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DIYLab as a vehicle for making the shift in teacher educatio

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Petra Vaňková

on 30 June 2017

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Transcript of DIYLab as a vehicle for making the shift in teacher educatio

Content
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
Some aspects of DIYLab implementation in teaching / learning at PedF UK
Main aims of implementation of DIY
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
Introduction
DIYLab as a vehicle for making the shift in teacher education to understanding the role of the learner
MA degree - key problems
to increase the quality of students' work and outcomes
(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
usability of the results
understanding and developing own active
learning
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, …)
Differences in main focus in Bc. and MA degree
developing
expert knowledge
vs
developing
didactic competency
+ pedagogy content knowledge
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
a lack of motivation to learn actively
a superficial students' interest and knowledge

a student's simplified idea what learning is
Bc. degree - key problems
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
Conclusion
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)

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
we all are learners
(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
http://hub.diylab.eu/author/ukp/
(1) to increase the quality of students' work and outcomes
(2) to focus on content contexts
(3) to get the usable outcomes
understanding and developing own
active learning
Full transcript