Educational Methods and Processes, Methodical Structures Using ICT

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Educational Methods and Processes, Methodical
Structures Using ICT
- A Collection and Categorization

• Prof. Dr. C. Bescherer / Prof. Dr. W. Müller

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Agenda

• Motivation
• Didactical Design Patterns
• Working hour
• Discussion and future plans

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Motivation

• Wide variety of novel approaches using ICT for
• Planning and structuring classes
• Teaching and learning
• Evaluation of learning processes
• Problems
• Description follows technical details
• Teachers have to
• Invent the educational use
• Abstract from examples and adapt to their
  situation
• How to provide efficient information on the use
  of novel ICT efficiently in the classroom?

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Knowledge on Processes and Methods

• Knowledge on educational processes and methods
  exists
• Knowledge in general not accessible by teachers
• Difficult for teachers to select an appropriate
  method
• Examples Using WWW in class
• Scavenger Hunt
• WebQuests

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Scavenger Hunt Geometry

• Approach
• Hunt for geometrical facts
• Information from the WWW
• http//its.gcsnc.com/webquests/geometry/geometry.h
  tm
• Aspects
• Hunt typically results in a list of unrelated
  facts
• No reflection on search process or geometrical
  contents
• No connections are fostered
• No mathematical thinking or reasoning
• Summary
• Not every use of ICT supports thinking and
  learning
• Inadequate use of ICT

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WebQuest Geometry in Real Life

• Approach
• Project with mathematical content
• http//www.ats.edu.mx/personales/rocio/Math/index.
  htm
• Aspects
• Students engage in various (mathematical)
  thinking processes
• Students exploit the information found in the WWW
• Students collaborate and work toward a common
  product
• Summary
• Use of ICT supporting especially thinking and
  learning processes
• Adequate use of ICT

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Conclusions

• Both scenarios use the same technical service
  (WWW)
• Just using ICT doesn't improve the classroom
• Important is the educational method and the
  choice of ICT comes second
• Some educational methods are better matched to
  specific technical realization than others
• How to find out which learning scenario using ICT
  is good for my class?

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Describing ICT Scenarios and Experiences 1

• Requirements
• Starting point Pedagogical aspects
• Different technical realizations when possible
• Right level of abstraction of description
• Close to real classroom teaching no special
  language
• Tips and tricks, potential stumbling stones
• Testing Didactical Design Patterns

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Didactical Design Patterns

• Design Patterns
• A pattern language is nothing more than a
  precise way of describing someones experiences
  (Alexander 1977)
• Used in architecture, software engineering,....
• Didactical Design Patterns (Vogel, Wippermann
  2004)
• Semi-formal description of learning scenarios in
  the context of ICT
• Didactical in this context
• German word for educational withemphasis on
  aspects of teaching
• No negative meaning

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Didactic Design Patterns
Formal aspects

• name, date, version, status, author
• category
• brief description
• aim, motivation
• recommendations for usage
• realisation
• implementation
• integration into the context of seminar
• technical preconditions
• potential problems
• discussion
• example
• references

Content aspects
Conceptual aspects
Examples and references
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WebQuests

• Formal aspects ?
• Content aspects
• Short descriptionA WebQuest is an
  inquiry-oriented activity in which most or all of
  the information used by learners is drawn from
  the Web. WebQuests are designed to use learners'
  time well, to focus on using information rather
  than looking for it, and to support learners'
  thinking at the levels of analysis, synthesis and
  evaluation. (from http//webquest.sdsu.edu/over
  view.htm)
• Objectives Students create knowledge out of
  information, work together toward a common
  product like a presentation,...

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WebQuests

• Content aspects
• Recommendation for educational use Students have
  to be able to read, recommended group size max.
  10 groups of 3-4 students per teacher, there are
  short Web-Quests for 1-2 hours or long ones which
  go on for 6 months
• Realization ...
• Conceptual aspects
• Integration in educational context WebQuests can
  take place in traditional classroom settings as
  well as in online courses. They can even do
  without online access (but then you should drop
  the web from the WebQuest!) if all resources
  are printed out.
• Examples and References ?

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Application ofDidactical Design Patterns

• Remaining problem
• How to maintain, update, and distribute knowledge
  on ICT learning / teaching methods and processes
  using Digital Design Patterns
• Idea
• Installation of a WiKi providing Digital Design
  Patterns
• Invitation to interested people to help to
  maintain this information
• Goal in this workshop
• You have a wide experience in using ICT in the
  classroom
• Describe successful learning scenarios where the
  chosen educational methods are supported by ICT
• Structure for the description Didactical Design
  Patterns

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Didactical Design Patterns WiKi
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Working Phase

• Please work in small groups and choose one
  successful learning / teaching scenario using ICT
  (i.e. blog, wiki, spreadsheets, ...) you all are
  familiar with
• Fill out the Meta Pattern forms by hand or
  electronically (e-mail for meta pattern
  christine.bescherer_at_uni-flensburg.de)

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Discussion

• ...

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Future Plans

• Publication of patterns in the WiKi
  athttp//mediendidaktik.ph-weingarten.de/wikiwe
  b/
• Ongoing amendment and improvement of patterns
• Please use the patterns and let us know
  yourexperiences!

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Contact

• Send an e-mail tochristine.bescherer_at_uni-flensbu
  rg.deto keep you informed
• We will post the patterns in the Wiki
• You can work on them as well
• Contribute in the WiKi

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Educational methods and processes, methodical
structures using ICT

• Thank You
• for Your
• Help!