Earli 2015 dli
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Transcript of Earli 2015 dli
designing effective digital pedagogical innovation
from: designing as a teacher to designing as an innovator
MLI/DLI [2015]
[context]
[master learning and innovation]
[for teachers in primary, secondary, vocational and
higher education]
[60 ECTS]
[parttime, two year]
[about 120 students]
[since 2009]
[accreditation: good - good - good]
Competent in Research
Competent in Design
Competent in Change
Competent in Reflection
Year 1
1st period 2nd period 3rd period 4th period
Integrated learning line
competency exam 1
change in perspective of learning
innovative educational
design
projects & quality in education
research
Year 2
1st period 2nd period 3rd period 4th period
Integrated learning line
competency exam 2
supervising change in education
digital learning
innovation
prepare competency
exam
research
Year 2
1st period 2nd period 3rd period 4th period
Integrated learning line
competency exam 2
supervising change in education
digital learning
innovation
prepare competence
exam
research
Competent in Research
Competent in Design
Competent in Change
Competent in Reflection
MLI/DLI [2015]
[test]
[report] —> research a recently completed digital
innovation (in the classroom or in the organization)
[design] —> a it-related innovation
[evaluate] —> the design and your role
MLI/DLI [2015]
[test]
[report]
⌘ the research of the innovation-history in your
organization: what are the enabling and hindering factors in
your organization? Can you divide the population into sub-
populations? On what rationale? Function? Acceptance of
the innovation?
⌘ what are the innovation goals (for the new innovation) for
the distinguished sub-populations?
⌘ design a innovation program
⌘ evaluate your role as a innovator
Digital [technology]
Learn [people]
Innovate [organise]
research - design - reflect
MLI/DLI [2015]
[key principle]Digital innovation is people work
Two key authors:
Fullan & Donnelly (2013) Kreijns (2010)
MLI/DLI [2015]
[Fullan & Donnelly]
MLI/DLI [2015]
[Kreijns]
‘when teachers do not use digital learning materials, see it as problem behavior’
addiction care model —> intervention mapping model
MLI/DLI [2015]
[Kreijns]
understand the problem behavior
intervention
innovations goals per subpopulation
based on research design
MLI/DLI [2015]
[learning path]
[1] setting the canvas
[2] what would you research, how to get your data
[3] instruments
[4] analyse
[5] design & evaluate
MLI/DLI [2015]
[results]test results:
⌘ in most of the schools: IT-related innovations
(VLE’s, test-software, student-tracking-sytems,
social media, etc.);
⌘ variations of IT-use between teachers and
institutes
⌘ less (or no) relation between the IT used and
the pedagogic/content: structuring education,
marketing reasons.
MLI/DLI [2015]
[results]test results:
⌘ less creative design: generally, innovation
programs consists of describing vision (plans),
professional development and making
agreements of the use of IT
MLI/DLI [2015]
[results]evaluations:
⌘ students likes the module, especially the
balance between us as a model and the
content
⌘ but complain about the amount of work,
⌘ they appreciate the structure in the colleges
⌘ liked that the teacher is a role-model
MLI/DLI [2015]
[literature] Fransen, J., Bottema, J., Goozen, B. van, Swager, P. & Wijngaards, G. (2012). Acceptatie en duurzame implementatie van de didactische inzet van ICT. Rapportage van een onderzoek naar de relaties tussen persoonlijke en contextuele factoren en hun invloed op brede acceptatie en duurzame implementatie van ICT in de praktijk van het onderwijs. Rotterdam: Inholland Lectoraat eLearning. Verkrijgbaar op: http://goo.gl/kIkYF5. Fullan, M. & Donnely, K. (2013). Alive in the Swamp: Assessing Digital Innovations in Education. London: Nesta. Verkrijgbaar op: http://goo.gl/NnNv1c. Kennisnet (2015). Vier in balans monitor 2015. De laatste stand van zaken van ict in het onderwijs. Zoetermeer: Kennisnet. Verkrijgbaar op: https://goo.gl/x3LDhT. Kreijns, C.J. (2009). Als ICT een meerwaarde heeft, waarom gebruiken leraren dit dan niet in hun lessen en wat kunnen wij daar aan doen? Eindhoven: Fonthys Hogeschool. Oratie. Verkrijgbaar op: http://goo.gl/XPf2uK. Means, B., Toyama, Y., Murphy, R., Bakia, M. & Jones, K. (2009). Evaluation of evidence-based practicies in online learning: a meta-analysis and review of online learning studies. Washington: U.S. Department of Education (https://goo.gl/PFNLGX). New Media Consortium (2015). The NMC Horizonreport. Austin: New Media Consortium (http://goo.gl/6pmzLN). Kies het rapport dat het beste past bij de sector waarin je werkt. Vermeulen, M., Acker, F. van, Kreijns, C.J., Buuren, H. van (2012). Leraren en hun intentie tot het gebruik van digitale leermiddelen in hun onderwijspraktijk. Pedagogische Studiën 2012 (89), 159-173. (http://goo.gl/wggbmC). Vanderlinde, R., Van Braak, J. & Dexter, S. (2012). ICT Policy planing in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts. Computers & Education 58(2012), 1339-1350. (http://goo.gl/G2E1zJ). Vermeulen, M., Acker, F. van, Kreijns, C.J., Buuren, H. van (2012). Leraren en hun intentie tot het gebruik van digitale leermiddelen in hun onderwijspraktijk. Pedagogische Studiën 2012 (89) 159-173. Voogt, J. (2015). Docent en ICT, een constructieve relatie. De lectorale rede ten behoeve van het lectoraat ‘Onderwijsinnovatie en ICT’. Zwolle: Windesheimreeks kennis en onderzoek, nr. 51. (http://goo.gl/Ypn4ps)
MLI/DLI [2015]
[design questions]
As a designer and teacher i’m satisfied with
evaluations, although:
⌘ how can we increase creativity in the design?
⌘ how can we increase M- or R-innovations
according to the SAMR-model?
⌘ how can we increase appropriate
innovations?: appropriate between the needs
and the solution?
⌘ is the outline of the test appropriate?