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Samenvatting education and ICT; hoorcolleges en hoofdlijnen alle verplichte literatuur

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Education and ICT

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Universiteit Utrecht (UU)

Dit document bevat de 8 weblectures van education and ict en de hoofdlijnen van de verplichte literatuur. Het document is in het engels geschreven.

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Education & ICT
Web lecture 1: Theoretical principles
Theoretical processes
Processes in education (1)
- Front vs. Peer-to-peer technology
- Bound to school (the hardware was specifically made for education) vs. not bound to school
- Formal vs. informal
- Stand-alone vs. networked
Processes in education (2)
- For organizational processes (how do we organize it)
o Blended/flipped/distance learning,
- For learning processes
o Multimedia/games
- For supportive processes
o Learning analytics (how can you use this to make a learner more motivated or learn
better), adaptive testing, social media
(3) TPACK: is a framework of skills and knowledge to effectively
integrate ICT in your lessons.
- It comprises the following dimensions:
o Content: the content of the subject that you teach
o Pedagogy: the didactics belonging to that subject
o Technology: technology supporting the
content/pedagogy
o The interactions between these dimensions
Adaptive learning: hoe zinnig is jou manier van leren? Bv. tijd,
methode. Learning analytics, artificial intelligence
Clark vs. Kozma (1990-20??): the media debate
ICT applications change:
- The organization of education
- The learning processes
- …..
Clark:
- Media have no essential effect on learning
- Instructional methods are responsible for knowledge gains
- No one media attribute has a unique cognitive effect
- Pre- and posttest are sufficient
- Method and medium should not be confounded (door elkaar gehaald)
Kozma:
- Media have an essential effect on learning
- Media and instructional method are inseparable (constructivistic view)
- Specific media attributes have unique cognitive effects
- Process should also be involved

, - Method and medium should be mixed

Web lecture 2: Learning theories and stakeholders
Learning goals:
1. Understanding the main characteristics of the common learning theories and the new
developments in that field
2. Recognize the application of learning theories in educational technology
3. Interpret the relation between the learning theories and educational technology
4. Developing a critical attitude towards this relationship
Learning theories: are descriptive and have different assumptions
Instructional design: educational technology, substantiated by theory, prescriptive
The ‘old’ school learning theories:
Cognitive Role of student: active Role of teacher: active
processes/mechanisms or passive or passive
Behaviorism Conditioning, reacting, Passive Input/stimuli,
small steps, corrective repeating, appropriate
feedback, rewards and output response
punishment
Cognitivism Processing Active, because Support and structure
information, active activating prior learning processes
(re)construction, prior knowledge and get
knowledge, conceptual integration
structures
(Socio)constructivism Constructing and Active Passive. Guide,
creating knowledge, scaffolding, adapts to
social interaction, level of learner, fades
active construction, away their help
real life situations

New learning theories
- Embodies cognition: that some aspects are strongly linked to sensory/bodily experience,
cognition shared between user and tool  writing vs. typing
Connectivism:
- Individual knowledge vs. distributed knowledge
- Today available information:
o Increases
o Becomes obsolete fast
o Too much for individual knowledge
- Lack constructs
- Connectivism: learning networks
o Multiple information carriers
o Links between information carriers
o Learning is extending carriers and number of links
- Critics: some mechanics remain unclear

, o Pattern recognition?
o Neural association?
- Fundamental different than the other learning theories, because increasing links and see
connections
Educational technology
Two definitions
1. Application of scientific know-how, how can we translate how we learn in effective
instructive design
2. Tools approach: how do specific tools effect learning
Relating educational technology and learning theory
- Which theory is used?
- Feedback: corrective or explanatory
- Student: active or passive
Interdependency
Field Development In Time
Societal Simple learning Complex learning Meaningful learning
Learning theory Behaviorism Cognitivism Constructivism
Educational CAI: computer ITS, simulations Games, VR, big data
technology assisted instruction
Descriptive vs. prescriptive (how can it by translated)
General level guidelines to combine this
- Depency on expertise of teachers and designers
- Not for all ict tools
Take-away message:
Educational technology must be embedded in (learning) theories so that learning insights can be
converted into clear applicable guidelines for ICT tools. This prevents the effectiveness of those tools
from becoming dependent on the expertise of the users. Educational technology is developing and
learning is becoming increasingly complex, which means that (learning) theories must also develop
further.
Stakeholders:
- Individual or groups, organizations
- Are affected of some way by the process, for example by the policy, technological
development or outcome
- Can be involved in the process directly or less directly (students vs. parents)
Impact of technology on education hindered by:
- Poor quality of educational software and courseware without input of software developer or
educational scientist
- Poor quality of pedagogy
- Lack of digital skills (teachers and students)
- Misalignment between policy and practice
Why important to identify stakeholders?
- Performing an analysis before designing, developing and implementing

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