Educational technology - an introduction: Difference between revisions
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=== Schools of educational technology === | === Schools of educational technology === | ||
* Goal: Present the major forms of educational technology research. This discussion will be picked up again in the "Research and development" section. | * Goal: Present the major forms of educational technology research. This discussion will be picked up again in the "Research and development" section. | ||
'''Content''' (examples): | |||
* EduTech as a design science - part of the learning sciences | * EduTech as a design science - part of the learning sciences | ||
* EduTech as playfield for research on learning and cognition | * EduTech as playfield for research on learning and cognition | ||
| Line 22: | Line 22: | ||
Goal: This chapter should be short, "understandable" and demonstrate why learning and education theories are relevant for educational technology practise and research. Its purpose is not really to teach learning theory, didactics etc. but to shortly define/recall important concepts that are necessary to understand pedagogical designs that use technology. | Goal: This chapter should be short, "understandable" and demonstrate why learning and education theories are relevant for educational technology practise and research. Its purpose is not really to teach learning theory, didactics etc. but to shortly define/recall important concepts that are necessary to understand pedagogical designs that use technology. | ||
=== Learning theory | === Learning theory === | ||
'''Content''' (examples): | |||
* [[learning theory]] | * [[learning theory]] | ||
* [[Behaviorism]], including various schools like [[programmed instruction]], etc. | * [[Behaviorism]], including various schools like [[programmed instruction]], etc. | ||
| Line 31: | Line 32: | ||
=== Learning types, levels and style === | === Learning types, levels and style === | ||
'''Content''' (examples): | |||
* [[learning type]] | * [[learning type]] | ||
* [[learning level]] | * [[learning level]] | ||
| Line 37: | Line 39: | ||
=== Education, pedagogy and instruction === | === Education, pedagogy and instruction === | ||
* Goal: This should be very short and strongly be linked to learning theory and explain the difference between educational, pegagocial and instructional theory. | |||
'''Content''' (examples): | |||
* [[educational theory]] | * [[educational theory]] | ||
* [[pedagogical theory]] | * [[pedagogical theory]] | ||
| Line 45: | Line 47: | ||
=== Pedagogical strategies and tactics === | === Pedagogical strategies and tactics === | ||
* Goal: Provide a general overview, terms and well know typologies, such as Joyce, Reeves, etc. | * Goal: Provide a general overview, terms and well know typologies, such as Joyce, Reeves, etc. | ||
'''Content''' (examples): | |||
* [[Pedagogic strategy]] | * [[Pedagogic strategy]] | ||
* [[Pedagogic method]] | * [[Pedagogic method]] | ||
* [[Pedagogical scenario]] | * [[Pedagogical scenario]] | ||
=== | === Instructional design models === | ||
* Goal: Reinforce the scenario concept and its relation to abstract design models. This is quite closely related to the previous section but acts as a sort of chapter summary. | |||
* Overview: [[instructional design model]] | * Overview: [[instructional design model]] | ||
== Major instructional designs (20 pages) == | == Major instructional designs (20 pages) == | ||
* Goal: Present a good sample of designs for which use of technology is relevant. Each entry will have forward pointers to appropriate technologies. Alternatively, this chapter also could be put into an annex. The idea is that students should be able to find out what we mean e.g. by "inquiry learning", "case-based learning", etc. | * Goal: Present a good sample of designs for which use of technology is relevant. Each entry will have forward pointers to appropriate technologies. Alternatively, '''this chapter also could be put into an annex'''. The idea is that students should be able to find out what we mean e.g. by "inquiry learning", "case-based learning", etc. | ||
'''Content''': | |||
See [[:Category:instructional design models | instructional design models]] | |||
== Technologies in education - an overview (10 pages) == | == Technologies in education - an overview (10 pages) == | ||
=== Overview === | === Overview === | ||
* [[educational technologies]], including a short categorization of major technologies used | * [[educational technologies]], including a short categorization of major technologies used in education. | ||
in education. | |||
=== Standards === | === Standards === | ||
* Goal: discussion of various standards and trends. Also discuss the issue here whether teaching can/should be "programmed" (e.g. with educational markup languages). | * Goal: discussion of various standards and trends. Also discuss the issue here whether teaching can/should be "programmed" (e.g. with educational markup languages). | ||
'''Content''' (examples): | |||
* [[Standard]]s | * [[Standard]]s | ||
* | * [[IMS]] standards | ||
== Major technologies (> 20 pages) == | == Major technologies (> 20 pages) == | ||
* Goal: | * Goal: Provide an overview of major technologies used today in education, each will be linked to appropriate instructional design models and theory. | ||
'''Content''': | |||
See the entries in [[:Category:educational technologies | educational technologies]] and other relevant [[:Category:technologies | technologies]] | |||
(note: some entries are a bit misplaced currently). | (note: some entries are a bit misplaced currently). | ||
== Research and development methods (15 pages) == | == Research and development methods (15 pages) == | ||
=== Research schools in educational technology === | === Research schools in educational technology === | ||
'''Content''': | |||
* Overview | * Overview | ||
* [[design-based research]] | * [[design-based research]] | ||
| Line 95: | Line 95: | ||
=== Development methodology === | === Development methodology === | ||
