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Teknologiatuettu oppiminen ja opetus - luento asiantuntijafoorumissa

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. 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. 2. Käsitteet
  3. 3. Peruskoulun opetussuunnitelman perusteet 2016 perustuu yo. taitoihin!!
  4. 4. Koivisto & Laru (submitted, 2016). Redesigning activities and Minecraft world of afterschool code club for learning computational thinking and 21st century skills
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  6. 6. Oppimisympäristöt
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  8. 8. Välineet
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  10. 10. Oppiminen ei ole itsestäänselvyys
  11. 11. Teknologiatuettu oppiminen ei ole hopealuoti
  12. 12. 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 • 3364119/hype-cycle- education-
  13. 13. 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 109.pdf Belanger, Y., & Thornton, J. (2013). Bioelectricity: A quantitative approach. Bioelectricity: A Quantitative Approach, 1–528. Berge, Z. L., & Huang, Y. (2004). Volume 13 – Issue 5 May 2004. Deosnews, 13(5). Retrieved from 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. Cormier, D., & Siemens, G. (2010). “Through the Open Door: Open Courses as Research, Learning, and Engagement.” Educause Review, 45(4), 30–39. Retrieved from Halawa, S., Greene, D., & Mitchell, J. (2014). Dropout Prediction in MOOCs using Learner Activity Features. eLearning Papers, 37(March), 1–10. Retrieved from (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. Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers and Education, 98, 157–168. Kerka, S. (1988). Strategies for retaining adult students: the educationally disadvantaged. ERIC Digest, No. 76.(76), 76. Retrieved from 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. 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 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. MEYER, R. (n.d.). What It’s Like to Teach a MOOC (and What the Heck’s a MOOC?). Retrieved December 13, 2016, from 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 +a+Metasynthesis+Project#0%5Cn 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 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 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.
  14. 14. PnUrMtrPg Itsesäätely ym. taidot ova ERITTÄIN tärkeitä teknologiatuetun oppimisen kontekstissa
  15. 15. Oppimisprosessin suunnittelu
  16. 16. Tutkijan kammiossa..
  17. 17. LeaForum - Eudaimonia tutkimuskeskus tutkimuskeskus/
  18. 18. SLAM - Strategic regulation of learning through Learning Analytics and Mobile clouds for individual and collaborative learning success
  19. 19. Kiitos!