Iskomunidad - User contributions [en]

Educ 190

2014-10-09T09:20:34Z

Gbgalpao:

Educ 190 Computers in Education
Community Page

__TOC__

== UP COLLEGE OF EDUCATION ==

Educ 190: Computers in Education

LEARNING OBJECTIVES

1. Identify existing and emerging educational technology (edtech) trends and tools

2. Describe how Filipino teachers learn, share, select, and evaluate edtech

3. Describe the current edtech challenges and innovations happening locally and globally

4. Practice ethnography and social science research to understand teacher and student experiences with edtech

5. Apply user-centered design methods to develop edtech solutions for challenges in education

6. Use learning theories and pedagogies as a framework to critically evaluate edtech

7. Formulate recommendations and policies for integrating edtech into specific learning contexts

8. Design and implement a well-crafted, learner-centered lesson plan that integrates edtech

9. Reflect and summarize one’s learning experience by maintaining a design journal

Topics:

== Massive ==

How do we think about teaching and learning on a very, very large scale?

MOOC
A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance.1
Flipped Classroom
To flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class (Tucker, 2012).
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

(2012). Massive Open Online Course (MOOC) | EDUCAUSE.edu. Retrieved October 9, 2014, from http://www.educause.edu/library/massive-open-online-course-mooc.

== 1:1 ==

What would happen when teachers and learners each had their own device?

== Gamified ==

===(by Ryan Biscocho)===

How can game elements influence teaching and learning—motivation, excitement, points, competition?

Pre class activities
Bogost, I. (2011, August 8). Gamification is bullshit.

Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games (Chapter 3). Cambridge, MA: MIT Press

[Video]. Gamification of Education. Retrieved from http://ed.ted.com/on/uk36wtoI

Play an educational game

In class activities

Seminar discussion about gamification of education: motivation, excitement, rewards, competition

Design a game concept for learning with prototypes and user flows

Reporters: Marius, Dani, and Karl Man

Key Conepts
Duo lingo
Brainscape
Badging
Mobile Apps

== Open Education ==

What happens when resources, ideas and teachers are free and accessible to all?

Pre-class Activities:
Brown, J.S. & Adler, R.P. (2008). Minds on fire: Open education, the long tail, and Learning 2.0. EDUCAUSE Review, 43(1), 16-32. http://net.educause.edu/ir/library/pdf/ERM0811.pdf

In-class Activities:
Seminar discussion about open courseware

Dawn, Rey, and Kenneth’s
session

Key Concepts:
Open Source
MIT Open
Courseware

== Blended Learning ==

How can we combine digital and face to face interactions to improve teaching and learning?

Pre-class Activities

Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19, 203–220.

In-class Activities

Seminar discussion about blended learning practices: benefits and challenges

Rinna, Cush, and Kenneth’s session

Key Concepts

Blended Learning

Quipper

Plickers

Socrative

WIDE World

[[Category:Course Syllabus]]

Educ 190

2014-10-09T09:19:09Z

Gbgalpao:

Educ 190 Computers in Education
Community Page

__TOC__

UP COLLEGE OF EDUCATION

Educ 190: Computers in Education

LEARNING OBJECTIVES

1. Identify existing and emerging educational technology (edtech) trends and tools

2. Describe how Filipino teachers learn, share, select, and evaluate edtech

3. Describe the current edtech challenges and innovations happening locally and globally

4. Practice ethnography and social science research to understand teacher and student experiences with edtech

5. Apply user-centered design methods to develop edtech solutions for challenges in education

6. Use learning theories and pedagogies as a framework to critically evaluate edtech

7. Formulate recommendations and policies for integrating edtech into specific learning contexts

8. Design and implement a well-crafted, learner-centered lesson plan that integrates edtech

9. Reflect and summarize one’s learning experience by maintaining a design journal

Topics:

== Massive ==

How do we think about teaching and learning on a very, very large scale?

MOOC
A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance.1
Flipped Classroom
To flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class (Tucker, 2012).
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

(2012). Massive Open Online Course (MOOC) | EDUCAUSE.edu. Retrieved October 9, 2014, from http://www.educause.edu/library/massive-open-online-course-mooc.

