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Educ 190 Computers in Education
= Educ 190 Computers in Education =
Community Page
__TOC__


UP COLLEGE OF EDUCATION


Educ 190: Computers in Education
==Technologies==


LEARNING OBJECTIVES


1. Identify existing and emerging educational technology (edtech) trends and tools
=== Massive ===
MOOC: How do we think about teaching and learning on a very, very large scale?


2. Describe how Filipino teachers learn, share, select, and evaluate edtech
==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.
(2012). Massive Open Online Course (MOOC) | EDUCAUSE.edu. Retrieved October 9, 2014, from http://www.educause.edu/library/massive-open-online-course-mooc.==


3. Describe the current edtech challenges and innovations happening locally and globally
=== One-to-one ===
1:1 Learning


4. Practice ethnography and social science research to understand teacher and student experiences with edtech
1-to-1 programs are also known as 'anywhere, any time' or 'laptops for students' programs.
(2012). 1-to-1 Learning - Smart Classrooms - Education Queensland. Retrieved October 9, 2014, from http://education.qld.gov.au/smartclassrooms/working-digitally/1-to-1-learning.html.
=== Flipped Learning ===
Flipped Classroom


5. Apply user-centered design methods to develop edtech solutions for challenges in education
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.
Warschauer, M., & Ames, M. (2010).


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
=== MARIUSPOGI ===


8. Design and implement a well-crafted, learner-centered lesson plan that integrates edtech
What would happen when teachers and learners each had their own device?
 
Founded The Mawikins School of Technology
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 ===


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


Gamified
(by Ryan Biscocho)


How can game elements influence teaching and learning—motivation, excitement, points, competition?
===== Pre class activities =====


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


Line 47: Line 41:


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


Play an educational game  
Play an educational game  




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


Design a game concept for learning with prototypes and user flows
Design a game concept for learning with prototypes and user flows


Reporters: Marius, Dani, and Karl Man


Key Conepts
===== Key Conepts =====
 
Duo lingo
Duo lingo
Brainscape
Brainscape
Line 65: Line 61:




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


Pre-class Activities:
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
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:
In-class Activities:
Seminar discussion about open courseware
Seminar discussion about open courseware


Dawn, Rey, and Kenneth’s
 
session
 


Key Concepts:
Key Concepts:
Open Source
Open Source
MIT Open  
MIT Open  
Courseware
Courseware


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


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


Key Concepts
Key Concepts
Blended Learning
Blended Learning
Quipper
Quipper
Plickers
Plickers
Socrative
Socrative
WIDE World
WIDE World
=== Participatory Learning ===
How can technology support greater self-directedness in learning?
Pre-class Activities
Literat, I., & Itow, R.C. (2012). Professional development in a culture of participatory learning. In E. Reilly and I. Literat (Eds.), Designing with teachers: Participatory professional development in education. Swanson, K.N., & Leanness, A. (2012, May).
Edcamp: A qualitative exploration. Whitepaper retrieved from http://edcamp.org/wp-content/uploads/2012/07/Edcamp_Whitepaper_Final.pdf
Prepare logistics for an EdCamp event at the College of Education: venues, invites, permits
In-Class Activities:
Seminar discussion about participatory learning as a comparison to traditional learning
Hold an EdCamp in Eduk as continuation of ACLE
[[Category:Course Syllabus]]

Latest revision as of 17:40, 9 October 2014

Educ 190 Computers in Education

Technologies

Massive

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

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

One-to-one

1:1 Learning

1-to-1 programs are also known as 'anywhere, any time' or 'laptops for students' programs. (2012). 1-to-1 Learning - Smart Classrooms - Education Queensland. Retrieved October 9, 2014, from http://education.qld.gov.au/smartclassrooms/working-digitally/1-to-1-learning.html.

Flipped Learning

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. Warschauer, M., & Ames, M. (2010).


MARIUSPOGI

What would happen when teachers and learners each had their own device? Founded The Mawikins School of Technology

Gamified

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


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



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



Key Concepts

Blended Learning

Quipper

Plickers

Socrative

WIDE World


Participatory Learning

How can technology support greater self-directedness in learning?

Pre-class Activities


Literat, I., & Itow, R.C. (2012). Professional development in a culture of participatory learning. In E. Reilly and I. Literat (Eds.), Designing with teachers: Participatory professional development in education. Swanson, K.N., & Leanness, A. (2012, May).

Edcamp: A qualitative exploration. Whitepaper retrieved from http://edcamp.org/wp-content/uploads/2012/07/Edcamp_Whitepaper_Final.pdf

Prepare logistics for an EdCamp event at the College of Education: venues, invites, permits


In-Class Activities:


Seminar discussion about participatory learning as a comparison to traditional learning


Hold an EdCamp in Eduk as continuation of ACLE

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