4.

Õppetegevuste loomine kasutades IKT- vhendeid.

Keskkonna hoid ja ohud linnas, reostus (turvalisus, kodukoht). Meetod – Arutlus, õuesõpe, käeline tegevus, praktilised ülesanded ja harjustused. Kirjeldus – Kuidas hoida meida ümbritsevat keskkonda korras ? Mida saan mina teha keskkonna korrashoiu jaoks? Prügi korjamine lasteaia ümbruses (sobivad kaitse vahendid lastele). Erinevad ohud linnas – tehades, autod, prügi vms. Mida tähendab reostamine? Kuidas ära hoida reostamist? Maalimine – „Terve ja puhas koduõu ja mänguplats“. Tegevuse läbiviimiseks võib kasutada internetipõhist mängu: https://www.energia.ee/prugimang Kindlasti võiks kasutada mängimiseks kas interaktiivset tahvlit või tahvelarvutit. Päkapikud ja teised jõuluvana abilised (käitumine, kombed). Meetod – Arutelud, luuletused, pildid, käeline tegevus, multifilm. Kirjeldus – Päkapikud piilumas. Miks nad piiluvad? Kuidas tuleb käituda? Muinasjutt päkapikust ja jõuluvanast. Kus jõuluvana elab? Multifilmi vaatamine. https://www.youtube.com/watch?v=dYgM6WpjCy8  Jõulumaa joonistamine kriitidega – „Minu täiuslikud Jõulud“ või „Kus elab jõuluvana“. Päkapiku mütsi mesterdamine- vatt, paber, salvrätikud. Interneti turvalisus ja arvuti kasutamine (tervis, turvalisus, käitumine, kombed, meediakasvatus). Meetod – arutlus, pildid, praktilised ülesanded arvutis. Kirjeldus – Milleks kasutada arvutit? Kuidas arvutit kasutada? Kui palju kasutan mina (laps) arvutit? Mida ma teen arvutis olles? Kas  tean millised ohud võivad varitseda meid internetis? Lemmikud interneti leheküljed. Lemmikud arvutimängud. Kui kaua võib laps olla arvutis, et see ei oleks tervist kahjustav? Vastutustundlik käitumine internetis. Filmid ja etendused. „Käime kinos ja teatris“ (käitumine, kombed, tervis). Meetod – Pildid, arutlus, käeline tegevus, avastusõpe. Kirjeldus – Minu lemmik film? Miks mulle meeldivad filmid? Eriefektid ja filmikunst. Mis erinevus on filmidel ja teatril? Kuidas tuleb käituda kinos? Kuidas teatris? Mida saab kinos süüa ja kas see on tervislik? Koos lastega võib minna nädala jooksul kas teatrisse või kinno. Selleks, et lastel oleks põnevam võib ka nn ehitada oma kino, kasautades lasteaias olevad interaktiivset tahvlit või dataprojektorit. Lapsed saavad kaasa võtta popcorni ja mullidega jooke.  Lisaks võivad lapse valmistada piletid ning kutsuda ka teiste rühmade lapsi vaatama! 🙂 Mis mulle lasteaias kõige rohkem meeldib? Meetod – Arutelu, laste jutud ja emotsioonid, käeline tegevus. Kirjeldus – Miks mulle meeldib/ei meeldi lasteaias? Mis oli kõige meeldejäävam sündmus sel aastal lasteaias? Miks tulen igapäev lasteaeda? Mida saaks teisiti teha, et lasteaed veel parem oleks? Ühistööna joonists(pliiatsd, kriidid vms) „Minu lasteaja tegemised“. Inspiratsioon filmist „Ramona and Beezus“. Tapeedirullile joonistamine terve põranda ulatuses. Vaata inspiratsiooniks : http://loovusained.tumblr.com/post/102912172736 Arveldamine rahaga. Meetod – Arutlus, avastusõpe, praktilised ülesanded. Kirjeldus – Milleks ja kuidas kasutatakse raha? Kust raha tuleb? Kuidas raha tehakse? Erinevate riikide rahad? Nädala raames võiks külastada ka Eesti Panga muuseumit! Kindlasti saab mängida lastega koos veebipõhist mängu http://www.rahamaa.ee/ . Lisaks oleks huvitav, kui iga vanem annab lapsele nt 1€ ning koos minnakse õppekäigule poodi, kus iga laps saab võimaluse osta endale nt. Jäätise. Palu abi vanematelt. Putukad meie ümber. Meetod – Õuesõpe, avastusõpe, arutelud, õppematerjal „Minu esimesed avastused looduses“. Kirjeldus – Milliseid putukaid tean? Õppematerjalina saab kasutada „Minu esimesed avastused looduses“ arvutimängu, kus lähemalt tutvustatakse lepatriinut. Õuesõppe raames võiks kas iga laps või 2-3 liikmelised grupid saada luubi, pliiatsi, väikse märkmiku ning fotoaparaadi ja minna lasteaia õuele uurima erinevaid putukaid. Lapsed võivad endale sobival viisil nähtu ja leitu üles märkida, et hiljem seda rühmale tutvustada.

