Fostering Reflection in ICTBased Pedagogical Planning

1
Fostering Reflection in ICT-Based Pedagogical
Planning

• Jeffrey Earp Francesca Pozzi
• Istituto per le Tecnologie Didattiche
• Consiglio Nazionale delle Ricerche
• Genova - Italy
• LAMS First International Conference
• Sydney, 6-8 December 2006

2
Introduction

• What is pedagogical planning? Whats it for?
• ITD experiences in pedagogical planning
• A top-down approach to pedagogical planning
• Preview of HiPP viewer/editor
• The way ahead

3
What is pedagogical planning?

• One way of considering pedagogical planning is
• elaborating a tangible proposal aimed at helping
  a set of learners to reach specific learning
  goals in a given context

4
What is pedagogical planning?

• One way of considering pedagogical planning is
• elaborating a tangible proposal aimed at helping
  a set of learners to reach specific learning
  goals in a given context

5
Pedagogical planning has connections and
parallels with various artefacts

• lesson plans
• learning design exemplars (Ron Oliver et al.)
• rich descriptions incorporating the voice of
  the designer/s
• contextualised learning scenarios (Pernin
  Lejeune)
• description of a learning situation aimed at
  the acquisition of a precise body of knowledge
  with real personsconcrete resources
• learning activity sequences (LAMS)

6
Pedagogical planning can help

• Individual teachers to reflect about their
  practice - as authors and as enactors
• Peer practitioner communities to share know-how
  and experience, to collaborate
• Learning communities to engage a variety of
  actors (practitioners, learning designers,
  pedagogues, researchers, subject experts, content
  providers, etc.) in dialogue and co-operation

7
Pedagogical planning helps to reflect about
teaching practice

• shedding light on and making explicit - the
  flesh and bones of a learning situation
• broadening vision beyond immediate concerns and
  entrenched practices
• providing support for managing complexity and
  innovation in learning processes

8
Pedagogical planning helps sharing in teaching
practice

• Indications from the LAMS experience
• LAMS community members do use the work of others
  as an inspirationseeing a great idea in someone
  elses sequence
• Generic sequences can seem boring and lifeless,
  whereas topic-specific sequences can bring alive
  both the topic and the capabilities of
  LAMSteachers rarely get excited about generic
  designs
• (J. Dalziel, 2006)

9
ITD background in pedagogical planning
10
Remath
European project co-funded by the EUs
Information Society Technologies (IST) Sixth
Framework Programme
11
Remath
Collaborative development of a theoretical and
operative framework for technology-enhanced maths
learning
12
Each maths research team develops and refines a
specific digital application for maths learning
13
Experimental classroom activities centred on
these tools are conducted
14
Cross-testing of activities
15
pedagogical scenario
16
pedagogical scenario
17
researchers
pedagogical scenario
teachers
software developers
pedagogical designers
18
researchers
teachers
software developers
pedagogical designers
19
Hierarchical Pedagogical Plan
HiPP
20
A top-down approach to pedagogical planning

• embraces varying degrees of refinement and
  complexity
• dynamic and modular
• encompasses the viewpoints and concerns of
  various actors engaged in educational innovation
  (teachers, researchers, computer scientists,
  etc.)

21
HiPP
SNIPP 1
SNIPP 2
SNIPP 3
SNIPP 7
SNIPP 6
SNIPP 4
SNIPP 5
SNIPP 8
SNIPP 9
22
SNIPP 1
SNIPP 2
SNIPP 3
HiPP
SNIPP 7
SNIPP 6
SNIPP 4
SNIPP 5
SNIPP 8
SNIPP 9
23
SNiPP - Single Node in a HiPP
pedagogical planning data with any support
files links may include learning resources
and link/s to tool/s
24
HiPP
SNIPP 1
SNIPP 2
SNIPP 3
SNIPP 7
SNIPP 6
SNIPP 4
SNIPP 5
SNIPP 8
SNIPP 9
25
(No Transcript)
26
HiPP
SNIPP 1
SNIPP 2
SNIPP 4
SNIPP 5
SNIPP 3
SNIPP 6
SNIPP 7
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
(No Transcript)
49
(No Transcript)
50
(No Transcript)
51
(No Transcript)
52
(No Transcript)
53
The way ahead tool development

• a conceptual schema and descriptor set that can
  be customised
• rules for optional SNiPPs and designating SNIPP
  order
• control of data flow inside system

54
The way ahead areas of study

• hierarchical representation in the authoring
  process
• soundness and robustness
• suitability for user needs (flexibility)
• collaboration dynamics
• sharing and reuse
• germination
• potential for integration in online learning
• Student-focused deployment online e.g. LAMS

55
Fostering Reflection in ICT-Based Pedagogical
Planning

• contact
• Jeffrey Earp
• jeff_at_itd.cnr.it
• Istituto per le Tecnologie Didattiche
• CNR, Genova, Italy
• www.itd.cnr.it

56
(No Transcript)
57
ZIP FILE
HiPP files learning resources

XML FILE
58
MANAGEMENT SYSTEM ARCHITECTURE
Scenario Repository
Scenario editing tool
Repository browser
Scenario viewer
Standard web browser
59
VIEWING
dtd
XML data for a scenario
XHTML

Scenario visualization/ navigation
XSL

CSS
JavaScript
60
dtd
XML data for a scenario
XHTML

Scenario visualization/ navigation
php XSL

CSS
AJAX
JavaScript
EDITING
61
HiPP
SNIPP 1
SNIPP 2
SNIPP 3
SNIPP 7
SNIPP 6
SNIPP 4
SNIPP 5
SNIPP 8
SNIPP 9
62
HiPP
SNIPP 1
SNIPP 2
SNIPP 3
SNIPP 7
SNIPP 6
SNIPP 4
SNIPP 5
SNIPP 8
SNIPP 9