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Help for Teachers 1 (Two Demonstrations 0205, 0262)


09:00 - 10:10 on Wednesday, 7 September 2011 in 7.70
0205 Back to pen and paper? Well, sort of… Craig Evans, Dragos Ciobanu
0262 Online models for lecturers:TPACK the Dutch way Natasa Brouwer-Zupancic, Janneke van der Loo, Anne-Petra Rozendal
0205 Back to pen and paper? Well, sort of… Craig Evans, Dragos Ciobanu

Educational institutions everywhere take great pride in motivating students and staff to be creative and collaborate in formal, non-formal and informal settings, as well as reflect, share and build on such collaborations. Recent technology – namely smart pens – has made it significantly easier to engage learners and tutors alike with familiar tools – pen and paper, albeit the ‘smart’ variety – and to track, feedback on, and acknowledge the true value of this engagement. Combined with available online solutions for file sharing, handwriting recognition and collaborative work, smart pens constitute a straight-forward solution to a long-standing challenge.

The practical demonstration will focus on how adopting smart pen technology can lead to an improved learning and teaching experience. This technology can be used as a cheap substitute for interactive whiteboards, therefore addressing the need for expensive hardware in all classrooms. Examples from Arts and Medicine will illustrate this point.

The session will also show the applications of smart pens to keeping a laboratory log book – an important area for all Science and Engineering degrees. Currently, students are required to keep a log book to record their progress in laboratory – and project-based modules. These log books are usually summatively assessed at the end of the module as it is impractical to collect them in during the module as students need them to regularly update their progress – thus making it very difficult to provide effective feedback to students.

Online log books in the forms of blogs and wikis can alleviate some of these problems, but in some subjects, students may not have access to a computer or may need to quickly scribble down a particular circuit design or chemical compound. The adoption of smart pens means that students can keep a physical log book and then easily submit electronic copies for regular feedback. The added benefits of hand-writing recognition and collaboration add an extra dimension to project-based learning. The use of smart pens also means students can keep the physical log books while the University can archive electronic copies (which also saves archive space).

0262 Online models for lecturers:TPACK the Dutch way Natasa Brouwer-Zupancic, Janneke van der Loo, Anne-Petra Rozendal

When lecturers use technology in their education, this has an effect on the content they are teaching and the way they are teaching this content. So, how to make sure lecturers take a successful approach in this situation? The TPACK model by Mishra & Koehler (2006) could be the answer. Mishra & Koehler distinguish three forms of knowledge: content, pedagogy and technology. In order to effectively integrate technology for pedagogy around specific subject matter, lecturers have to be aware of the dynamic relationship between all three components.

To support lecturers in working according to the TPACK model five institutes of higher education in the Netherlands have set up four online modules in which lecturers learn how to effectively integrate technology into their education. The design of the modules is based on the TPACK model but while working in the modules participants are also stimulated to use TPACK when designing and executing their own teaching.

In the modules the participants contribute a real life teaching situation they would like to change or improve. Next, they explore the theme of the module (e.g. collaborative knowledge-building) and tools that can support the change or improvement they have in mind. Based on their findings they make a choice for a tool. They then redesign their course using the insights they have gained. The final step is implementing the redesign and evaluating the effect. During the modules the participants give each other feedback and they share their knowledge by means of videoconferences, writing blogs and creating wikis. The process is moderated by experts.

The modules will be made available for (free!) download in October. During the demonstration we will present the didactical approach. After that you will get access to the modules so you have ample opportunity to experience hands-on the set-up of the modules. You are also invited to execute some of the assignments. This way you will be able to assess whether the approach and set-up are of interest to your institution. We will finish the demonstration by discussing your experiences and the implications for implementation of the modules in your institutional context.