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2.

Learning and Teaching With Technology.

Reading List.

Core reading:

Keith Sawyer (2006) The New Science of Learning, The Cambridge Handbook of the Learning Sciences, Cambridge University Press.

Papert, S. (1993). The children’s machine: rethinking school in the age of the computer. New York: Basic Books.

Pea, R. D (1993) Practices of distributed intelligence and designs for education in “Learning in doing: Social, cognitive, and computational perspectives”,  Cambridge University Press.

Further reading:

Pachler, N.   (2005)   ‘Theories of learning and ICT’ in Leask, M. and Pachler, N.  (eds) ‘Learning to Teach Using ICT in the Secondary School: A Companion to School Experience’ London, Routledge

Crook, C.   (2009) ‘Theories of formal and informal learning in the world of web 2.0’ in Livingstone, S.  (ed)   ‘Theorising the benefits of new technology for youth: Controversies of learning and development’ www.education.ox.ac.uk/esrcseries/uploaded/08_0314%20ESRC%20report_web.pdf

Ackermann, E. (2001) Piaget’s Constructivism, Papert’s Constructionism: What’s the difference? http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf

Donaldson, M. (1978) Children’s Minds. Glasgow: William Collins Sons

Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89 100.

Core reading:

Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8, 3537. http://www.designbasedresearch.org/reppubs/DBRC2003.pdf

diSessa, A. & Cobb, P. (2004). Ontological innovation and the role of theory in design experiments. The Journal of the Learning Sciences 13(1), 77-103

Conlon, T. and H. Pain (1996) Persistent collaboration: a methodology for applied AIED. International Journal of Artificial Intelligence in Education 7, 219-252.

Luckin, R. du Boulay, B. Underwood, J., Holmberg, J., Kerawalla, L., O’Connor, J. Smith, H. (2006) Designing Educational Systems Fit for Use: A Case Study in the Application of Human Centred Design for AIED. The International Journal of Artificial Intelligence in Education (IJAIED), 16 (4). pp. 353-380.

Further reading:

diSessa, A. A., Azevedo, F. S. & Parnafes, O. (2004) Issues in Component Computing: A Synthetic Review. Interactive Learning Environments,12(1), 109-159.

diSessa, A. A. (1995) Epistemology and systems design. In A. diSessa, C. Hoyles, R. Noss, and L. Edwards (Eds.), Computers and Exploratory Learning., pp. 15-29. Springer.

Mavrikis, M. and S. Gutierrez-Santos (2010) Not all wizards are from oz: Iterative design of intelligent learning environments by communication capacity tapering. Computers & Education 54 (3), 641-651.

Van den Akker Jan, Koeno Gravemeijer, Susan McKenney, Nienke Nieveen (2006). Educational Design Research, Routledge

Core reading:

Bossen, C. Dindler, C. and Iversen, O. (2010). User gains and PD aims: Assessment from a participatory design project. In Proceedings of Participatory design PDC’10, ACM: New York, 141-150.

