Synthesizing Technological and Pedagogical Knowledge in Learning Design

2016 ◽  
Vol 7 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Kyparisia A. Papanikolaou ◽  
Katerina Makrh ◽  
George D. Magoulas ◽  
Dionisia Chinou ◽  
Athanasios Georgalas ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Virtual Classroom ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Pedagogical Tools ◽  
Pedagogical Content ◽  
Enhanced Learning ◽  
Pre Service Teacher ◽  
Specific Learning ◽  
Selection Of

Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effective TEL-based courses. A number of questions emerge as the authors are looking for the most appropriate technologies for cultivating certain competences related to class operation, learning design and student engagement in a constructive manner. As a first step, in this paper, they investigate how trainees combine particular technologies with pedagogical tools to cultivate specific competences i.e. certain types of Technological Pedagogical Content Knowledge. Lastly, factors that trainees perceive as influential when adopting TEL tools in practice are revealed by their study.

Synthesizing Technological and Pedagogical Knowledge in Learning Design

2018 ◽  
pp. 1021-1035
Author(s):  
Kyparisia A. Papanikolaou ◽  
Katerina Makrh ◽  
George D. Magoulas ◽  
Dionisia Chinou ◽  
Athanasios Georgalas ◽  
...  
Keyword(s):  
Technological Pedagogical Content Knowledge ◽  
Virtual Classroom ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Pedagogical Tools ◽  
Pedagogical Content ◽  
Technological Tools ◽  
Enhanced Learning ◽  
Pre Service Teacher ◽  
Specific Learning

Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effective TEL-based courses. A number of questions emerge as the authors are looking for the most appropriate technologies for cultivating certain competences related to class operation, learning design and student engagement in a constructive manner. As a first step, in this paper, they investigate how trainees combine particular technologies with pedagogical tools to cultivate specific competences i.e. certain types of Technological Pedagogical Content Knowledge. Lastly, factors that trainees perceive as influential when adopting TEL tools in practice are revealed by their study.

scholarly journals UNDERSTANDING VIETNAMESE PRESERVICE TEFL TEACHERS’ TPACK DEVELOPMENT WITH DESIGN-BASED LEARNING VIA REFLECTIVE LEARNING

2019 ◽  
pp. 154-169
Author(s):  
Nguyen Bich Dieu ◽  
Lee Kean Wah ◽  
Tan Choon Keong
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Thematic Analysis ◽  
Technology Use ◽  
Teaching Practice ◽  
Reflective Learning ◽  
Technology Enhanced Learning ◽  
Pedagogical Content ◽  
Reflective Journals ◽  
Enhanced Learning

The present study is aimed at understanding pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) development with Design-based Learning (DBL) in a blended learning course on Technology-enhanced learning. Reflection was employed to probe the preservice teachers’ TPACK development and the complex interrelationship between the seven knowledge components. Through content analysis of the participants’ reflective journals and thematic analysis of their interviews, the findings revealed that there was certainly some evidence of growth in some of their TPACK components although content knowledge, technological content knowledge, and pedagogical content knowledge were still limited. Both Design-based Learning environment and the reflective tool have proven to be useful platforms for the preservice teachers to enhance their learning experiences of technology use, and their willingness and confidence to apply what they learned in their future teaching practice.

Principled Construction and Reuse of Learning Designs

2011 ◽  
pp. 869-890 ◽  
Author(s):  
Gilbert Paquette ◽  
Olga Mariño ◽  
Karin Lundgren-Cayrol ◽  
Michel Léonard
Keyword(s):  
Learning Environments ◽  
Learning Objects ◽  
Research Center ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Future Directions ◽  
Enhanced Learning

This chapter summarizes the work on instructional engineering and educational modeling accomplished since 1992 at the LICEF Research Center of Télé-université by the researchers of the CICE Research Chair. Recent results on learning design modeling and learning objects reusability processes are thoroughly presented using examples drawn from many projects conducted in the last 3 years. These are discussed to uncover the importance of a principled approach for the modeling of learning design and the of learning objects in technology enhanced learning environments. Finally, delivery and dissemination issues are discussed and a summary of on-going and future directions for research is presented.

scholarly journals Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Content Knowledge ◽  
Systems Approach ◽  
Learning Trajectory ◽  
Teaching Mathematics ◽  
Pedagogical Approach ◽  
Pedagogical Tools ◽  
Pedagogical Content ◽  
Pedagogical Reasoning ◽  
The Core ◽  
The Impact

A systems approach provides insight for expanding teachers’ pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems pedagogical approach for guiding teachers in developing their technological pedagogical thinking and reasoning so they in turn are able to implement a systems pedagogical approach with their own students. Specific instructional strategies guide teachers in refining their mental models for integrating multiple technologies in teaching mathematics through their increasingly complex technological pedagogical understanding as they learn about the technologies and teaching with those technologies. This study focuses on the impact that a system of multiple technologies as pedagogical tools has on teachers’ technological pedagogical reasoning as they integrate multiple technologies in their classrooms. A systems pedagogical understanding is at the core of teachers’ enhancement of their technological pedagogical reasoning, and supports the transformation of their knowledge called technological pedagogical content knowledge.

scholarly journals A preliminary Exploration of Operating Models of Second Cycle/Research Led Open Education Involving Industry Collaboration

2014 ◽  
Vol 17 (1) ◽  
pp. 76-92 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Positive Attitude ◽  
Technology Enhanced Learning ◽  
Open Education ◽  
Research Groups ◽  
Research Collaborations ◽  
Industry Collaboration ◽  
Research Environments ◽  
Enhanced Learning ◽  
Selection Of ◽  
Made In

Abstract Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge Foundation 2013. The study is founded on Conole’s (2012) seven organizational purposes for open education, Coursera’s eight models (Daniel, 2012), and Clarke’s (2013) four strategies for open education, and raises the question whether open education and MOOCs might be a way to reinforce research collaborations and research environments. The researchers displayed a positive attitude towards expanding the technology-enhanced learning and openness, and foresee few problems with openness when industry participates in teaching. Nonetheless, the scientists’ operating models and strategies for developing technology-enhanced learning and open education, are vague. Conclusively: although the interest is obvious, in order to succeed with technology-enhanced open education and strengthening the research groups, the variables for purposes, operating models, strategies, pedagogic models, and obstacles need to be calibrated and made more deliberated, preferably in collaboration between the scientists and industry.

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