ISKM32 Laboratory of Educational Technologies

Faculty of Arts
Autumn 2022
Extent and Intensity
1/1/0. 5 credit(s). Type of Completion: k (colloquium).
Taught in person.
Teacher(s)
RNDr. Michal Černý, Ph.D. (lecturer)
Guaranteed by
RNDr. Michal Černý, Ph.D.
Department of Information and Library Studies – Faculty of Arts
Contact Person: Mgr. Alice Lukavská
Supplier department: Department of Information and Library Studies – Faculty of Arts
Timetable
each even Monday 16:00–17:40 D32
Prerequisites
Digital competence. Interest in a partial topic of educational technologies, from which it will be possible to compile an individual goal in the course.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 10 student(s).
Current registration and enrolment status: enrolled: 2/10, only registered: 0/10, only registered with preference (fields directly associated with the programme): 0/10
fields of study / plans the course is directly associated with
there are 14 fields of study the course is directly associated with, display
Course objectives
Work on an individual project with mentoring support throughout the semester The educational technology laboratory is now open to the individual interests of students. This means that each student, or a couple, will come up with a proposal for the area of educational technologies that they would like to devote themselves to independently within the semester (experiment, project, application ...). After the consultation, the student creates a study/project plan. During the semester he works independently on the implementation. Every two weeks, group consultations with teachers and an online study group or a wider professional community serve as support for the student.
Learning outcomes
The student will be able to:
  • Build study/project plan in the field of technology in education
  • Implement a small project on your own
    • Syllabus
    • Introductory meeting - brainstorming ideas and finding a feasible semester goal, developing a plan.
    • Ongoing meetings - sharing the implementation process, feedback, adjusting the next process.
    • Continuous recording of progress in the portfolio and communication in the study group - mutual inspiration and feedback.
    • Evaluation and presentation of the final product with teachers and students. Examples of possible topics, however, it is welcomed if the student brings their own. • DigCompEdu - a toolkit for teachers • Chatbot - educational application • Augmented reality in the school environment - choice of tools and methodology of use • Creating microcourses on different topics • Technology and methods for learning yourself - blog • Website Development http://model.jozeftkacik.eu
    Literature
    • Sergis S., Sampson D.G., Pelliccione L., 2017. Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale. In: Jemni M., Kinshuk, Khribi M. (eds) Open Education: from OERs to MOOCs. Lecture Notes in Educational T
    • Fournier, H. & Kop, R. 2015. MOOC Learning Experience Design: Issues and Challenges. International Journal on E-Learning, 14(3), 289-304. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 24, 2018
    • MEEK, Sarah EM; BLAKEMORE, Louise; MARKS, Leah. Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment & Evaluation in Higher Education, 2017, 42.6: 1000-1013.
    • MARGARYAN, Anoush; BIANCO, Manuela; LITTLEJOHN, Allison. Instructional quality of massive open online courses (MOOCs). Computers & Education, 2015, 80: 77-83.
    • VAN MERRIËNBOER, Jeroen JG; KIRSCHNER, Paul A. Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge, 2017.
    • VAI, Marjorie a Kristen SOSULSKI, 2015. Essentials of Online Course Design: A Standards-Based Guide. 2. přepracované vydání. Routledge. ISBN 1317673794.
    • IDEO. HCD: Design zaměřený na člověka. 2. vydání. Brno: Flow, 2013. ISBN 978-80-905480-1-5. Dostupné z: http://eknihy.knihovna.cz/static/files/hcd-design-zamereny-na-cloveka.pdf
    Teaching methods
  • learning plan
  • mentoring
  • peer learning
  • self-directed learning
  • digital portfolio
    • Assessment methods
  • Recording the process and its reflection in the digital portfolio
  • Active participation in mentoring meetings
  • Active participation in a study group
  • Achieve an acceptable result with respect to the compiled plan and its presentation
    • Language of instruction
    Czech
    Further Comments
    Study Materials
    The course is taught each semester.
    The course is also listed under the following terms Autumn 2019, Spring 2020, Autumn 2020, Spring 2021, Autumn 2021, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
    • Enrolment Statistics (Autumn 2022, recent)
    • Permalink: https://is.muni.cz/course/phil/autumn2022/ISKM32