24-T2 ICT and Education: From Theory to Practice
- Dr. Omid Noroozi, Wageningen University and Research
- Dr. Pantelis M. Papadopoulos, University of Twente
- Dr. Mohammadreza Farrokhnia, University of Twente
ECTS: 3 ECTS
More information can be found in the course manual: https://ico-education.nl/wp-content/uploads/2024/05/ICT-and-Education-course-manual_2024.docx
Course description
The course offers a broad view of how learning theories and instructional design can dictate the system requirements of available educational technologies through four sessions. Starting with instructional design in the first session, the course takes a look at multimedia principles, models, and guidelines for developing meaningful technological tools for online learning. In the second session, the focus is on how integrating technology into the learning experience can support the development of 21st-century skills. In the third session, attention is moved to innovative and emerging technologies and specifically to applications of artificial intelligence and learning analytics in the educational context. Finally, in the fourth session, authentic learning environments come into focus, and the course introduces a range of tools that can inject authentic context into a learning scenario (e.g., serious games, simulations, virtual reality) and offers the opportunity for hands-on activities to the students. Practical and ethical issues related to the use of technology for teaching and educational research are discussed throughout the course, while the combination of lectures, hands-on activities, and guest lectures from experts in the field is expected to provide additional opportunities to link the learning goals of the course to their ongoing research activities.
Summary of the setup of the course
Overview of the sessions
Session 1 (October 4th, 2024)
A face-to-face session at Wageningen University & research from 11 to 17
Main theme: The Importance of Instructional Design for Developing Technology-Based Learning Environments
- Morning session:
Student and instructor introductions, syllabus review.
- Afternoon session:
First lecturer: Dr. Hannie Gijlers from University of Twente, the Netherlands
Topic: Developing and balancing support for online (collaborative) learning
Required reading:
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., … & Soloway, E. (2018). A scaffolding design framework for software to support science inquiry. In Scaffolding (pp. 337-386). Psychology Press.
Optional reading:
Mayer, R. E., & Fiorella, L. (2014). 12 principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In The Cambridge handbook of multimedia learning (Vol. 279, pp. 279-315). New York, NY: Cambridge University Press.
Second lecturer: Dr. Maryam Alqassab from Open University, the Netherlands
Topic: Aligning Learning Analytics and Learning Design: Insights from the Feedback-Oriented Learning Designs and Analytics (FoLA) Tool
Required reading:
Schmitz, M., Scheffel, M., Bemelmans, R., & Drachsler, H. (2022). FoLA2—A Method for Co-creating Learning Analytics–Supported Learning Design. Journal of Learning Analytics, 9(2), 265–281. https://doi.org/10.18608/jla.2022.7643
Optional reading:
Mangaroska, K., & Giannakos, M. (2019). Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies, 12(4), 516–534. https://dx.doi.org/10.1109/TLT.2018.2868673
Session 2 (October 18th, 2024)
An online session from 10 to 17
Main theme: Application of Learning Analytics and Artificial Intelligence for Outcome Assessment and Promoting Self-Regulated Learning
- Morning session:
Lecturer: Dr. Pantelis Papadopoulos from University of Twente, the Netherlands
Topic: Workshop on UNESCO’s Guidance of Generative AI in Education and Research
Required reading:
Holmes, W., & Miao, F. (2023). Guidance for generative AI in education and research. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Optional reading:
Thierfelder, B., Papadopoulos, P. M., Weinberger, A., Demetriadis, S., & Tegos, S. (2024). Adverse effects of intelligent support of CSCL—the ethics of conversational agents. In Ethics in Online AI-based Systems (pp. 3-23). Academic Press.