* [[instructional design method]] | |||
'''Content''': | |||
* Introduction to [[instructional design method]]s | |||
* Plus a choice of 4-5 major approaches like: | * Plus a choice of 4-5 major approaches like: | ||
** [[MISA]] (heavy industrial) | ** [[MISA]] (heavy industrial) | ||
** [[Kemp]], [[ADDIE]] (medium industrial) | ** [[Kemp design model]], [[ADDIE]] (medium industrial) | ||
** Light models, such as [[Backwards design]] | ** Light models, such as [[Backwards design]] | ||
** Teacher-centered [[lesson planning]] and associated tools. | ** Teacher-centered [[lesson planning]] and associated tools. | ||
=== Evaluation methodology === | === Evaluation methodology === | ||
'''Content''': | |||
* Design / course evaluation methodology (for practicionners) | * Design / course evaluation methodology (for practicionners) | ||
=== Innovation & change management === | === Innovation & change management === | ||
* | * Goal: Provide some insights on how to manage a project to introduce ICT | ||
'''Content''': | |||
* General change management methodology | |||
* Teacher development models with respect to ICT usage | |||
=== The relation between research and the field === | === The relation between research and the field === | ||
* Discuss an innovation/diffusion model and show how research and practice may influence each other. This may be merged with the previous section | * Goal: Discuss an innovation/diffusion model and show how research and practice may influence each other. This may be merged with the previous section | ||
Revision as of 17:15, 28 June 2006
This article or section is currently under construction
In principle, someone is working on it and there should be a better version in a not so distant future.
If you want to modify this page, please discuss it with the person working on it (see the "history")
- This is an outline for a print text on educational technology and of no interest to you for the moment .... DSchneider 18:22, 26 June 2006 (MEST)
Author: DSchneider
Introduction (10 pages)
Definitions of the field
A short history
Schools of educational technology
- Goal: Present the major forms of educational technology research. This discussion will be picked up again in the "Research and development" section.
Content (examples):
- EduTech as a design science - part of the learning sciences
- EduTech as playfield for research on learning and cognition
- EduTech as playfield for computer science (technology driven)
Conceptual foundations (15 pages)
Goal: This chapter should be short, "understandable" and demonstrate why learning and education theories are relevant for educational technology practise and research. Its purpose is not really to teach learning theory, didactics etc. but to shortly define/recall important concepts that are necessary to understand pedagogical designs that use technology.
Learning theory
Content (examples):
- learning theory
- Behaviorism, including various schools like programmed instruction, etc.
- Cognitivism
- Constructivism, including various schools like socio-constructivism, situated cognition, etc.
Learning types, levels and style
Content (examples):
Education, pedagogy and instruction
- Goal: This should be very short and strongly be linked to learning theory and explain the difference between educational, pegagocial and instructional theory.
Content (examples):
Pedagogical strategies and tactics
- Goal: Provide a general overview, terms and well know typologies, such as Joyce, Reeves, etc.
Content (examples):
Instructional design models
- Goal: Reinforce the scenario concept and its relation to abstract design models. This is quite closely related to the previous section but acts as a sort of chapter summary.
- Overview: instructional design model
Major instructional designs (20 pages)
- Goal: Present a good sample of designs for which use of technology is relevant. Each entry will have forward pointers to appropriate technologies. Alternatively, this chapter also could be put into an annex. The idea is that students should be able to find out what we mean e.g. by "inquiry learning", "case-based learning", etc.
Content: See instructional design models
Technologies in education - an overview (10 pages)
Overview
- educational technologies, including a short categorization of major technologies used in education.
Standards
- Goal: discussion of various standards and trends. Also discuss the issue here whether teaching can/should be "programmed" (e.g. with educational markup languages).
Content (examples):
Major technologies (> 20 pages)
- Goal: Provide an overview of major technologies used today in education, each will be linked to appropriate instructional design models and theory.
Content: See the entries in educational technologies and other relevant technologies (note: some entries are a bit misplaced currently).
Research and development methods (15 pages)
Research schools in educational technology
Content:
- Overview
- design-based research
- clinical experimentation
- quasi-experimentation (ecologicallly valid experimentation)
- clinical qualitative research (e.g. qualitative cognitive science like dialog analysis)
Development methodology
Content:
- Introduction to instructional design methods
- Plus a choice of 4-5 major approaches like:
- MISA (heavy industrial)
- Kemp design model, ADDIE (medium industrial)
- Light models, such as Backwards design
- Teacher-centered lesson planning and associated tools.
Evaluation methodology
Content:
- Design / course evaluation methodology (for practicionners)
Innovation & change management
- Goal: Provide some insights on how to manage a project to introduce ICT
Content:
- General change management methodology
- Teacher development models with respect to ICT usage
The relation between research and the field
- Goal: Discuss an innovation/diffusion model and show how research and practice may influence each other. This may be merged with the previous section
Various stuff
(to put somewhere else)
- Ergonomics
- Motivation and Affect