Online modules volgens TPACK Nataša Brouwer – Universiteit van Amsterdam SURFacademy, 11 oktober...

Online modules volgens TPACK

Nataša Brouwer – Universiteit van Amsterdam

SURFacademy, 11 oktober 2011

The importance of university teachers training is not so much in improving their teaching skills but in preparing them to be innovative practitioners.

SURFacademy, oktober 2011

De kloof

Onderwijskunde

vaardigheden

expert in discipline

Content

Nieuwe docent Docentprofessionalisering (BKO)


Pedagogical content knowledge (PCK)

Pedagogy vaardigheden

expert in discipline

Content

PCK, Lee S. Shulman, 1986, 1987

integratie van content en pedagogy PCK technologie

kennisoverdracht faciliteren van leren


“There is no single technological solution that applies for every teacher, every course, or every view of teaching.”

Mishra & Koehler, 2006


Technological Pedagogical Content Knowledge

TPACKMishra & Koehler, 2006


MARCHET ProjectMake Relevant Choices in Educational Technology

modules voor docentprofessionalisering over ICT

vijf HO instellingen

projectperiode: 2009-2011

SURF NAP 2008


GroepsdiscussieDocentprofessionalisering over ICT

TPACK benadering

A. Wat moeten docenten leren om ICT te kunnen inzetten?

B. Content: aardrijkskunde (bv. wereld steden) Didactiek: ?ICT tool: ?


Group discussionExperiences with professional development

Results of discussion


MARCHET modules

4 online modules: Collaborative knowledge building Social networks (Web 2.0) Measuring knowledge and understanding Supervising students in distance learning

10-12 weken / 20-25 uur

zelfstudie, assignments (individueel, groep)

Video conferencing


Ontwerp MARCHET modules

Good practice

Deelnemer met eenonderwijsprobleem

Ontwerp MARCHET modules

Zie www.onderwijsontwerpenmetict.nl


Shirly’s case

Context Cursus: Criminalistics Content: analytische chemie

(methodes) Tool: wiki Didactiek: samen kennis

opbouwen (groepswerk)

Houding na de module Doelen formuleren Herontwerpen Zoeken naar nieuwe tools Zoeken naar nieuwe kennis Projecten aanvragen

Probleem

Kennis over scheikunde analysemethodes die belangrijk zijn in forensisch onderzoek.


Tools

SURFgroepen / Ning

videoconferencing

Blog

Wiki

discussion forum

annotatie tool

toets tools en clickers

Etc.


Conclusies

stimuleren van innovatief gedrag van docenten Specifieke oplossingen Eigen onderwijspraktijk (Re)design volgens TPACK of PCK Grassroots projecten

integratie van TPACK in het BKO wenselijk

uitwisseling van ervaringen professionaliseren van moderatoren


Met dank aan

www.marchet.nl

Anne-Petra Rozendal (team UU)Danielle Townsend (team UM)Janneke van der Loo (team TU/e)Peter Dekker (team HvA)

Docenten en moderatoren van MARCHET modules


Dank!

Vragen?


Students’ excellencedeep learning

Satisfaction of studentsevaluations

Drop outs minimalizationfeasibility

Quality of teachingcontent, teaching staff, methods

higher education quality

Satisfaction of societyemployability

ALT-C 2011, 6-8 September 2011

What is the role of ICT?Wat is the role of PD programmes?

Evaluation – effects and satisfaction


Mean SDThe module was as I expected. 3.20 1.14The content of the module inspired me. 4.00 0.94The module's intention was clear to me. 4.20 0.42Working in the module was engaging and enjoyable. 3.50 0.71I could spend my time working on the module flexible enough. 3.90 0.74The assignments were motivating. 3.50 0.71I'm happy with my own contribution. 3.10 0.88The moderator supported the learning process efficiently/good. 3.90 0.57I've got usefull feedback from the other participants. 3.50 1.18Working together as a group was very useful. 3.10 1.10The learning material was of good quality. 3.80 0.79Working in the SURFgroepen environment was evident and easy. 3.80 1.23The online videoconferences were useful. 3.60 1.08I would like to have more online videoconferences. 3.00 1.16The online consultation hours were useful. 3.30 0.48I would like to have more online consultation possibilities. 2.70 0.68I'm satisfied with my course redesign. 3.50 0.53For selfstudy I used ... hours. 2.50 1.18I would recommend this module to other people. 3.80 1.03

Evaluation – effects and satisfaction


Mean SDThe module was as I expected. 3.20 1.14The content of the module inspired me. 4.00 0.94The module's intention was clear to me. 4.20 0.42Working in the module was engaging and enjoyable. 3.50 0.71I could spend my time working on the module flexible enough. 3.90 0.74The assignments were motivating. 3.50 0.71I'm happy with my own contribution. 3.10 0.88The moderator supported the learning process efficiently/good. 3.90 0.57I've got usefull feedback from the other participants. 3.50 1.18Working together as a group was very useful. 3.10 1.10The learning material was of good quality. 3.80 0.79Working in the SURFgroepen environment was evident and easy. 3.80 1.23The online videoconferences were useful. 3.60 1.08I would like to have more online videoconferences. 3.00 1.16The online consultation hours were useful. 3.30 0.48I would like to have more online consultation possibilities. 2.70 0.68I'm satisfied with my course redesign. 3.50 0.53For selfstudy I used ... hours. 2.50 1.18I would recommend this module to other people. 3.80 1.03N=10

P1 First of all: it is difficult to have any expectations for a module that intends to be truely innovative. And beyond that: several parts of the module were still in a rather experimental phase.

P2 Good theoretical and practical knowledge regarding collective Knowledge building

P3 I expected more interaction

P4 I expected the course to inform me on a set of digital tools and it did. It contained more eye-opening moments than I expected.

P5 I expected to learn how to use ICT tools for higher education and I did

P6 In a way it was as I expected, but th on line aspect gave you more freedom and at the same time it was my pitfall concerning time

P7 Including al the bumps in the road. It made the learning experience richer.

P8 Introduction of a few ICT tools and good practices

P9 It was better than expected

P10 The design was clear and the implementation was satisfactory


Evaluation – Change in Beliefs using Norton et al. (2005)


Marginal effect on more interactive teaching beliefs

Evaluation – Change in Intentions using Norton et al. (2005)


Strong significant effect on intentions to motivate students

Semi-structured interviews after three months

most teachers have implemented redesign several teachers indicated to have substantially

changed their beliefs and intentions change in beliefs, intentions and behavior of

teachers takes time


Online modules volgens TPACK Nataša Brouwer – Universiteit van Amsterdam SURFacademy, 11 oktober...

Documents

Transcript of Online modules volgens TPACK Nataša Brouwer – Universiteit van Amsterdam SURFacademy, 11 oktober...