Teknologiatuettu oppiminen ja opetus - luento asiantuntijafoorumissa
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Pohjois-Pohjanmaan liiton asiantuntijafoorumi 1/2017 KEHITTYVÄ KOULUYMPÄRISTÖ. 6.2.2017. Pohjois-Pohjanmaan Liitto.
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Teknologiatuettu oppiminen ja opetus - luento asiantuntijafoorumissa
- 1. Teknologiatuettu oppiminen ja opetus Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus, Oulun KTK,yliopisto Pohjois-Pohjanmaan liiton asiantuntijafoorumi 1/2017 KEHITTYVÄ KOULUYMPÄRISTÖ
- 2. Käsitteet
- 3. https://webapps.jyu.fi/wiki/pages/viewpage.action?pageId=15472112 Peruskoulun opetussuunnitelman perusteet 2016 perustuu yo. taitoihin!!
- 4. Koivisto & Laru (submitted, 2016). Redesigning activities and Minecraft world of afterschool code club for learning computational thinking and 21st century skills
- 11. Välineet
- 16. Teknologiatuettu oppiminen ei ole hopealuoti
- 17. Laru, J., Näykki, P. & Järvelä, S. (2015). Four stages of research on the educational use of ubiquitous computing. IEEE Transactions on Learning Technologies 11/2015 •GARTNER 2016: •On the RiseBlockchain in Education •Tin Can API •Li-Fi •Smart Machine Education Applications •Virtual Reality/Augmented Reality Applications in Education •Bluetooth Beacons •Robotic Telepresence •Exostructure Strategy •MOOC Platforms •Classroom 3D Printing •Affective Computing •https://www.gartner.com/doc/ 3364119/hype-cycle- education-
- 18. MOOC vs. SOOC vs. Flipped Classroom • Assessment, P. I. N. (2012). Research & practice in assessment, (March 2012), 5–15. Balakrishnan, G., & Coetzee, D. (2013). Predicting Student Retention in Massive Open Online Courses using Hidden Markov Models. EECS Department, University of California, Berkeley. Retrieved from http://www.eecs.berkeley.edu/Pubs/TechRpts/2013/EECS-2013- 109.pdf Belanger, Y., & Thornton, J. (2013). Bioelectricity: A quantitative approach. Bioelectricity: A Quantitative Approach, 1–528. https://doi.org/10.1007/978-0-387-48865-3 Berge, Z. L., & Huang, Y. (2004). Volume 13 – Issue 5 May 2004. Deosnews, 13(5). Retrieved from http://www.ed.psu.edu/acsde/deos/deosnews/deosarchives.asp Christine, W., Roe, B., & Paterson, B. L. (2007). Coming Out as Ill: Understanding Self-Disclosure in Chronic Illness from a Meta- Synthesis of Qualitative Research. https://doi.org/10.1002/9780470692127.ch7 Cormier, D., & Siemens, G. (2010). “Through the Open Door: Open Courses as Research, Learning, and Engagement.” Educause Review, 45(4), 30–39. Retrieved from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume45/ThroughtheOpenDoorOpenCoursesa/209320 Halawa, S., Greene, D., & Mitchell, J. (2014). Dropout Prediction in MOOCs using Learner Activity Features. eLearning Papers, 37(March), 1–10. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/In_depth_37_1 (1).pdf Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001 Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers and Education, 98, 157–168. https://doi.org/10.1016/j.compedu.2016.03.016 Kerka, S. (1988). Strategies for retaining adult students: the educationally disadvantaged. ERIC Digest, No. 76.(76), 76. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED299455&ERICExtSe arch_SearchType_0=no&accno=ED299455 Khalil, H., & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review. EdMedia: World Conference on Educational Media and Technology, 2014(1), 1305–1313. Retrieved from /p/147656/ Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement : Analyzing Learner Subpopulations in Massive Open Online Courses. Lak ’13, 10. https://doi.org/10.1145/2460296.2460330 Koller, D., Ng, A., Do, C., & Chen, Z. (2013). “Retention and Intention in Massive Open Online Courses” (New Horizons). Educause Review, 62–63. Larry, H. (2012). Lessons learned from MITx’s prototype course. Retrieved December 13, 2014, from http://news.mit.edu/2012/mitx- edx-first-course-recap-0716 Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593–618. https://doi.org/10.1007/s11423-010-9177-y MEYER, R. (n.d.). What It’s Like to Teach a MOOC (and What the Heck’s a MOOC?). Retrieved December 13, 2016, from http://www.theatlantic.com/technology/archive/2012/07/what-its-like-to-teach-a-mooc-and-what-the-hecks-a-mooc/260000/ Paterson, B., & Dubouloz, C. (2009). Conducting qualitative metasynthesis research: Insights from a metasynthesis project. International Journal of Qualitative Methods, 8(3), 22–33. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Conducting+Qualitative+Metasynthesis+Research+:+Insights+from +a+Metasynthesis+Project#0%5Cnhttp://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Conducting+Qualitative+Metasy nthesis+Resea Xiong, Y., Li, H., Kornhaber, M. L., Suen, H. K., Pursel, B., & Goins, D. D. (2015). Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach. Global Education Review, 2(3), 23–33. Retrieved from http://ger.mercy.edu/index.php/ger/article/view/124 Yang, D., Sinha, T., & Adamson, D. (2013). “Turn on, Tune in, Drop out”: Anticipating student dropouts in Massive Open Online Courses. Proceedings of the NIPS Workshop on Data Driven Education, 1–8. Retrieved from http://lytics.stanford.edu/datadriveneducation/papers/yangetal.pdf Yuan, B. L., Powell, S., Yuan, L., Powell, S., & Cetis, J. (2013). MOOCs and Open Education : Implications for Higher Education A w hite p aper. Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015). Understanding Student Motivation, Behaviors and Perceptions in MOOCs. CSCW ’15: Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing, 1882–1895.
- 19. https://www.youtube.com/watch?v=Mk7ExsojYgI&list=UUXiKgucoUVd47d PnUrMtrPg Itsesäätely ym. taidot ova ERITTÄIN tärkeitä teknologiatuetun oppimisen kontekstissa
- 25. SLAM - Strategic regulation of learning through Learning Analytics and Mobile clouds for individual and collaborative learning success http://www.slamproject.org/blog
Editor's Notes
- Personal, portable and wirelessly networked technologies are now ubiquitous. However, more pedagogically grounded instructional design is needed (Laru, Näykki & Järvelä, 2015) potential role of tools and appropriate instructional design for guiding and supporting learning processes has been virtually ignored (Järvelä & Hadwin, 2013).