designing effective digital pedagogical innovation

from: designing as a teacher to designing as an innovator

MLI/DLI [2015]

[context]

[master learning and innovation]

[for teachers in primary, secondary, vocational and

higher education]

[60 ECTS]

[parttime, two year]

[about 120 students]

[since 2009]

[accreditation: good - good - good]

Competent in Research

Competent in Design

Competent in Change

Competent in Reflection

Year 1

1st period 2nd period 3rd period 4th period

Integrated learning line

competency exam 1

change in perspective of learning

innovative educational

design

projects & quality in education

research

Year 2

1st period 2nd period 3rd period 4th period

Integrated learning line

competency exam 2

supervising change in education

digital learning

innovation

prepare competency

exam

research

Year 2

1st period 2nd period 3rd period 4th period

Integrated learning line

competency exam 2

supervising change in education

digital learning

innovation

prepare competence

exam

research

Competent in Research

Competent in Design

Competent in Change

Competent in Reflection

MLI/DLI [2015]

[test]

[report] —> research a recently completed digital

innovation (in the classroom or in the organization)

[design] —> a it-related innovation

[evaluate] —> the design and your role

MLI/DLI [2015]

[test]

[report]

⌘ the research of the innovation-history in your

organization: what are the enabling and hindering factors in

your organization? Can you divide the population into sub-

populations? On what rationale? Function? Acceptance of

the innovation?

⌘ what are the innovation goals (for the new innovation) for

the distinguished sub-populations?

⌘ design a innovation program

⌘ evaluate your role as a innovator

Digital [technology]

Learn [people]

Innovate [organise]

research - design - reflect

MLI/DLI [2015]

[key principle]Digital innovation is people work

Two key authors:

Fullan & Donnelly (2013) Kreijns (2010)

MLI/DLI [2015]

[Fullan & Donnelly]

MLI/DLI [2015]

[Kreijns]

‘when teachers do not use digital learning materials, see it as problem behavior’

addiction care model —> intervention mapping model

MLI/DLI [2015]

[Kreijns]

understand the problem behavior

intervention

innovations goals per subpopulation

based on research design

MLI/DLI [2015]

[learning path]

[1] setting the canvas

[2] what would you research, how to get your data

[3] instruments

[4] analyse

[5] design & evaluate

MLI/DLI [2015]

[results]test results:

⌘ in most of the schools: IT-related innovations

(VLE’s, test-software, student-tracking-sytems,

social media, etc.);

⌘ variations of IT-use between teachers and

institutes

⌘ less (or no) relation between the IT used and

the pedagogic/content: structuring education,

marketing reasons.

MLI/DLI [2015]

[results]test results:

⌘ less creative design: generally, innovation

programs consists of describing vision (plans),

professional development and making

agreements of the use of IT

MLI/DLI [2015]

[results]evaluations:

⌘ students likes the module, especially the

balance between us as a model and the

content

⌘ but complain about the amount of work,

⌘ they appreciate the structure in the colleges

⌘ liked that the teacher is a role-model

MLI/DLI [2015]

[literature] Fransen, J., Bottema, J., Goozen, B. van, Swager, P. & Wijngaards, G. (2012). Acceptatie en duurzame implementatie van de didactische inzet van ICT. Rapportage van een onderzoek naar de relaties tussen persoonlijke en contextuele factoren en hun invloed op brede acceptatie en duurzame implementatie van ICT in de praktijk van het onderwijs. Rotterdam: Inholland Lectoraat eLearning. Verkrijgbaar op: http://goo.gl/kIkYF5. Fullan, M. & Donnely, K. (2013). Alive in the Swamp: Assessing Digital Innovations in Education. London: Nesta. Verkrijgbaar op: http://goo.gl/NnNv1c. Kennisnet (2015). Vier in balans monitor 2015. De laatste stand van zaken van ict in het onderwijs. Zoetermeer: Kennisnet. Verkrijgbaar op: https://goo.gl/x3LDhT. Kreijns, C.J. (2009). Als ICT een meerwaarde heeft, waarom gebruiken leraren dit dan niet in hun lessen en wat kunnen wij daar aan doen? Eindhoven: Fonthys Hogeschool. Oratie. Verkrijgbaar op: http://goo.gl/XPf2uK. Means, B., Toyama, Y., Murphy, R., Bakia, M. & Jones, K. (2009). Evaluation of evidence-based practicies in online learning: a meta-analysis and review of online learning studies. Washington: U.S. Department of Education (https://goo.gl/PFNLGX). New Media Consortium (2015). The NMC Horizonreport. Austin: New Media Consortium (http://goo.gl/6pmzLN). Kies het rapport dat het beste past bij de sector waarin je werkt. Vermeulen, M., Acker, F. van, Kreijns, C.J., Buuren, H. van (2012). Leraren en hun intentie tot het gebruik van digitale leermiddelen in hun onderwijspraktijk. Pedagogische Studiën 2012 (89), 159-173. (http://goo.gl/wggbmC). Vanderlinde, R., Van Braak, J. & Dexter, S. (2012). ICT Policy planing in a context of curriculum reform: Disentanglement of ICT policy domains and artifacts. Computers & Education 58(2012), 1339-1350. (http://goo.gl/G2E1zJ). Vermeulen, M., Acker, F. van, Kreijns, C.J., Buuren, H. van (2012). Leraren en hun intentie tot het gebruik van digitale leermiddelen in hun onderwijspraktijk. Pedagogische Studiën 2012 (89) 159-173. Voogt, J. (2015). Docent en ICT, een constructieve relatie. De lectorale rede ten behoeve van het lectoraat ‘Onderwijsinnovatie en ICT’. Zwolle: Windesheimreeks kennis en onderzoek, nr. 51. (http://goo.gl/Ypn4ps)

MLI/DLI [2015]

[design questions]

As a designer and teacher i’m satisfied with

evaluations, although:

⌘ how can we increase creativity in the design?

⌘ how can we increase M- or R-innovations

according to the SAMR-model?

⌘ how can we increase appropriate

innovations?: appropriate between the needs

and the solution?

⌘ is the outline of the test appropriate?