Druin, A. (1999). Cooperative Inquiry: Developing New Technologies for Children with Children. In Proceedings of Human Factors in Computing Systems, ACM: New York, 592-599.

Scaife, M., Rogers, Y., Aldrich, F. and Davies, M. (1997). Designing for or Designing With? Informant Design for Interactive Learning Environments. In Proceedings of Human Factors in Computing Systems, ACM: New York, 343-350.

Khaled, R. and Vasalou, A. (in press). Bridging serious games and participatory design. International Journal of Child-Computer Interaction.

Good, J. and Robertson, J. (2006). CARSS: A Framework for Learner-Centred Design with Children. International Journal of Artificial Intelligence in Education, 16 (4), 381-413.

Parsons, S. and Cobb, S. (2014). Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum. International Journal of Research & Method in Education.

Core reading:

Parsons, S., Gudlberg, K., Porayska-Pomsta, K., Lee, R. (under review) Digital Stories as a method for evidence-based practice and knowledge co creation in technology-enhanced learning for children with autism.  Submitted to International Journal of Research & Method in Education.

Porayska-Pomsta, K. Anderson, K.; Bernardini, S.; Guldberg, K.; Smith, T.; Kossivaki, L.; Hodgings, S.; and Lowe, I. (2013). Building intelligent authorable serious game for autistic children and their carers. In Proceedings of the 10th International Conference on Advances in Computer Entertainment (ACE 2013), Twente, Netherlands.

Conlon, T. and H. Pain (1996) Persistent collaboration: a methodology for applied AIED. International Journal of Artificial Intelligence in Education 7, 219-252.

Further reading:

diSessa, A. A., Azevedo, F. S. & Parnafes, O. (2004) Issues in Component Computing: A Synthetic Review. Interactive Learning Environments,12(1), 109-159.

Porayska-Pomsta, K., Frauenberger, C., Pain, H., Rajendran, G., Smith, T., Menzies, R., Foster, M. E., Alcorn, A., Wass, S., Bernadini, S., Avramides, K., Keay-Bright, W., Chen, J., Waller, A., Guldberg, K., Good, J., Lemon, O. (2012). Developing Technology for Autism: an interdisciplinary approach.  Journal of Personal and Ubiquitous Computing, Springer Verlag.

Core reading:

Porayska-Pomsta, K. and Bernardini S. (2013) Learner Modelled Environments. Handbook of Digital Technology Research. Jewitt and Price (eds.), SAGE publishers.

Park Woolf, B. (2009) Building Intelligent Interactive Tutors.  Morgan Kaufman.  Chapter 3 discusses modelling student knowledge and affect through three example systems.

Further reading:

Koedinger, K.R., Anderson, J.R., Hadley, W.H., and Mark, M.A. (1997) Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8(1), 30-43

A general paper as background to the Carnegie-Mellon Tutors can be found here: http://act-r.psy.cmu.edu/papers/Lessons_Learned-abs.html

Ortony, A., Clore, G. L., & Collins, A. (1988) The cognitive structure of emotions. : Cambridge University Press.

Core reading:  Ridgway, J McCusker, S.  and Pead , D. (2004)  ‘Literature review of eassessment’  Bristol, Futurelab    Romero, C. and Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications 33, 125-146

Further reading:

Pearce-Lazard, D., Poulovassilis, A. & Geraniou, E. (2010). The Design of Teacher Assistance Tools in an Exploratory Learning Environment for Mathematics Generalisation. In Proceedings of the 5th European Conference on Technology Enhanced Learning (ECTEL 2010), Barcelona, Spain, 28th September – 1st October 2010.

Baker, R.S.J.d., Yacef, K. (2009) The State of Educational Data Mining in 2009: A Review and Future Visions. Journal of Educational Data Mining, 1 (1), 3-17.

Core reading:

Bers, M. U. (2010). The TangibleK Robotics Program: Applied Computational Thinking for Young Children. Early Childhood Research and Practice, 12(2).