(The pre-print:
- Afternoon session:
Lecturer: Dr. Jewoong Moon from University of Alabama, the US
Topic: Harnessing Multimodal Learning Analytics for Technology-Enhanced Learning Environments
Required reading:
Ochoa, X. (2017). Multimodal Learning Analytics. In C. Lang, G. Siemens, A. Wise, & D. Gašević (Eds.), Handbook of Learning Analytics (pp. 129–141). Society for Learning Analytics Research (SoLAR). https://doi.org/10.18608/hla17.011
Optional reading:
Moon, J., Yeo, S., Banihashem, K., & Noroozi, O. (2024). Using multimodal learning analytics as a formative assessment tool: Exploring collaborative dynamics in mathematics teacher education. Journal of Computer Assisted Learning https://doi.org/10.1111/jcal.13028
Session 3 (November 1st, 2024)
An online session from 10 to 17
Main theme: The Role of Technology in Developing 21st-Century Skills
- Morning session:
Lecturer: Dr. Dimitrios Vlachopoulos from Erasmus University Rotterdam, the Netherlands
Topic: A look to the future: The impact of emerging technologies on education and research
Required reading:
Leal Filho, W., Lange Salvia, A., Beynaghi, A., Fritzen, B., Ulisses, A., Avila, L. V., … & Nikolaou, I. (2024). Digital transformation and sustainable development in higher education in a post-pandemic world. International Journal of Sustainable Development & World Ecology, 31(1), 108-123.
Optional reading:
Hashmi, N., & Bal, A. S. (2024). Generative AI in higher education and beyond. Business Horizons, 67(5), 607-614
- Afternoon session:
Lecturer: Dr. Perry den Brok from Wageningen University & Research, the Netherlands
Topic: Bridging theory and practice: The role of VR in training student teachers to become good classroom managers
Required reading:
Theelen, H., van den Beemt, A., & den Brok, P. (2020). Developing preservice teachers’ interpersonal knowledge with 360-degree videos in teacher education. Teaching and Teacher Education, 89, 102992.
Session 4 (November 15th, 2024)
An online session from 9:00-15:00 hours
Main theme: Authentic Learning Environments (Serious Games, Simulations, Virtual Reality, etc.)
- Morning session:
Lecturer 1: Dr. Muhterem Dindar from Tampere University, Finland
Topic: Foundations of Game-based Learning and Gamification
Required reading:
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4), 258-283.
Optional reading:
Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142-159
Lecturer 2: Dr. Ilona Friso-van den Bos from University of Twente, the Netherlands
Topic: Virtual Reality for education: Complex skills, complex research
Required reading (read at least one, based on preference):
Oyelere, S. S., Bouali, N., Kaliisa, R., Obaido, G., Yunusa, A. A., & Jimoh, E. R. (2020). Exploring the trends of educational virtual reality games: a systematic review of empirical studies. Smart Learning Environments, 7, 1-22.
Mulders, M., Buchner, J., & Kerres, M. (2024). Virtual reality in vocational training: A study demonstrating the potential of a VR-based vehicle painting simulator for skills acquisition in apprenticeship training. Technology, Knowledge and Learning, 29(2), 697-712.
Course learning goals
By the end of the course, the students should be able to:
- Demonstrate knowledge about current topics and developments in educational technology
- Analyze the instructional design of technology-based learning environments
- Identify the potential ethical issues of a technology-based learning environment
- Engage in discussions about the strengths, weaknesses, opportunities, and threats of research on technology-based learning
- Demonstrate knowledge about the role of technology in developing 21st-century skills
- Discuss different techniques for learning analytics
- Discuss the role of artificial intelligence in promoting self-regulated learning
- Analyze how the affordances of the discussed technologies could be used to answer research questions in their own research project
- Leading a discussion on a specific topic of their choice (related to your own research)
Requirements
The students should have an academic master’s degree, but no further requirements need to be fulfilled.
Blended (Face-to-face and online)
Meetings
Given that the course counts 3 ETC, 84 hours should be invested to pass the course successfully. In this regard, the following time distribution is foreseen:
- 32 hours of face-to-face and online meetings
- 52 hours for home assignments
Requirements/entry level
The students should have an academic master’s degree, but no further requirements need to be fulfilled.
Location:
Day 1: Wageningen University
Day 2: and 3: online
Day 4: online
More information can be found in the course manual: https://ico-education.nl/wp-content/uploads/2024/05/ICT-and-Education-course-manual_2024.docx