17-T2 ICT and Education

Course coordinators:
· Jeroen Janssen (j.j.h.m.janssen@uu.nl)
· Bram De Wever (Bram.DeWever@UGent.be)
· Stijn Van Laer (stijn.vanlaer@kuleuven.be)

Although a certain amount of hype always surrounds new developments in the area of education and ICT, this hype is not always warranted. In contrast, recent meta-analyses (Cheung & Slavin, 2012, 2013) document the limited impact of educational technology in important domains such as mathematics and reading development. One of the reasons for this rather disappointing impact of instructional technology on student achievement is the limited use that is often made of research-based instructional design guidelines. A recent study for example found that the majority of MOOCs (Massive Open Online Courses) score poorly on most instructional design principles (Margaryan, Bianco & Littlejohn, 2014). Additional, the use of technology in education also fosters new ways of data collection and setting-up interventions.

The aim of this course is to examine several current topics (both theoretical and methodological) and developments in Education and ICT and examine the theoretical underpinnings of these developments, the research investigating the effectiveness of these developments, and evaluate examples of these developments in terms of instructional design principles.

These topics and developments include:
· Instructional design principles for Education and ICT.
· Research on different types of online blended learning environments, e.g., MOOCs, flipped classroom.
· Research on different ways of measuring “learning” in these environments, e.g., learning analytics, content analysis. – Online measures (EARLI SIG 27)
· Research on the application of different tools in online learning environments, e.g. social media, wikis.

Please note that this course will take a workshop format. In addition to some presentations of the course coordinators and guest lecturers, you will be asked to actively participate to the course. This will take the form of active presentations, group work, participating in discussions, writing reflection notes, guiding discussions etc.


· Knowledge about current topics and developments in Education and ICT
· Ability to evaluate current developments in Education and ICT
· Study the design of ICT-based learning environments.
· Apply specific strategies to determine the adequacy of ICT-based learning design
· Discuss different techniques for learning analytics
· Discuss the advantages and disadvantages of online measures
· Design and evaluate small online learning activities (design + effectiveness)
· Engage in discussions about the strengths, weaknesses, opportunities and threats of research on (large scale) ICT-based learning
· Translate research questions, methodologies and findings to own research project
· Communicating about your own research project (specific plans, methods, ideas, and/or results).
· Leading a discussion on a specific topic of your choice (related to your own research)

->Preparatory tasks

Meeting 1
Day 1:

· Plenary introduction to the course.
· Theme 1: Masterclass Instructional Design principles for instructional technology by course coordinators and guest lecturer.
· Group activity: Constructing a timeline of developments in instructional technology, identifying successes and failures (implications for theory and practise).
· Further introduction to assignments

Day 2:
· Theme 2: Social media and social software – Theoretical, practical and methodological characteristics of the types of research conducted.
· Masterclass by guest lecturer
· Hands-on activity
->Preparatory tasks

Meeting 2
Day 3:

· Theme 3: MOOCs and blended learning
· Masterclass by guest lecturer.
· Hands-on activity

Day 4:
· Theme 4: Learning analytics and analyzing learning – online measures
· Masterclass by guest lecturer.
· Hands-on activity
· Poster presentations assignment

Tasks to be completed:
· Write a 2-pager on your own (conducted or planned) research, indicating which ideas/methods/tools/results you suggest to share with your fellow course mates
· Enrolling in online environment and reading through suggested articles
· Hand in reflection notes on required readings for day 2, 3, and 4
· Poster presentation about a trend or development in field of Ed & ICT and/or active presentation on one of the meeting days.
· Creating video or screencast, applying ID principles, critical reflection
· Provide feedback on video material
· Active participation in discussions during the meeting days will be required.