Ryokai, Lee and Breitbart (2009). Children’s Storytelling and Programming with

Robotic Characters. In proceedings of Cognition and Creativity, ACM Press, pp. 1928.

Scassellati, B., Admoni, H. and Mataric, M. (2012). Robots for Use in Autism Research. Annu. Rev. Biomed. Eng., 14, pp. 275–94.

Core Reading:

Park Woolf, B. (2009).  Building Intelligent Interactive Tutors.  Morgan Kaufman.   Part II, chapter 6 provides a solid introduction to methods and practices of evaluating Intelligent tutoring systems.

Ainsworth, S.E & Fleming, P.F. (2005) Evaluating a Mixed-Initiative Authoring Environment: Is REDEEM for Real? Proceedings of the 12th International Conference on Artificial Intelligence in Education, pp (9-16).

Shute, V. J. & Zapata-Rivera, D. (2008). Educational assessment using intelligent systems.  ETS Research Report No. RR-08-68, Princeton, NJ.

Koedinger, K.R. & McLaughlin, E.A. (in press). A quasi-experimental evaluation of an on-line formative assessment and tutoring system. Journal of Educational Computing Research.  Pdf version of the paper is available at http://pact.cs.cmu.edu/koedinger/publications.html  (paper number 40).

VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R., Taylor, L., Treacy, D., Weinstein, A., and Wintersgill, M. (2005).  The Andes Physics Tutoring System: Lessons Learned.     International Journal of Artificial Intelligence and Education, 15 (3).

Further Reading:

Vanlehn, K., Lynch, C., Schulze, K., Shapiro, J. A., Shelby, R. H., Taylor, L., Treacy, D. J., Weinstein, A., and Wintersgill, M. C. (2005).    The Andes physics tutoring system: Five years of evaluations.  In:  G. I. McCalla and C.-K. Looi (Eds.), Proceedings of the Artificial Intelligence in Education Conference . Amsterdam: IOS.

Cohen, P. R., Beal, C. R., & Adams, N. M. (2008). The design, deployment and evaluation of the AnimalWatch intelligent tutoring system. Accepted for presentation at the 5th Prestigious Applications of Intelligent Systems (PAIS) conference, July 2125, Patras Greece.

Beal, C. R., Arroyo, I., Cohen, P. R., & Woolf, B. P. (2010). Evaluation of AnimalWatch: An intelligent tutoring system for arithmetic and fractions. Journal of Interactive Online Learning, in press.  http://www.cs.arizona.edu/projects/ergalics/files/BealArroyoCohenWoolf_2010.pdf

Murray, T. (1993). Formative Qualitative Evaluation for “Exploratory” ITS research. Journal of Artificial Intelligence in Education, 4(2/3), 179-207.

General indicative reading list.

Ainsworth, S.E & Fleming, P.F. (2005) Evaluating a Mixed-Initiative Authoring Environment: Is REDEEM for Real? Proceedings of the 12th International Conference on Artificial Intelligence in Education, pp (9-16).

Ackermann, E. (2001) Piaget’s Constructivism, Papert’s Constructionism: What’s the difference? http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf

Baker, R.S.J.d., Yacef, K. (2009) The State of Educational Data Mining in 2009: A Review and Future Visions. Journal of Educational Data Mining, 1 (1), 3-17.

Beal, C. R., Arroyo, I., Cohen, P. R., & Woolf, B. P. (2010). Evaluation of AnimalWatch: An intelligent tutoring system for arithmetic and fractions. Journal of Interactive Online Learning, in press.

Beck J., Stern, M., and Haugsjaa, E. (2001). Applications of AI in Education, ACM Crossroads Student Magazine, Fall 1996, 3.1, Issue on Artificial Intelligence. online at http://www.acm.org/crossroads/xrds3-1/aied.html

Cohen, P. R., Beal, C. R., & Adams, N. M. (2008). The design, deployment and evaluation of the AnimalWatch intelligent tutoring system. Accepted for presentation at the 5th Prestigious Applications of Intelligent Systems (PAIS) conference, July 21-25,

Patras Greece. Conlon, T. and H. Pain (1996). Persistent collaboration: a methodology for applied AIED. International Journal of Artificial Intelligence in Education  7, 219-252.

