Educational technology - an introduction: Difference between revisions
m (using an external editor) |
m (using an external editor) |
||
Line 1: | Line 1: | ||
{{comment | This is an outline for a print text on educational technology - [[User:DSchneider|DSchneider]] 18:22, 26 June 2006 (MEST)}} | |||
{{comment | This is an outline for a print text on educational technology | |||
Author: [[User:DSchneider|DSchneider]] | Author: [[User:DSchneider|DSchneider]] | ||
Line 94: | Line 93: | ||
'''Content''' (examples): | '''Content''' (examples): | ||
* [[CBT]], [[e-instruction]], the content parts of [[LMS]] (e.g. [[IMS Content Packaging]], [[CMS]], [[LCMS]] | * [[CBT]], [[e-instruction]], the content parts of [[LMS]] (e.g. [[IMS Content Packaging]], [[CMS]], [[LCMS]], [[multimedia presentation]]s | ||
== EduTech 2: Technologies for concept learning == | == EduTech 2: Technologies for concept learning == | ||
Line 100: | Line 99: | ||
'''Content''' (examples): | '''Content''' (examples): | ||
* [[hypertext]], [[wiki]]s, [[concept map]]s (both reading and writing) | * [[hypertext]], [[wiki]]s, [[concept map]]s (both reading and writing), [[microworld]]s. | ||
== EduTech 3: Technologies for reasoning and procedure learning == | == EduTech 3: Technologies for reasoning and procedure learning == | ||
Line 106: | Line 105: | ||
'''Content''' (examples): | '''Content''' (examples): | ||
* [[Intelligent tutoring system]], [[simulation]] | * [[Intelligent tutoring system]], [[simulation]], [[multimedia animation]]s, [[interactive multimedia]] | ||
== EduTech 4: CMC, tutoring and collaborative learning == | == EduTech 4: CMC, tutoring and collaborative learning == | ||
Line 112: | Line 111: | ||
'''Content''' (examples): | '''Content''' (examples): | ||
* [[ | * [[computer-mediated communication]], [[e-tutoring]], [[CSCL]] | ||
== EduTech 5: Technologies for problem solving and production strategies == | == EduTech 5: Technologies for problem solving and production strategies == | ||
Line 118: | Line 117: | ||
'''Content''' (examples): | '''Content''' (examples): | ||
* [[CBL]], [[Cognitive tool]],[[groupware]], [[weblog]]s | * [[CBL]], [[Cognitive tool]],[[groupware]], [[weblog]]s, [[simulation and gaming]] | ||
== EduTech 6: Technologies for learning in action (situated) == | == EduTech 6: Technologies for learning in action (situated) == | ||
Line 127: | Line 126: | ||
== EduTech 7: Other == | == EduTech 7: Other == | ||
(Maybe split into 2 chapters, one that has to do with teaching/learning and an other to do with school organization and such). | (Maybe split into 2 chapters, one that has to do with teaching/learning and an other to do with school organization, management of educational materials and such). | ||
'''Content''' (examples): | '''Content''' (examples): |
Revision as of 16:04, 4 July 2006
- This is an outline for a print text on educational technology - DSchneider 18:22, 26 June 2006 (MEST)
Author: DSchneider
Version: 2 (19:09, 3 July 2006 (MEST)). See the discussion page for pointers to other versions.
NOTE: Chapters 4 to 11 may be combined into one huge chapter or 3-4 standard sized ones. Total should not exceed 100 pages.
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):
Technologies in education - an overview (10 pages)
Instructional design models in educational technology
- Goal: Reinforce the learning/teaching scenario concept and its relation to abstract design models. This is based on the previous chapter and acts as a bridge.
- Overview: instructional design model (see also various
- Contents: A good sample of designs for which use of technology is relevant. Each entry will have forward pointers to appropriate technologies. 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 ...
Overview of educational technologies
- educational technologies, including a short categorization of major technologies used in education. This also will 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):
EduTech 1: Technologies for facts learning / teaching (< 10 pages)
- Goal: Provide an overview of a major set of technologies used today in education, each will be linked to appropriate instructional design models/theory or other fields of applications.
Content (examples):
- CBT, e-instruction, the content parts of LMS (e.g. IMS Content Packaging, CMS, LCMS, multimedia presentations
EduTech 2: Technologies for concept learning
Goal: as above
Content (examples):
- hypertext, wikis, concept maps (both reading and writing), microworlds.
EduTech 3: Technologies for reasoning and procedure learning
Goal: as above
Content (examples):
EduTech 4: CMC, tutoring and collaborative learning
Goal: as above
Content (examples):
EduTech 5: Technologies for problem solving and production strategies
Goal: as above
Content (examples):
EduTech 6: Technologies for learning in action (situated)
Goal: as above
Content (examples):
- learning e-portfolios, C3MS-like portals, etc.
EduTech 7: Other
(Maybe split into 2 chapters, one that has to do with teaching/learning and an other to do with school organization, management of educational materials and such).
Content (examples):
EduTech 8: Integrated learning environments
Goal: Discuss global learning environments (make sure that people understand that and LMS is not neutral, also discuss other alternatives)
Content (examples):
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 and classroom observations)
- educational sociology
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