== 1:1 ==

What would happen when teachers and learners each had their own device?

Gamified
== Gamified ==

==(by Ryan Biscocho)==

How can game elements influence teaching and learning—motivation, excitement, points, competition?

Pre class activities
Bogost, I. (2011, August 8). Gamification is bullshit.

Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games (Chapter 3). Cambridge, MA: MIT Press

[Video]. Gamification of Education. Retrieved from http://ed.ted.com/on/uk36wtoI

Play an educational game

In class activities

Seminar discussion about gamification of education: motivation, excitement, rewards, competition

Design a game concept for learning with prototypes and user flows

Reporters: Marius, Dani, and Karl Man

Key Conepts
Duo lingo
Brainscape
Badging
Mobile Apps

== Open Education ==

What happens when resources, ideas and teachers are free and accessible to all?

Pre-class Activities:
Brown, J.S. & Adler, R.P. (2008). Minds on fire: Open education, the long tail, and Learning 2.0. EDUCAUSE Review, 43(1), 16-32. http://net.educause.edu/ir/library/pdf/ERM0811.pdf

In-class Activities:
Seminar discussion about open courseware

Dawn, Rey, and Kenneth’s
session

Key Concepts:
Open Source
MIT Open
Courseware

== Blended Learning ==

How can we combine digital and face to face interactions to improve teaching and learning?

Pre-class Activities

Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19, 203–220.

In-class Activities

Seminar discussion about blended learning practices: benefits and challenges

Rinna, Cush, and Kenneth’s session

Key Concepts

Blended Learning

Quipper

Plickers

Socrative

WIDE World

[[Category:Course Syllabus]]

Educ 190

2014-10-09T09:18:15Z

Gbgalpao:

Educ 190 Computers in Education
Community Page

__TOC__

UP COLLEGE OF EDUCATION

Educ 190: Computers in Education

LEARNING OBJECTIVES

1. Identify existing and emerging educational technology (edtech) trends and tools

2. Describe how Filipino teachers learn, share, select, and evaluate edtech

3. Describe the current edtech challenges and innovations happening locally and globally

4. Practice ethnography and social science research to understand teacher and student experiences with edtech

5. Apply user-centered design methods to develop edtech solutions for challenges in education

6. Use learning theories and pedagogies as a framework to critically evaluate edtech

7. Formulate recommendations and policies for integrating edtech into specific learning contexts

8. Design and implement a well-crafted, learner-centered lesson plan that integrates edtech

9. Reflect and summarize one’s learning experience by maintaining a design journal

Topics:

Massive
How do we think about teaching and learning on a very, very large scale?

MOOC
A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance.1
Flipped Classroom
To flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class (Tucker, 2012).
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

(2012). Massive Open Online Course (MOOC) | EDUCAUSE.edu. Retrieved October 9, 2014, from http://www.educause.edu/library/massive-open-online-course-mooc.

1:1
What would happen when teachers and learners each had their own device?

Gamified
== Gamified ==

(by Ryan Biscocho)

How can game elements influence teaching and learning—motivation, excitement, points, competition?

Pre class activities
Bogost, I. (2011, August 8). Gamification is bullshit.

Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games (Chapter 3). Cambridge, MA: MIT Press

[Video]. Gamification of Education. Retrieved from http://ed.ted.com/on/uk36wtoI

Play an educational game

In class activities
Seminar discussion about gamification of education: motivation, excitement, rewards, competition

Design a game concept for learning with prototypes and user flows

Reporters: Marius, Dani, and Karl Man

Key Conepts
Duo lingo
Brainscape
Badging
Mobile Apps

== Open Education ==

What happens when resources, ideas and teachers are free and accessible to all?

Pre-class Activities:
Brown, J.S. & Adler, R.P. (2008). Minds on fire: Open education, the long tail, and Learning 2.0. EDUCAUSE Review, 43(1), 16-32. http://net.educause.edu/ir/library/pdf/ERM0811.pdf

In-class Activities:
Seminar discussion about open courseware

Dawn, Rey, and Kenneth’s
session

Key Concepts:
Open Source
MIT Open
Courseware

Blended Learning

How can we combine digital and face to face interactions to improve teaching and learning?