Cook, J. (2002)   ‘The Role of Dialogue in Computer-Based Learning and Observing Learning: An Evolutionary Approach to Theory’  Journal of Interactive Media in  Education,  [www-jime.open.ac.uk/2002/5]

Crook, C.   (2009) ‘Theories of formal and informal learning in the world of web 2.0’  in Livingstone, S.  (ed)   ‘Theorising the benefits of new technology for youth: Controversies of learning and development’ www.education.ox.ac.uk/esrcseries/uploaded/08_0314%20ESRC%20report_web.pdf

Dewey, J (2001)  Experience and thinking (Chapter 11) In Dewey, J: Democracy and Education   The Pennsylvania State University publication. http://www.twinsphere.org/library/philosophy/nonanalytic/modern/American/Dewey,%20J.%20-%20Democracy%20and%20Education.pdf

diSessa, A. A. (1995). Epistemology and systems design. In A. diSessa, C. Hoyles, R. Noss, and L. Edwards (Eds.),  Computers and Exploratory Learning., pp. 1529. Springer.

diSessa, A. A., Azevedo, F. S. & Parnafes, O. (2004). Issues in Component Computing: A Synthetic Review. Interactive Learning Environments, 12(1), 109159.

Donaldson, M. (1978) Children’s Minds. Glasgow: William Collins Sons

Donaldson, S.I. (2003). Theory-driven program evaluation in the new millennium.. In S. I. Donaldson & M. Scriven (Eds.), Evaluating social programs and problems: Visions for the new  millennium (pp. 109-141). Mahwah, NJ: Erlbaum. Available online: http://www.cgu.edu/PDFFiles/sbos/DonaldsonVisionsChp7.pdf

Donaldson, S.I. (2005). Using program theory-driven evaluation science to crack the Da Vinci Code. New Directions for Evaluation, 106, 65-84. Available online: http://www.cgu.edu/include/SBOS%20DaVinci%20Code.pdf

Forbus, K D.  and Feltovich, P J. (eds) (2001), Smart Machines in Education, MIT Press. Grudin, J. (1990) The computer reaches out: the historical continuity of interface design. Proceedings of the SIGCHI conference on Human factors in computing systems: Empowering people, 261-268. Available online: http://research.microsoft.com/enus/um/redmond/groups/coet/Grudin/papers/CH I1990.pdf

Harvey, J. (1998). LTDI Evaluation Cookbook. Edinburgh: Herriot-Watt University. Available online: http://www.icbl.hw.ac.uk/ltdi/cookbook/

Kafai, J. and Resnick, M. (eds) (1996) Constructonism in Practice: Designing, Thinking and Learning in a Digital World. Hillsdale, LEA.

Koedinger, K.R., Anderson, J.R., Hadley, W.H., and Mark, M.A. (1997) Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8(1), 30-43

Koedinger, K.R. & McLaughlin, E.A. (in press). A quasi-experimental evaluation of an on-line formative assessment and tutoring system. Journal of Educational Computing Research.  Pdf version of the paper is available at http://pact.cs.cmu.edu/koedinger/publications.html (paper number 40).

Laurillard, D. (1993). Rethinking University Teaching: a Framework for the Effective Use of Educational Technology, London: Routledge.

Laurillard, D. (2008). “The teacher as action researcher: Using technology to capture pedagogic form.” Studies in Higher Education 33(2): 139-154.

Laurillard, D. (2009) The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 41(1), 520.

Littleton, K. and Light, P. (eds) (1999).  Learning with computers: analysing productive interaction. London: Routledge

Luckin, R. du Boulay, B. Underwood, J., Holmberg, J., Kerawalla, L., O’Connor, J. Smith, H. (2006) Designing Educational Systems Fit for Use: A Case Study in the Application of Human Centred Design for AIED. The International Journal of Artificial Intelligence in Education (IJAIED), 16 (4). pp. 353-380.

