Audio Transcript Auto-generated
- 00:01 - 00:02
Hello.
- 00:02 - 00:03
My name is Judith
- 00:04 - 00:06
and I'm here to discuss how I've developed an
- 00:06 - 00:09
asynchronous lesson for a course such as the digital
- 00:09 - 00:13
practices in sciences for TLS which is targeted to
- 00:13 - 00:16
teachers um of science classrooms that have E.
- 00:16 - 00:17
L. L. Students in them.
- 00:19 - 00:22
This lesson is research based. It includes the T.
- 00:22 - 00:25
Pack model of instruction or integration
- 00:25 - 00:28
which is standing for technological pedagogical
- 00:28 - 00:30
and content knowledge that the instructor
- 00:30 - 00:33
must integrate in the lesson to successfully
- 00:33 - 00:35
design an online course.
- 00:37 - 00:41
The learning theories that inspired this lesson are all gathered in
- 00:41 - 00:46
Pitino's articles in 2017 and are well known by most educators.
- 00:47 - 00:51
Number one is behaviorism that says of course that nothing can
- 00:51 - 00:54
be that cannot be observed will not be able to be studied
- 00:55 - 00:57
and is the basis of bloom's taxonomy of learning
- 00:58 - 01:03
and allows us to incorporate repetition and positive reinforcement strategies in
- 01:03 - 01:07
our online lesson without forgetting with the ones that come next
- 01:08 - 01:11
which are number two cognitive ism cognitive is um
- 01:11 - 01:15
based on neuroscientist IQ discoveries back in the day.
- 01:15 - 01:19
Includes that the or discusses that the brain helps us respond to
- 01:19 - 01:23
certain stimuli and that certain areas of the brain are responsible for those
- 01:24 - 01:28
basically thanks to cognitive is an artificial intelligence exists and adaptive
- 01:28 - 01:31
learning has been integrated in most online models of instruction.
- 01:34 - 01:36
The 3rd 1. Social constructivism
- 01:37 - 01:40
allows us to understand how learning and meaningful learning happens
- 01:40 - 01:45
through actual social experiences and it's those through those interactions
- 01:45 - 01:47
that the students will learn the most.
- 01:47 - 01:49
It is the basis of collaborative learning
- 01:50 - 01:52
and active learning in online instruction.
- 01:53 - 01:58
And to gather all this together, we need a model that ties it all together
- 01:58 - 01:59
and that is the
- 02:00 - 02:02
C. O. I. Or cohen model of instruction
- 02:02 - 02:04
C. O. I. Stands for
- 02:07 - 02:10
sorry community of inquiry.
- 02:10 - 02:12
The Community of inquiry model says that there
- 02:12 - 02:15
have to be three presences in order for
- 02:16 - 02:19
a very positive educational experience to happen.
- 02:19 - 02:21
These three presents are the teachers presence,
- 02:23 - 02:25
the social presence
- 02:26 - 02:29
and the cognitive presence and the teacher presence and the
- 02:29 - 02:33
social presence are prerequisites for cognitive presence to occur.
- 02:33 - 02:39
It is of course able to integrate the T pack model that we discussed before in which T.
- 02:39 - 02:43
K. Stands for again technological knowledge, C. K.
- 02:43 - 02:45
Stands for content knowledge and P. K.
- 02:45 - 02:49
Stands for pedagogical knowledge and it's in the combination of those three
- 02:49 - 02:53
and they're done by the instructor that the coin model can happen.
- 02:53 - 02:57
But what is the current modeling, What does integrating it into the lesson mean?
- 02:57 - 03:01
What it really means is that the instructor impulses
- 03:01 - 03:05
the technological content and pedagogical knowledge into the course
- 03:06 - 03:07
he or she,
- 03:07 - 03:09
the instructor decides what topics to put in
- 03:09 - 03:13
how to scaffold those lessons and by impulse ng
- 03:13 - 03:17
those the students interactions will happen and students together
- 03:17 - 03:19
will learn and here represented on this model,
- 03:19 - 03:23
you can see three spinning wheels in which wheels in which the T.
- 03:23 - 03:25
Pack model, impulses that I
- 03:25 - 03:28
interactions standing for inquiry interactions
- 03:29 - 03:31
and the inquiry interactions will also
- 03:31 - 03:36
impulse the transformational learning or the learning represented here in green.
- 03:36 - 03:40
What we see also is that this is a system that is not just only um
- 03:41 - 03:46
um depending on each other, not just interconnected but it's also adaptive.
- 03:46 - 03:50
The more um the instructor spins the wheel,
- 03:50 - 03:54
the more all the students interactions will happen and vice versa,
- 03:54 - 03:56
the more student interactions,
- 03:56 - 03:59
the quicker and the faster and the more speedy
- 03:59 - 04:02
the instructor has to integrate those tea packs.
- 04:02 - 04:06
It is also adaptive in the sense that the instructor is able to slow down the
- 04:06 - 04:09
will if necessary and to allow for students
- 04:09 - 04:11
interactions to take control of the situation.
- 04:11 - 04:16
Hence the fact that the students interactions are the biggest will in the system.
- 04:16 - 04:21
Um all these would lead to successful graduation and hopefully that's what
- 04:22 - 04:24
will cause a meaningful learning and the students
- 04:24 - 04:26
will be able to take their learning into
- 04:26 - 04:29
um their workforce experience
- 04:29 - 04:31
basically this is the basic of the integration
- 04:31 - 04:34
of tupac model with the community of inquiry.
- 04:34 - 04:38
What is important about all this and how it will look like in a regular workshop.
- 04:39 - 04:41
It depends on the instructor and the topic,
- 04:41 - 04:43
but you want to scaffold what you're doing,
- 04:43 - 04:47
you want to add things like discussion posts.
- 04:47 - 04:50
Um Jam boards, gallery walks through google forums,
- 04:50 - 04:52
you want to do it scaffold it but you also
- 04:52 - 04:55
want to do it with self learning and self patients.
- 04:55 - 04:58
So the students can actually learn by themselves and together,
- 04:58 - 04:59
collaborating with others.
- 05:00 - 05:01
Peer feedback is important,
- 05:01 - 05:05
but also instructors feedback is essential for transformational learning.
- 05:05 - 05:05
To occur
- 05:06 - 05:10
here, the instructor is more like a facilitator, like a coach of the true,
- 05:10 - 05:12
meaningful experience of the students.
- 05:13 - 05:16
And that's basically it. Thank you so much for watching.
- 05:16 - 05:20
If you have any questions, please contact me at Edtech for Science at gmail dot com.
- 05:21 - 05:23
Thank you and have a great day. Bye!