Educational technology - an introduction: Difference between revisions
Jump to navigation
Jump to search
m (using an external editor) |
m (using an external editor) |
||
| Line 18: | Line 18: | ||
* EduTech as playfield for computer science (technology driven) | * EduTech as playfield for computer science (technology driven) | ||
== Conceptual foundations ( | == Conceptual foundations ( < 20 pages ) == | ||
Goal: This chapter should be short | Goal: This chapter should be short ''and'' "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 the foundations of pedagogical designs that use technology. | ||
=== Learning theory === | === Learning theory === | ||
| Line 32: | Line 32: | ||
=== Learning types, levels and style === | === Learning types, levels and style === | ||
'''Content''' | '''Content''': | ||
* [[learning type]] | * [[learning type]] | ||
* [[learning level]] | * [[learning level]] | ||
* [[learning style]] | * [[learning style]] | ||
=== Ergonomics and HCI === | |||
* Goal: Introduce constraints | |||
'''Content''': | |||
* some words on [[HCI]] concepts and research | |||
* [[cognitive ergonomics]] | |||
* [[usability]] | |||
* cognitive load theory etc. ?? | |||
=== Motivation and Affect === | |||
* [[motivation]] | |||
* [[emotion]] and [[flow theory]] | |||
=== Education, pedagogy and instruction === | === Education, pedagogy and instruction === | ||
| Line 59: | Line 72: | ||
== 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''' or merged into the next chapter (overview). The idea is that students should be able to find out what we mean e.g. by "inquiry learning", "case-based learning", etc. and at the same time already show why and where the use of technology makes sense ... | ||
'''Content''': | '''Content''': | ||
| Line 65: | Line 78: | ||
== Technologies in education - an overview (10 pages) == | == Technologies in education - an overview (10 pages) == | ||
* Goal: Provide an overview of various technologies according to their field of application. | |||
=== Overview === | === Overview === | ||
* [[educational technologies]], including a short categorization of major technologies used in education. | * [[educational technologies]], including a short categorization of major technologies used in education. This will also go beyound teaching/learning, e.g. include tools for student management. | ||
=== Standards === | === Standards === | ||
| Line 76: | Line 90: | ||
== Major technologies (> 20 pages) == | == Major technologies (> 20 pages) == | ||
* Goal: Provide an overview of major technologies used today in education, each will be linked to appropriate instructional design models | * Goal: Provide an overview of major technologies used today in education, each will be linked to appropriate instructional design models/theory or other fields of applications. | ||
'''Content''': | '''Content''': | ||
| Line 94: | Line 108: | ||
=== Development methodology === | === Development methodology === | ||
'''Content''': | '''Content''': | ||
| Line 116: | Line 129: | ||
=== The relation between research and the field === | === 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 | * 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 == | == Various stuff == | ||
(to put somewhere else) | (to put somewhere else) | ||
Revision as of 17:32, 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 ( < 20 pages )
Goal: This chapter should be short and "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 the foundations of 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:
Ergonomics and HCI
- Goal: Introduce constraints
Content:
- some words on HCI concepts and research
- cognitive ergonomics
- usability
- cognitive load theory etc. ??
Motivation and Affect
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 or merged into the next chapter (overview). The idea is that students should be able to find out what we mean e.g. by "inquiry learning", "case-based learning", etc. and at the same time already show why and where the use of technology makes sense ...
Content: See instructional design models
Technologies in education - an overview (10 pages)
- Goal: Provide an overview of various technologies according to their field of application.
Overview
- educational technologies, including a short categorization of major technologies used in education. This will also go beyound teaching/learning, e.g. include tools for student management.
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/theory or other fields of applications.
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)