Mavrikis, M. and S. Gutierrez-Santos (2010). Not all wizards are from oz: Iterative design of intelligent learning environments by communication capacity tapering. Computers & Education  54 (3), 641-651.

Merrill, M.D. (2009)  ‘First Principles of Instruction’ in C. M. Reigeluth and A. CarrChellman(eds) Instructional-design theories and models. Vol. 3, Building a common knowledge base London, Routledge

Mor Y. and Winters, N. (2007)    ‘Design approaches in technology enhanced learning’ Journal of Interactive Learning Environments, 15, 1, pp.61-75

Murray, T. (1993). Formative Qualitative Evaluation for “Exploratory” ITS research. Journal of Artificial Intelligence in Education, 4(2/3), 179-207.

Oliver, M. (2003)   ‘Evaluation of ICT: An overview for learning and teaching Science’ in Holliman, R. & Scanlon, E. (Eds)   ‘Mediating Science Learning through Information and Communications Technology’   London, RoutledgeFalmer  (pp.120-138)

Ortony, A., Clore, G. L., & Collins, A. (1988). The cognitive structure of emotions. : Cambridge University Press.

O’Shea, T. and Self, J. (1983). Learning and Teaching with Computers: Artificial Intelligence in Education, Brighton: Harvester Press.

Pachler, N.   (2005)   ‘Theories of learning and ICT’  in Leask, M. and Pachler, N.  (eds) ‘Learning to Teach Using ICT in the Secondary School: A Companion to School Experience’ London, Routledge

Papert, S. (1980). Mindstorms: Children, Computers and Powerful Ideas, Brighton: Harvester Press.

Papert, S., & Harel, I. (1991). Situating Constructionism. In I. Harel & S. Papert (Eds.), Constructionism: research reports and essays, 1985-1990. Norwood, N.J.: Ablex Pub. Corp.

Park Woolf, B. (2009).  Building Intelligent Interactive Tutors.  Morgan Kaufman.

Patton, M. (1997). Intended uses of findings. In, Utlization-focused evaluation: the new century text, pp 64-85. London: Sage.

Pea, R. D. and Sheingold, K. (eds.) (1987). Mirrors of the Mind: Patterns of Experience in Educational Computing, N J: Ablex Publishing Corporation.

Preece, J., Rogers, Y. & Sharp, H. (2002) Understanding Users (Ch 3.) In Preece, Jenny; Rogers, Yvonne and Sharp, Helen (eds) Interaction Design: Beyond Human-Computer Interaction. John Wiley.

Ravenscroft, A. (2007). Promoting thinking and conceptual change with digital dialogue games. Journal of Computer Assisted Learning, 23, 453–465.

Ridgway, J McCusker, S.  and Pead , D. (2004)  ‘Literature review of eassessment’  Bristol, Futurelab

Rogers, Y. (2004) New Theoretical approaches for Human-Computer Interaction. Annual Review of Information, Science and Technology, 38, 87-143. http://mcs.open.ac.uk/yr258/papers/ARIST_Rogers.pdf

Romero, C. and Ventura, S. (2007) Educational Data Mining: A Survey from 1995 to 2005. Expert Systems with Applications 33, 125-146

Russell, S. and Norvig, P. (1995).  Artificial Intelligence. A Modern Approach. Prentice Hall.

Salomon, G. (1994). Interaction of media, cognition, and learning : an exploration ofhow symbolic forms cultivate mental skills and affect knowledge acquisition. Edition: [2nd ed.]. Hillsdale, N.J.: Hove: Erlbaum.

Saunders, M. (2000). Beginning an evaluation with RUFDATA: Theorizing a practical approach to evaluation planning. Evaluation, 6 (1), 7-21.

Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: JosseyBass.

