1. TEL1
2013-02-14
Pedagogical decisions
and scripting collaboration
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

2. 2013-01-31 2013-02-14 2013-02-28 2013-03-01 2013-03-14 2013-03-15 2013-04-04 2013-04-18
Thursday Thursday Thursday Friday Thursday Friday Thursday Thursday
08:15-14:00 08:15-14:00 08:15-11:30 08:15-15:45 08:15-14:00 08:15-15:45 08:15-11:30 08:15-11:30
KTK205 + KTK303 + KTK303 + KTK215 KTK112 KTK303 KTK215 HU108
KTK112 KTK140 KTK140
Course info, Lectures and Lectures and Problem-Based Lectures and Problem-Based Lectures and Collaborative
lectures and collaborative collaborative Learning (PBL) collaborative Learning (PBL) collaborative studying and
collaborative studying studying studying studying ending the course
studying
OUTCOME:
GATHERING PEDAGOGICAL TECHNOLOGICAL CONSTRUCTING A TEL COURSE
IDEAS SCRIPTING SCRIPTING THE COURSE DESIGNED BY
ENVIRONMENT YOU
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

3. Today’s schedule:
Thursday 2013-02-14
08:15-09:45 Pedagogical decisions Venla Vallivaara
KTK303  Pedagogical Script
10:00-11:30 Lecture and collaborative studying Essi Vuopala
KTK303 Group dynamics
12:30-14:00 Lecture and collaborative studying Essi Vuopala
KTK140 Pedagogical models and scripting
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

4. What do you mean by
Pedagogical decisions?
• Contents of pedagogical
script:
1. Name and scope of the
course
2. Learning theory
3. General Description of
the course
4. Description of the target
group
5. Pedagogical model
6. Tutoring and teacher’s
behaviour
7. Evaluation
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

5. Workload
”Workload indicates the time students typically need to complete all
learning activities (such as lectures, seminars, projects, practical
work, self-study and examinations) required to achieve the expected
learning outcomes”
ECTS Users’ Guide. European Communities, 2009 http://ec.europa.eu/education/lifelong-learning-
policy/doc/ects/guide_en.pdf
The real workload and the amount of time the students are using to
study can be affected by
• Orientation and motivation
• Other studies, work, personal life
• Ability and talent
• Language skills (when studying in foreign language)
• Study skills (self-regulatory skills, metacognitive knowledge and skills)
• Student’s previous studies and knowledge
• Difficulty of the contents
• Quality of teaching, teaching methods
Venla Vallivaara
• Quality of counseling/tutelage Research Unit
LET – Learning and Educational Technology
University of Oulu
2013-02-14

6. Determining student workload
”From the perspective of teaching, the student’s need for time has
to always be estimated from the viewpoint of deep approach to
learning. No study module or single course included to curriculum
should be allocated time on the basis that it can be passed without
real, actual learning.” Karjalainen, Alha & Jutila (2008). Give me time to think. Determining student
workload in higher education. 2nd edition. http://www.oulu.fi/w5w/tyokalut/GET2.pdf
One ECTS credit = 26,7 hours of student workload
Including:
• Number of contact teaching hours
• Number of independent working hours
– Preparation for contact teaching
– Tasks or exercises given during contact teaching
– Assignments to be assessed, preparing for the exams
– Other spontaneous woke, interaction and aquisition of further information
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

7. How many hours should be
allocated for studying?
• In traditional lectures or other similar contact teaching
– 2-3 independent study hours per each contact hour
– Preparation and revising
• In activity based teaching (active pedagogical models)
– 2-5 independen study hours per each contact hour
– Depending on the pedagogical methods/models in use
• Assingments
– Writing: 100 words/hour
– Artefacts (design, drawing, software): based on practical experience
– Presentations: at least 3 hours preparation for 1 hour presentation (for an
expert)
– Authentic tasks and projects: based on practical experience, depending on
the required final product
• Literature
– Reasonably readable text: 100 pages / 20 hours
– Difficult (or foreing language) text: 100 pages / 30 hours
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