Pre-class Activities

Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19, 203–220.

In-class Activities

Seminar discussion about blended learning practices: benefits and challenges
Rinna, Cush, and Kenneth’s session

Key Concepts

Blended Learning
Quipper
Plickers
Socrative
WIDE World

[[Category:Course Syllabus]]

Educ 190

2014-10-09T09:17:21Z

Gbgalpao:

Educ 190 Computers in Education
Community Page

__TOC__

UP COLLEGE OF EDUCATION

Educ 190: Computers in Education

LEARNING OBJECTIVES

1. Identify existing and emerging educational technology (edtech) trends and tools

2. Describe how Filipino teachers learn, share, select, and evaluate edtech

3. Describe the current edtech challenges and innovations happening locally and globally

4. Practice ethnography and social science research to understand teacher and student experiences with edtech

5. Apply user-centered design methods to develop edtech solutions for challenges in education

6. Use learning theories and pedagogies as a framework to critically evaluate edtech

7. Formulate recommendations and policies for integrating edtech into specific learning contexts

8. Design and implement a well-crafted, learner-centered lesson plan that integrates edtech

9. Reflect and summarize one’s learning experience by maintaining a design journal

Topics:

Massive: How do we think about teaching and learning on a very, very large scale?

MOOC
A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance.1
Flipped Classroom
To flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class (Tucker, 2012).
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

(2012). Massive Open Online Course (MOOC) | EDUCAUSE.edu. Retrieved October 9, 2014, from http://www.educause.edu/library/massive-open-online-course-mooc.

Gamified
== Gamified ==

(by Ryan Biscocho)

How can game elements influence teaching and learning—motivation, excitement, points, competition?

Pre class activities
Bogost, I. (2011, August 8). Gamification is bullshit.

Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games (Chapter 3). Cambridge, MA: MIT Press

[Video]. Gamification of Education. Retrieved from http://ed.ted.com/on/uk36wtoI

Play an educational game

In class activities
Seminar discussion about gamification of education: motivation, excitement, rewards, competition

Design a game concept for learning with prototypes and user flows

Reporters: Marius, Dani, and Karl Man

Key Conepts
Duo lingo
Brainscape
Badging
Mobile Apps

Open Education
(by Aila Verzosa)

What happens when resources, ideas and teachers are free and accessible to all?

Pre-class Activities:
Brown, J.S. & Adler, R.P. (2008). Minds on fire: Open education, the long tail, and Learning 2.0. EDUCAUSE Review, 43(1), 16-32. http://net.educause.edu/ir/library/pdf/ERM0811.pdf

In-class Activities:
Seminar discussion about open courseware

Dawn, Rey, and Kenneth’s
session

Key Concepts:
Open Source
MIT Open
Courseware

Blended Learning

(by Globel Nicole Galpao)

How can we combine digital and face to face interactions to improve teaching and learning?

Pre-class Activities
Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19, 203–220.

In-class Activities
Seminar discussion about blended learning practices: benefits and challenges
Rinna, Cush, and Kenneth’s session

Key Concepts
Blended Learning
Quipper
Plickers
Socrative
WIDE World

[[Category:Course Syllabus]]

Educ 190

2014-10-09T09:16:57Z

Gbgalpao:

Educ 190 Computers in Education
Community Page
__TOC__

UP COLLEGE OF EDUCATION

Educ 190: Computers in Education

LEARNING OBJECTIVES

1. Identify existing and emerging educational technology (edtech) trends and tools

2. Describe how Filipino teachers learn, share, select, and evaluate edtech

3. Describe the current edtech challenges and innovations happening locally and globally

4. Practice ethnography and social science research to understand teacher and student experiences with edtech

5. Apply user-centered design methods to develop edtech solutions for challenges in education

6. Use learning theories and pedagogies as a framework to critically evaluate edtech

7. Formulate recommendations and policies for integrating edtech into specific learning contexts

8. Design and implement a well-crafted, learner-centered lesson plan that integrates edtech

9. Reflect and summarize one’s learning experience by maintaining a design journal

Topics:

Massive: How do we think about teaching and learning on a very, very large scale?

