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At the end of the course, the student has knowledge and insight in:
- main theories of learning that are relevant to innovative technology-based learning, such as Mayer’s cognitive theory of multimedia learning and cognitive load theory;
- theories and research into applications and elements of technology-based learning, such as computer simulations and virtual or remote labs, instructional videos, serious games and gamification, and computer-supported collaborative learning.
Furthermore, at the end of this course, the student is able to:
- use scientific theories and empirical research to make deliberate design decisions for technology-based instructional elements, such as computer simulations and virtual or remote labs, instructional videos, serious games and gamification, and computer-supported collaborative learning.
- create a technology-based learning environment (i.e., an Inquiry Learning Space) using an existing platform (i.e., Graasp and Go-Lab).
Relationship with MPS Final Qualifications ([FQ’s] as described in the MPS programme specific appendix of the EER):
- This course contributes (strongly) to: Disciplinary and specialist knowledge and skills at an advanced level, Design competences at an advanced level
- To a limited extent, this course contributes to: Research competences at an advanced level, Academic and professional skills and attitude aspects
- This courses assesses the following FQ’s in some way (can include formal/informal, formative/summative, peer/expert): Disciplinary and specialist knowledge and skills at an advanced level, Research / Design competences at an advanced level, Academic and professional skills and attitude aspects.
Relationship with EST labour market (Intended Learning Outcomes [ILO’s] as described in the EST programme specific appendix of the EER):
- This course contributes (strongly) to: Domain expertise, Design competence
- To a limited extent, this course contributes to: Research competence, Academic reflection
- This courses assesses the following ILO’s in some way (can include formal/informal, formative/summative, peer/expert): Domain expertise, Design competence, Research competence, Academic reflection.
In what way does this master’s course prepare students for the work field?
Technology for learning has found its way into schools and companies. Publishers add technology-based learning modules to their paper books or they develop complete learning environments in order to replace them. Companies often use online in-service trainings for their employees. This course prepares students for work in which they have to design technology-based instruction. It enables them to do so by making design decisions that are based on scientific theories and empirical research.
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Nowadays, technology plays a major role in educational practice. In this course, students will be introduced to how technology-based learning environments need to be designed in order to enhance learners’ knowledge. Topics from the fields of psychology, educational sciences, and instructional technology will be discussed, including Mayer’s cognitive theory of multimedia learning, cognitive load theory, inquiry learning with computer simulations and virtual or remote labs, video instruction, gamification, and computer-supported collaborative learning.
During 8 lectures of 2 hours, students will learn about designing innovative technology-based learning environments. The first part of each lecture focuses on theory and design principles that can be applied in the second part of each lecture. Several guest lectures will be given by experts from the field of psychology, educational science, and instructional technology.
At the end of the course, the student has knowledge and insight in:
• main theories of learning that are relevant to innovative technology-based learning, such as Mayer’s cognitive theory of multimedia learning and cognitive load theory;
• theories and research into applications and elements of technology-based learning, such as computer simulations and virtual or remote labs, instructional videos, serious games and gamification, and computer-supported collaborative learning;
Furthermore, at the end of this course, the student is able to:
• use scientific theories and empirical research to make deliberate design decisions for technology-based instructional elements, such as computer simulations and virtual or remote labs, instructional videos, serious games and gamification, and computer-supported collaborative learning.
• create a technology-based learning environment (i.e., an Inquiry Learning Space) using an existing platform (i.e., Graasp and Go-Lab).
Assessment:
To finish this course, students work in small teams of 4 members. Each team will perform a needs assessment, design and build an online lesson based on inquiry learning in a technology-based learning environment for primary, secondary, or higher education (i.e., an Inquiry Learning Space; no programming skills necessary), and conduct a pilot study in which the lesson is evaluated. The teams have to write a report in which they discuss the rationales behind their design decisions from the perspective of theory and empirical research findings. Each member of the team individually provides feedback on the Inquiry Learning Space and corresponding report of another team. During the last lecture, all teams present their Inquiry Learning Spaces during the ILS market to which colleagues of the department are invited. At the end of the course, the teams have the opportunity to publish the online lessons they created, so they can be used by teachers throughout the world.
Relationship with technology:
- Lectures focus on theories and research relevant to the design of technology-based learning environments
- Students have to design a technology-based learning environment themselves
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| Bachelor or pre-master Psychology or Onderwijskunde UT |
| Master Educational Science and Technology |
| | Verplicht materiaalCourse material| Number of articles, will be published via Canvas |
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Aanbevolen materiaal-WerkvormenLecture| Aanwezigheidsplicht | | Ja |
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ToetsenAssignments
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