Loenguslaidid Tallinna Ülikooli haridustehnoloogia magistriõppe kursusel IFI7052.DT Õpikeskkonnad ja õpivõrgustikud

1. Õpikeskkondade disain
IFI7052.DT Õpikeskkonnad ja õpivõrgustikud

2. “Õelad” probleemid
(wicked problems)

4. Disain kui protsess

5. (Leinonen,Toikkanen, & Silfvast, 2008)

6. Disain kui kommunikatsioon

8. Disainimeetodid

9. Persoonad
(personas)

10. Age: 26
Education: Master student
Occupation: librarian
Maria
Maria has studied information science and now she is doing her
Masterʼs studies in interactive media. At the same time she has a full
time job as a school librarian. Therefore she is interested in combining
school assignments with her work as much as possible. At the same
time she is a self-directed learner who likes to go in depth in topics that
are interesting for her.
Goals:
Personalization: “It is hard to have a full time job and be a master
student at the same time. If possible, then I try to choose assignments
that can be connected with my work.”
Scaffolding: “I feel that often it is difficult to specify all the resources
and actions that I have to make in order to achieve my learning
objectives. Good examples from other learners help me to refine my
contract.”
Awareness: “It was good that we had to review our learning
contracts. This way I was constantly aware of my objectives and
thinking about the strategy to achieve my goals.”
Photo by Alessandro Valli,
taken from http://www.flickr.com/photos/liquene/4435467897/
(LeContract blog, 2010)

11. Age: 58
Education: PhD
Occupation: professor
Jakob
Jakob is a professor of industrial design. He has been working in the
university for almost 30 years. As a designer and researcher he has
participated in many R&D projects but his real love is teaching.
In last few years Jakob has decided to spend less time on projects and
travelling. This means that he has more time for preparing his courses
and trying out different things. He has experimented with blogs and
social software. In his last course he decided to try personal learning
contracts. It took quite a lot of time but he hopes that learning
contracts will help him to give a more personal learning experience for
his students.
Goals:
Adjusting the course: “I would like to know what the students expect
to learn in my course. Then I can adjust the course assignments
according to their needs.”
Personalized support: “I want to give more personalized guidance
and support for my students.”
Fair grading: “I donʼt like grading but in some courses I am required to
do it. I have found that learning contracts help me on fair grading. I rely
on learning contracts when I negotiate grades with my students.”
Photo by Jesse Courtemanche,
taken from http://www.flickr.com/photos/jesse757/4170721132/
(LeContract blog, 2010)

12. EduFeedr personas
Primary persona
Examples
Teemu
Hans
Mart
Secondary persona
Examples
Terje
Kairit
Supplemental personas
Goals
To get a quick overview of latest posts in
the course
Description
34 years old lecturer, long time doctoral
student, has background in education but
is quite technically savvy, early adopter of
new technologies, has long experience in
online learning, wantʼs to try out
something different in each course, is
participating in several projects and
travelling quite often, has a constant lack
of time, often reads the blog posts from his
iphone but is planning to write comments
later, sometimes leaves the laptop at work
and writes comments from his iPad.
Understands that the technology may
have certain limitations when it is still
under development.
To give better feedback for the students
To have multiple ways for browsing the
course
Teacher
Examples
Varje
Heikki
Student
Examples
Maris
Elyna
Goals
To create a functional learning community
To give support and feedback for all
students
To use course data for research purposes
Description
28 years old PhD student, teaching her
second online course, average computer
user, experienced in using web 2.0 tools,
very systematic, wants to use course data
for research purposes. Wantʼs to have a
reliable system. Is using desktop RSS
reader in addition to EduFeedr.
Goals
Description
Goals
Not to spend to much time on managing
the course
To make students to submit their
assignments on time
To be sure that the system is reliable
Description
Teacher in a vocational school, has some
experience both in using Moodle and in
using social software. Wantʼs to have his
first blog-based course. Is not using RSS
reader.
To find inspiration from other student
blogs
To explore other open courses
Customer personaEducational technologist
Examples
Krista
Marge
Marko
Negative persona
ExamplesAnne
Goals
To have one learning platform that
satisfies all her needs
To customize the learning platform
according to her taste and needs
Goals
Description
To get teachers using the system
To be sure that the system is reliable
Not to spend too much time on supporting
the users
...
...
Description...
Ilya
To get statistics about the use in their
institution

13. Primary persona
Examples
Teemu
Hans
Mart
Goals
To get a quick overview of latest posts in
the course
Description
34 years old lecturer, long time doctoral
student, has background in education but
is quite technically savvy, early adopter of
new technologies, has long experience in
online learning, wantʼs to try out
something different in each course, is
participating in several projects and
travelling quite often, has a constant lack
of time, often reads the blog posts from his
iphone but is planning to write comments
later, sometimes leaves the laptop at work
and writes comments from his iPad.
Understands that the technology may
have certain limitations when it is still
under development.
To give better feedback for the students
To have multiple ways for browsing the
course