8. Learning outcomes
”Learning outcomes describe what a learner is expected to know,
understand an be able to do after succesful completion of a process
of learning” ECTS Users’ Guide. European Communities, 2009 http://ec.europa.eu/education/lifelong-learning-
policy/doc/ects/guide_en.pdf
• Link between teaching, learning and assessment
• Active verbs expressing knowledge, comprehension, application,
analysis, synthesis and evaluation, etc.
(see: http://www.comfsm.fm/~dleeling/assessment/slo_bloom.html)
• Learning outcomes should always be
– About students, not about what the teacher does (e.g. introduce)
– Measurable (you can’t measure e.g. understanding as such)
– Describing the outcome, not the process (e.g. discuss)
• Objectives of courses and programmes clearer for students,
employers and other stakeholders
• Learning outcomes should always be accompanied by clear and
appropriate assessment criteria
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

9. Learning materials and
content production
• Digital materials, non-digital materials or
both?
• Are there already existing materials which
could be applied?
• What are the contents that the new
materials should be produced about?
• Life cycle of the material?
• Is the learning material
– Produced only to one specific course?
– Collection of existing materials?
– Material produced by the studens during the
studying process?
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

10. When writing your pedagogical script,
keep also in mind (on the background at this
point)
the technological point of view…
• Technologies for content
production?
• Technologies for delivery?
• Tools for document
management?
• Tools for communication?
• Tools for collaborative
work?
• Tools for course
management?
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

11. The assessment criteria
for the pedagogical script (1)
5 • The general description of the course is very explicit, realistic
and comprehensive.
• The theoretical framework is explained well and is connected to
the choices of tutelage and evaluation.
• The issues of tutelage and evaluation are considered
comprehensively, variedly and creatively.
• All the pedagogical decisions have been made in such a way
that the special characteristics of the target group are taken into
consideration.
4 • The general description of the course is clear and realistic.
• The pedagogical basis of the implementation is described well
and connected to the choices of tutelage and evaluation.
• The issues of tutelage and evaluation are considered
comprehensively
• The pedagogical decisions have been made in such a way that
the special characteristics of the target group are taken into
consideration.
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

12. The assessment criteria
for the pedagogical script (2)
3 • The general description of the course is clear.
• The pedagogical basis of the design and implementation is
visible. Some of the theoretical description is still random and
inaccurate, for example mainly focusing on the description of
the pedagogical model.
• The decisions on evaluation and tutelage have been discussed.
• The special characteristics of the target group have been taken
into consideration on some of the pedagogical decisions.
2 • The general description of the course is not quite clear.
• The pedagogical basis of the design and implementation is
mostly insufficient and unclear.
• The decisions on evaluation and tutelage have been mentioned
but not connected to theory.
• The special characteristics of the target group have not really
been taken into consideration.
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

13. The assessment criteria
for the pedagogical script (3)
1 • The general description of the course is short and ill structured.
• The description of the theory is inaccurate.
• Evaluation and tutelage have been described very shortly and
on a general level.
• The special characteristics of the target group have not been
taken into consideration.
0 • The pedagogical script includes little more than the name of the
course and the argumentation for pedagogical decisions is
essentially missing.
The course grade (0-5) is the average of:
• pedagogical script (graded 0-5)
• technological script and course environment (graded 0-5)
Venla Vallivaara
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14

14. For the next time:
1. Write parts 1-5 of your pedagogical script
– Based on your discussions today and the ideas you have gathered
since our last meeting
2. Share your script document with Venla on Google
Drive
– It can be the same document you have already shared or a new one
3. Read at least one of the following articles:
– Kollar, Fischer & Hesse (2006). Collaboration scripts: a conceptual
analysis. http://link.springer.com/article/10.1007%2Fs10648-006-
9007-2?LI=true
– Fisher, Kollar, Stegmann & Wecker (2013). Toward a Script Theory
of Guidance in Computer-Supported Collaborative Learning.
http://dx.doi.org/10.1080/00461520.2012.748005
– Fransen, Weinberger & Kirschner (2013). Team Effectiveness and
Team Development in CSCL
Venla Vallivaara
http://dx.doi.org/10.1080/00461520.2012.747947
LET – Learning and Educational Technology Research Unit
University of Oulu
2013-02-14