Technology is a present tool. It can help, support and make more versatile “something” we are doing. However, the “something” comes first and technology after that. There are a lot of hype concerning for example e-learning. I am very interesting in modelling, designing, applying and using technological tools in education. Sometimes I also forget the first sentences I just wrote.
I am applying digital technology for example for communication, interaction, material delivery (slides, video lectures, e-books, guidelines) and feedback giving. My learners also get familiar with different e-platforms which are reality in working life.
I am using several technological tools and environments in my teaching activities (advanced level courses). For example normal PC tools for document creation, management and monitoring learners’ progress. As e-learning environments, I am using Korppi, Optima, Koppa, Moodle, TIM, “Moniviestin” and Skype. I also prepare video lectures in Agora’s “tila-studio”. Email and Skype are very important for me in teaching, supervising and communicating with my learners and colleagues in Finland and abroad.
I have designed my web courses by means of many iterative steps based on my own experiences and learners’ feedback. Basically, I am applying pedagogical models such as project based learning and progressive inquiry in my web-based courses. My courses have clear and scheduled (phased) structure. My role, as I am calling myself, is serving as a supervising teacher.
Recorded audio feedback (RAF) is a new medium that I am excited in giving feedback for my learners and learner groups. I have done research on RAF at JYU and Keio University (Japan). My plan is to adopt RAF as a feedback medium.
“Are we introducing technology enough, is it correct to think that students already know…”. This is an excellent point. As I am working in the Faculty of Information Technology, I may expect too much. I also rely on that our learners are technologically-oriented. However, I introduce the tech tools in my introduction lecture, but I am expecting that learners have basic skills to use for example Korppi, Optima and e-books. If not, I will guide them to support services (IT support and library courses). My courses do not include “tech hype”, only basic tools. “How to work and learn with instructional technologies…” In JYU context, working and learning goes hand in hand. Almost in every academic year we have some new or updated system to use. Sometimes it takes a lot of time (+nerves) and sometimes it is fun.
About Henderson et al. article. It was interesting to read this. I think the article was mainly about digital tools and media in studying, not so much doing with learning or learning processes. I missed pedagogical context. However the article was well written and explained clearly how the study was done. Only one issue related to learning process was highlighted “seeing information in different ways”. According to the article some students described this as leading to deeper learning. For example visualization and demonstrations are very important in mathematical and natural sciences. In this context the article introduced – but not defined – the concept “digital pedagogy”. In Wikipedia (https://en.wikipedia.org/wiki/Digital_pedagogy) : “Digital pedagogy is the study and use of contemporary digital technologies in teaching and learning. Digital pedagogy may be applied to online, hybrid, and face-to-face learning environments. In Digital Pedagogy Lab (http://www.digitalpedagogylab.com/hybridped/digitalpedagogy/): “Digital pedagogy is precisely not about using digital technologies for teaching and, rather, about approaching those tools from a critical pedagogical perspective. So, it is as much about using digital tools thoughtfully as it is about deciding when not to use digital tools, and about paying attention to the impact of digital tools on learning.” This sounds good :-).