TPCK, data and learning design
By Samantha Ahern, on 13 February 2018
‘Samantha is an experienced educator, technologist and creator.‘
This is my standard biog text. Technology is both what I have studied and what I have taught others. The use of technology in learning activities was authentic and integrated into the learning design. Technology, pedagogy and curricula are therefore intrinsically intertwinned.
For meaningful use of technology in teaching and learning these three elements should form a braid.
The 2007 paper What is Technical Pedagogical Content Knowledge? is a good discussion of this interplay and is pretty much how I view the relationship between technology and pedagogy.
When talking about learning and the use of technology in learning I often used the phrase and advocate for ‘pedagogic intent’.
Its a great phrase, but what does it mean?
Lecture capture is very popular with students, and increasing numbers of lectures are recorded. However, there can be a quite passive use of the technology.
However, it can be used create engagement in the classroom. The technology becomes part of the pedagogy of the classroom experience. Our UCL colleague Parama Chaudhury presented a great webinar for the Echo 360 EMEA community on ‘Engaging students with active learning: lessons from University College London’.
This technology can also be used post session to identify content that is that is either difficult, identified by a flag, or of particular interest to students, that could inform future session planning.
Additionally, many taught modules have corresponding Moodle courses. Although the e-Learning baseline introduces a degree of consistency, these vary immensely in their purpose and content types.
A move towards blended learning designs provides data points that could support post-course review or, perhaps most interestingly, to flag ‘critical-path’ activities (quizzes, forum posts, downloads etc) for intervention in real time. In this case ‘blending’ in online activities becomes an essential part of the student experience.
This identification of course elements of pedagogic interest of existing learning designs and how resulting questions could be answered by the identification of corresponding data points and analysis can be embedded into the learning design process.
The upcoming JISC Data informed blended learning design workshop aims to help participants ensure that their blended learning designs are purposeful. It will seek to make explicit the pedagogic intent in a learning design and explore how data can enable us to understand whether or not learner behaviour is corresponding to those expectations.
Thus returning us to the intertwinned relationship between technology, pedagogy and curricula.