HJ6 USDLA: http://goo.gl/PNQqH TACCLE: elarning handbook: http://goo.gl/CDxBu
- 16. Feedback
Notes de l'éditeur
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- In many ict books go out of new media. It is then explained how they work and if you understand that then you can integrate ICT in education ..\n
- When I ask you this, you will probably doubt and in the second instance you say, what do you do with it?\n
- I ask the same of Jing? Do you know Jing? Jing is called a screen capture program. Allows you to record your own desktop. Now, like you say, but how can I use in education?\nImagine the following. There is a class and students must make an assignment. Pete has made an order and you are happy that he has made the order. He always has a lot of difficulty understanding the assignment. But if you read it you see that Pete is still not much understood. Now you can with Microsoft will improve the text and commentary are in place. But Pete is very insecure and has actually needed a plume. What do you open Jing and then opens the document from Pete. You now gives constructive comments on the work\n
- It is therefore the educational setting\n
- But when the educational setting is more important than the media, why focus on the media?\nThe new media have become quite complicated. They have a - what is called - long learning curve\n
- But there is more. The vision of learning also makes a big difference in the way you insert the media. Going out of Connectivism you will sooner come out on tools of cooperation or even social media like twitter, google docs, wikis, etc.\n
- Biggs is based on constructive alignment. There must be an alignment between the learning objectives, the test and the resources to be deployed in the educational setting.\n
- TPACK\nPedagogical knowledge: the pedagogical setting: which grade / stream, what kind of pupils, etc.\nContent knowledge: the subject knowledge \nTechnological knowledge: knowledge of digital learning\nOverlapping\n\nWhat I see around me is that from the educational setting or from the professional reasoning, and from there the technology chosen\n
- This means that from the class reasoning, or from a professional. Then from the media chosen to achieve goals. But it does not stop. It then looks at the environment in which the media is offered and finally the management class.\n
- Why classroom management? Digital class mangement differs from regular class management. Think about the s=chair and the sofa. They looks almost the same, but there are some differences.\n
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