DIYLab as a vehicle for making the shift in teacher educatio

DIYLab as a vehicle for making the shift in teacher education to understanding the role of the learner

Introduction

http://hub.diylab.eu/author/ukp/

Courses in which DIYLab was implemented at PedF UK:

• Bc. study: Multimedia; Web Design for Education; Educational Technology; Robotics; Biology, ...

• MA study: Didactics of ICT Education; Art Education for Primary Education

Some aspects of DIYLab implementation in teaching / learning at PedF UK

(4) fundamental differences in profiles of alumni of Bc. and MA study programs

(5) discrepancy in levels and ways how digital literacy of student teachers is applied in studied branches

Some aspects of DIYLab implementation in teaching / learning at PedF UK

Bc. degree - key problems

to increase the quality of students' work and outcomes

usability of the results

understanding and developing own active

learning

• a lack of motivation to learn actively
• a superficial students' interest and knowledge

• a student's simplified idea what learning is

Content

(1) full-time/part-time student teachers

(2) student teachers of ICT education

(3) minimum opportunity for collaboration in

• teaching among teachers of different branches
• learning among students of different study programs

to focus on content contexts

Differences in main focus in Bc. and MA degree

developing

expert knowledge

vs

developing

didactic competency

+ pedagogy content knowledge

1.     Introduction

2.     Some aspects of DIYLab implementation in teaching / learning at PedF UK

3.     Main aims of implementation of DIY

4. Bc. degree: Advancing learning toward to content contexts

5. MA degree: DIY as a teaching method

6. Conclusions

Main aims of implementation of DIY

MA degree - key problems

Example of DIY activities:

MA degree

How I am becoming a teacher

• aim: to understand factors and effects which contribute and participate in a process of how I am becoming a tecaher (city, people, environment, …)

• to motivate students for
• being (more) autonomous in learning,
• finding their own original and authentic way how to solve a DIYLab problem,
• finalization of DIYLab activities in the highest quality as possible,

• to develop interdisciplinary overlaps and interdepartmental collaboration

• to record and to visualise a way of thinking, working procedures and doing including self-reflection – sustainability of learning process

• didactics of ICT Education/ Computing is a new developing field (a lack of research about how pupils master concepts of ICT, Computer Science, ...)

• no experiences how to visualise learning process/ thinking in ICT subjects (set of screenshots?)

• how to assess learning outcomes in ICT subjects (product vs. learning how to do it)

What people are not able to solve without computer technology

• aim: to understand importance of computer technology for life, practice, science, art etc. and progress for society development

Conclusion

we all are learners

(1) to increase the quality of students' work and outcomes

• to become co-creators of new ideas, knowledge, and products
• how to exploit student teachers' extensive practical experiences in using DT for self-reflection (wiki)
• teacher professionalism and expertness: content curriculum vs. development of metaskills for learning ("it was a wonderful experience but in teaching practice I must ...")
• student teachers requirement to share experiences and to meet in lessons with students of other branches

understanding and developing own

active learning

(3) to get the usable outcomes

(2) to focus on content contexts