Shute, V. J. & Zapata-Rivera, D. (2008). Educational assessment using intelligent systems.  ETS Research Report No. RR-08-68, Princeton, NJ. Shute, V. J., & Zapata-Rivera, D. (in press). Adaptive educational systems. In P. Durlach (Ed.), Adaptive technologies for training and education. New York, NY:Cambridge University Press. http://myweb.fsu.edu/vshute/publications.html (papers in press)

Shute, V. J., Masduki, I., & Donmez, O. (in press). Conceptual framework for modeling, assessing, and supporting competencies within game environments. Technology, Instruction, Cognition, and Learning. [ http://myweb.fsu.edu/vshute/publications.html  (papers in press)]

Seely Brown, J., Collins, A., & Duguid, P. (1989) Situated Cognition and the Culture of Learning. Educational Researcher. v18 n1, pp. 32-­‐42, Jan-­‐Feb 1989

Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. . In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426.). Cambridge, UK.: Cambridge University Press.

Tisue, S., & Wilensky, U. (2004). NetLogo: A Simple Environment for Modeling Complexity. Paper presented at the International Conference on Complex Systems, May 16–21, 2004, Boston.

Underwood, J. D. M. and Underwood, G. (1990). Computers and Learning: Helping Children Acquire Thinking Skills, Oxford: Blackwell.

VanLehn, K., Ohlsson, S., & Nason, R. (1994). Applications of simulated students: An exploration. Journal of AI in Education, 5, 135-175

VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R., Taylor, L., Treacy, D., Weinstein, A., and Wintersgill, M. (2005).  The Andes Physics Tutoring System: Lessons Learned.     International Journal of Artificial Intelligence and Education, 15 (3).

Vanlehn, K., Lynch, C., Schulze, K., Shapiro, J. A., Shelby, R. H., Taylor, L., Treacy, D. J., Weinstein, A., and Wintersgill, M. C. (2005).    The Andes physics tutoring system: Five years of evaluations.  In:  G. I. McCalla and C.-K. Looi (Eds.), Proceedings of the Artificial Intelligence in Education Conference . Amsterdam: IOS.

Vygotsky, L. (1986). Thought and Language, Cambridge, Mass.: MIT Press

Wali, E., Winters, N. and Oliver, M.  (2008)   ‘Maintaining, Changing and Crossing Contexts: an Activity Theoretic Reinterpretation of Mobile Learning’  Journal of the Association for Learning Technology, 16, 1, pp.41-57

Whitelock, D.   (2009)   ‘E-assessment: developing new dialogues for the digital age’ British Journal of Education Technology, 40, 2, pp.199-202.

Wong, Denis, Shephard, Kerry L. and Phillips, Peter (2008) ‘The cathedral and the bazaar of e-repository development: encouraging community engagement with moving pictures and sound’, ALT-J,16:1, 31-40.

Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89 100

A general paper as background to the Carnegie-Mellon Tutors can be found here: http://act-r.psy.cmu.edu/papers/Lessons_Learned-abs.html  AutoTutor is developed at the University of Memphis: http://www.autotutor.org

Park Woolf, B. (2009).  Building Intelligent Interactive Tutors.  Morgan Kaufman.

1.

Analyzing and comparing Learning and Teaching with Technology (University of London, Institute of Education, MA course modul) course outline and Kindergarten and Pre-School Teacher, (equivalent to BA) Curriculum.

Koolieelse lasteasutuse õpetaja, (rakenduskõrgharidus) õppekava ning Õppimine ja Õpetamine Tehnoloogiaga (University of London, Institute of Education, MA kursus) Ainekava analüüs ja võrdlus.

Learning and Teaching with Technology course outline.

Õppimine ja Õpetamine Tehnoloogiaga ainekava.

Kindergarten and Pre-School Teacher curriculum.

Koolieelse lasteasutuse õpetaja õppekava.

1.      Research methods – design based research; action research. Uurimismeetodid – arendusuuring; tegevusuuring.

2.      Analyzing and evaluating technologically mediated or tech- enhanced learning environments. Tehnoloogiliste vahenditega varustatud õpikeskkondade analüüs ja hindamine/kritiseerimine.

