418020P Learning Theory and Pedagogical Use of Technology (THEORY), 7 ects
The module includes three theoretical points of view on learning and the support of learning, i.e., self-regulated learning, collaborative learning, and the acquisition of expertise. A central topic of examination is the potential of different technologies to support learning and collaborative knowledge construction. In this course, the student will be introduced to different collaborative learning models and themes related to the guidance and evaluation of learning.
- Self-regulated learning: Motivation and learning strategies in technology-supported environments
- Collaborative learning, Computer-supported collaborative learning (CSCL) and collaborative learning models
- Learning of expertise
- Possibilities of supporting learning offered by technology
- Planning technology-supported learning, guiding, and evaluating learning
After this course, the student can
- identify the theoretical learning-related principles that form the basis of technology-supported studying and teaching
- define self-regulated learning, collaborative learning, and the acquisition of expertise on a conceptual level, as well as describe the relationships of those concepts
- justify the utilization of technology as support for learning from the point of view of learning research
- evaluate various collaborative learning models as supports for the learning sciences
- describe the basics of planning, supporting, and evaluating a learning process in a technology-based learning environment
Contact teaching 45 h, small group sessions 50 h, collaborative and independent study 92 h.
- Pintrich, R. P. (2000). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (Chap 14). San Diego, CA: Academic Press.
- Dillenbourg, P., Baker, M. Blaye, A. & O’Malley, S. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds) Learning in Humans and Machine: Towards an interdisciplinary learning science. (Pp. 189.211). Oxford: Elsevier. http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.1.10.pdf
- Bakkenes, I., Vermunt, J. D. & Wubbels, T. (2010). Teacher Learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533-548. http://www.sciencedirect.com/science/article/pii/S0959475209000929
Slides (in slideshare)
- 2012-09-20 Starting the course
- 2012-09-20 Lecture: Self-Regulated Learning by Jonna Malmberg
- 2012-09-27/28 Days' Schedules
- 2012-09-27 Lecture: Collaborative Learning by Venla Vallivaara
- 2012-09-27 Lecture: CSCL by Jari Laru (in wiki)
- 2012-10-04 Lecture: Expert - theoretical and empirical background by Pirkko Hyvönen
- 2012-10-04 Lecture: Teachers' learning by Niina Impiö
- 2012-10-12 Orientation to the part II of the course
- Questions for the study circles (pdf)
- Study circles - groups, times, and places (pdf)
- Part II - wiki
- Instructions for the reflective notes (pdf)
Active participation in contact teaching, small group sessions, and the collaborative and independent work. Successful completion of learning assignments and examination.
Teaching language: English
Last updated: 16.10.2012