MOOC
A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance.1
Flipped Classroom
To flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class (Tucker, 2012).
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

(2012). Massive Open Online Course (MOOC) | EDUCAUSE.edu. Retrieved October 9, 2014, from http://www.educause.edu/library/massive-open-online-course-mooc.

Gamified
== Gamified ==

(by Ryan Biscocho)

How can game elements influence teaching and learning—motivation, excitement, points, competition?

Pre class activities
Bogost, I. (2011, August 8). Gamification is bullshit.

Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games (Chapter 3). Cambridge, MA: MIT Press

[Video]. Gamification of Education. Retrieved from http://ed.ted.com/on/uk36wtoI

Play an educational game

In class activities
Seminar discussion about gamification of education: motivation, excitement, rewards, competition

Design a game concept for learning with prototypes and user flows

Reporters: Marius, Dani, and Karl Man

Key Conepts
Duo lingo
Brainscape
Badging
Mobile Apps

Open Education
What happens when resources, ideas and teachers are free and accessible to all?

Pre-class Activities:
Brown, J.S. & Adler, R.P. (2008). Minds on fire: Open education, the long tail, and Learning 2.0. EDUCAUSE Review, 43(1), 16-32. http://net.educause.edu/ir/library/pdf/ERM0811.pdf

In-class Activities:
Seminar discussion about open courseware

Dawn, Rey, and Kenneth’s
session

Key Concepts:
Open Source
MIT Open
Courseware

Blended Learning

(by Globel Nicole Galpao)
How can we combine digital and face to face interactions to improve teaching and learning?

Pre-class Activities
Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19, 203–220.

In-class Activities
Seminar discussion about blended learning practices: benefits and challenges
Rinna, Cush, and Kenneth’s session

Key Concepts
Blended Learning
Quipper
Plickers
Socrative
WIDE World

Educ 190

2014-10-09T09:15:38Z

Gbgalpao:

Educ 190 Computers in Education
Community Page
__TOC__

UP COLLEGE OF EDUCATION

Educ 190: Computers in Education

LEARNING OBJECTIVES

1. Identify existing and emerging educational technology (edtech) trends and tools

2. Describe how Filipino teachers learn, share, select, and evaluate edtech

3. Describe the current edtech challenges and innovations happening locally and globally

4. Practice ethnography and social science research to understand teacher and student experiences with edtech

5. Apply user-centered design methods to develop edtech solutions for challenges in education

6. Use learning theories and pedagogies as a framework to critically evaluate edtech

7. Formulate recommendations and policies for integrating edtech into specific learning contexts

8. Design and implement a well-crafted, learner-centered lesson plan that integrates edtech

9. Reflect and summarize one’s learning experience by maintaining a design journal

Topics:

Massive: How do we think about teaching and learning on a very, very large scale?

Gamified
(by Ryan Biscocho)

How can game elements influence teaching and learning—motivation, excitement, points, competition?

Pre class activities
Bogost, I. (2011, August 8). Gamification is bullshit.

Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games (Chapter 3). Cambridge, MA: MIT Press

[Video]. Gamification of Education. Retrieved from http://ed.ted.com/on/uk36wtoI

Play an educational game

In class activities
Seminar discussion about gamification of education: motivation, excitement, rewards, competition

Design a game concept for learning with prototypes and user flows

Reporters: Marius, Dani, and Karl Man

Key Conepts
Duo lingo
Brainscape
Badging
Mobile Apps

Open Education
What happens when resources, ideas and teachers are free and accessible to all?

Pre-class Activities:
Brown, J.S. & Adler, R.P. (2008). Minds on fire: Open education, the long tail, and Learning 2.0. EDUCAUSE Review, 43(1), 16-32. http://net.educause.edu/ir/library/pdf/ERM0811.pdf

In-class Activities:
Seminar discussion about open courseware

Dawn, Rey, and Kenneth’s
session

Key Concepts:
Open Source
MIT Open
Courseware

Blended Learning
How can we combine digital and face to face interactions to improve teaching and learning?

Pre-class Activities
Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19, 203–220.

In-class Activities
Seminar discussion about blended learning practices: benefits and challenges
Rinna, Cush, and Kenneth’s session

Key Concepts
Blended Learning
Quipper
Plickers
Socrative
WIDE World