3.      Technological development, both software and hardware. Use of ICT for educational purposes. Tehnoloogia areng – tarkvara ja riistvara. IKT kasutamine hariduslikul eesmärgil.

4.      Different technological designs in current practices. Different ways technology can be used to support learning and teaching. Technology used to assess learning and teaching. Design, development and implementation of technology in teaching and learning. Erinevate tehnoloogiliste vahendite ja teadmiste kasutamine praktikas. Tehnoloogia, kui õppimise ja õpetamise toetaja. Tehnoloogia kasutamine õppimise ja õpetamise hindamisvahendina. Tehnoloogia loomine, arendus ja kasutus õppimises ja õpetamises.

5.      Teaching methods/approaches.  Theories of learning by Jean Piaget and Vygotski. Behaviorist and cognitive approches. Õpetamise meetodid. Jean Pieaget ja Vygotski õppimisteooriad. Biheivioristlikud ja kognitiivsed õppemeetodid.

6.      Importance of play and pedagogical theorists. Mängu tähtsus. ja pedagoogika teoreetikud.

7.      Computer – and OnlineGames in Education.  Arvuti – ja Internetipõhised mängud hariduses.

1.      Subject: Basics of Pedagogical Research – Design of research. Basic scientific concepts and theory of research methods. Scientific knowledge and characters. Qualitative research. Data collecting methods in quantitative and qualitative strategy.

Aine: Kasvatusteadusliku uurimistöö alused – Teadustöö põhimõisted. Teaduslikud teadmised ja teaduse tunnused. Uurimistöömeetodid ja teooria. Kvalitatiivne uurimus. Andmetekogumine kvantitatiivses ja kvalitatiivses uurimistöös.

2.      Subject: Didactics of Informatics -Concepts of technologically enhanced learning environments. Aine: Informaatika didaktika – Tehnoloogiat toetavad õpikeskkonnad.

3.      Subject: Didactics of Informatics – Analysing and evaluating ICT resources appropriateness (soft- and hardware). Planning learning process with ICT. Aine: Informaatika didaktika – Info – ja kommunikatsioonitehnoloogia vahendite sobivuse analüüsimine ja hindamine (tark – ja riistvara). Õppeprotsessi planeerimine, läbiviimine ja analüüs kasutades info- ja kommunikatsioonitehnoloogiat (IKT).

4.      Subject: Practice in Educational I Technology – Using ICT-resources, conducts learning activities.  Using learning software. Supporting the development of practical skills in ICT and its implementation in pre-school educational establishment. Aine: Haridustehnoloogu praktika I – IKT vahendite kasutamine õppetöös. Õpitarkvarade kasutamine. Praktiliste oskuste areng ning kasutamine koolieelses lasteasutuses.

5.      Subject – Introduction to Educational Sciences. Approaches to learning and the meaning of learning. Teaching methods and practices. Different teaching and learning approches. Aine – Sissejuhatus kasvatusteadustesse. Õppimise tähendus ning erinevad õppemeetodid. Õpetamis meetodid ja praktikad. Erinevad õppimise ja õpetamise viisid.

6.      Subject – Play as a Cultural, Developmental and Pedagogical Method – Importance of play in the development of pre-school children. Theorists on play and pedagogical development. Aine – Mäng kultuurilise, arengulise ja pedagoogilise meetodina – Mängu tähtsus koolieelse lapse arengus. Mängu ning pedagoogilise arengu teoreetikud.

7.      Subject – Didactical Games based on ICT and Preschool Children Development – Theoretical approach of ICT-based learning games. Learning games and programs based on ICT.
Using ICT-based learning games in kindergarten learning process. Being executable and age-specific.
Creating learning games based on ICT . Aine – IKT – põhised õppemängud ja eelkooliealise lapse areng – IKT-põhiste õppemängude teoreeriline käsitlus. IKT-põhised õppemängud ja –programmid. IKT-põhiste õppemängude kasutamine lasteaia õppeprotsessis. Ea- ja jõukohasus. IKT-põhiste õppemängude loomine.

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