14. Stsenaariumide-põhine
disain
(scenario-based design)

15. Stsenaarium 1: Õpetajakoolituse üliõpilane testib oma pädevusi
Mari õpib ülikoolis põhikooli loodusteaduslike ainete õpetajaks. Ta
on kuulnud, et bioloogia jaoks on loodud mitu erinevat õpitarkvara
ning loodusainete õpetajad on suhteliselt aktiivsed arvutikasutajad.
Nüüd haridustehnoloogia kursuse käigus on ta mitmega neist lähemalt
kokku puudunud ning omab paremat ettekujutust sellest, kuidas IKT
vahendeid õppetöös rakendada. Ühes praktikumis tutvustab õppejõud
haridustehnoloogiliste pädevuste hindamise keskkonda DigiMina ning
jätab koduseks ülesandeks oma pädevuste hindamise.
Mari läheb DigiMina lehele ning tutvub seal väljas oleva õpetajate
haridustehnoloogilise pädevusmudeliga. Lisaks pädevusmudelile on seal
mõned näidisülesanded, mida pädevuste hindamisel kasutatakse. Mari
saab aru, et oma pädevuste hindamiseks tuleb registreeruda DigiMina
kasutajaks.
Pärast sisselogimist suunatakse teda pädevuste hindamise juurde. Iga
alampädevuse hindamiseks on eraldi ülesanne. Mõnede ülesannete juures
tuleb valida õiged vastusevariandid, teiste juures ühendada sobivad
paarid jne. Paljud ülesanded on illustreeritud piltide või videotega.
Ülesannete lahendamine võtab parasjagu aega, kuid õnneks on lehel
näha, mitu ülesannet veel jäänud on. Samuti on võimalik salvestada
hetkeseisu ja hiljem vastamist jätkata.

16. Kui Mari vastamise lõpetab, siis kuvatakse talle pädevusprofiili
leht, kus on ülevaatlikul diagrammil näha tema tase erinevate
pädevuste kaupa. Süsteem küsib Mari käest, kas ta soovib teha oma
pädevusprofiili avalikuks. Mari arvab, et praegu pole tal seda vaja,
kuid tulevikus õpetajana töötades võib ta omale avaliku
pädevusprofiili luua.
Lisaks kokkuvõttele kuvatakse talle ka soovitusi
haridustehnoloogiaalaste kursuste kohta. Mari näeb, et digitaalsete
õppematerjalide koostamise kohta on nende ülikoolis eraldi kursus.
Just sellel teemal vajaks ta täiendavaid praktilisi oskuseid.
Küsimused
1. Milliseid mõtteid see stsenaarium teis kõigepealt tekitas?
2. Kas selline stsenaarium on realistlik?
3. Mida te muudaksite selle stsenaariumi juures?
4. Kas te kujutaksite ennast ette selle üliõpilase rollis?
5. Kuidas see stsenaarium jätkuda võiks?

18. Mõistekaardid
(concept maps)

19. (Põldoja &Väljataga, 2010)

20. (Põldoja et al., 2014)

21. Kasutajalood
(user stories)

23. Kasutajalugude näited:
New Tweet taken
1. Kasutajana saan kirjutada lühipostituse ja postitada selle
Twitterisse
2. Kasutajana saan näha, mitu tähemärki on lühipostituse
kirjutamiseks järel
3. Kasutajana saan valida oma arvutist foto ja lisada selle
oma lühipostitusele
4. Kasutajana saan vahetada Twitteri kontot, mida
lühipostituse postitamiseks kasutada

24. Paberprototüübid
(paper prototypes)

27. Sõrestikmudelid
(wireframes)

30. Rühmatöö

32. Võimalikud lahendused
• Veeb 2.0 rakenduste ja äppide integreerimine
• Uue õpitarkvara disain
• Õpihaldussüsteemi ja lisamoodulite seadistamine

33. Rühmatööd
II kontakttund
Ideed
Rühmade moodustamine
III kontakttund Sihtrühma analüüs
IV kontakttund
Õpikeskkonna skeem
Konteksti kirjeldus
Vahendite valik
Vahendite valiku ja
õpikeskkonna disaini
põhjendusedTehnilised
Õpikeskkonna prototüüp Õppijad
Õpetaja(d)
Pedagoogilised

34. Oodatavad tulemused I
(Veeb 2.0 rakenduste ja äppide integreerimine)
• Probleemi kirjeldus
• Persoonad (või sihtgrupi analüüs mingil muul kujul)
• Stsenaariumid (3…5 peamist kasutusstsenaariumit)
• Valitud vahendite nimekiri, kaalutud alternatiivid
• Valitud vahendite integreerimise skeem
• Osaliselt üles seatud ja seadistatud õpikeskkond

35. Oodatavad tulemused II
(uue õpitarkvara disain)
• Probleemi kirjeldus
• Persoonad (või sihtgrupi analüüs mingil muul kujul)
• Stsenaariumid (3…5 peamist kasutusstsenaariumit)
• Olulisemate vaadete paberprototüübid või
sõrestikmudelid

36. Oodatavad tulemused III
(õpihaldussüsteemi ja lisamoodulite seadistamine)
• Probleemi kirjeldus
• Persoonad (või sihtgrupi analüüs mingil muul kujul)
• Stsenaariumid
• Seadistatud õpikeskkonna skeem
• Seadistatud õpihaldussüsteem

37. Viited
• LeContract blog (2010). http://blog.lecontract.org
• Leinonen, T., Toikkanen, T., & Silfvast, K. (2008). Software as Hypothesis:
Research-Based Design Methodology. Proceedings of the Tenth Anniversary
Conference on Participatory Design 2008 (lk 61–70). Indianapolis, IN: Indiana
University.
• Põldoja, H., & Väljataga, T. (2010). Externalization of a PLE: Conceptual
Design of LeContract. The PLE 2010 Conference Proceedings. Barcelona:
Citilab.
• Põldoja, H., Väljataga, T., Laanpere, M., & Tammets, K. (2014). Web-based
self- and peer-assessment of teachers’ digital competencies. World Wide
Web, 17(2), 255–269. doi: 10.1007/s11280-012-0176-2

38. Kasutatud fotod
• Tim Herrick, https://www.flickr.com/photos/minkymonkeymoo/5078790076/

39. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine
samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks
külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
Hans Põldoja
hans.poldoja@tlu.ee
IFI7052.DT Õpikeskkonnad ja õpivõrgustikud
http://opikeskkonnad.wordpress.com
Tallinna Ülikool
Digitehnoloogiate instituut