General
Schedule: TUESDAY | 10:00 - 12:00 PM
Faculty in Charge: Nemuel S. Fajutagana, MD, MHPEd (UniMaas)
Schedule: TUESDAY | 10:00 - 12:00 PM
Faculty in Charge: Nemuel S. Fajutagana, MD, MHPEd (UniMaas)
Best evidence, iterative and technology-enhanced teaching learning strategies to achieve learning outcomes in health professions education
Maximize the use of information and communication technology for the improvement of all the design elements of teaching and learning, from instructional analysis, to selection of strategies, and assessment of student achievement.
With the development in online technology and growing use of virtual classrooms, strategies should use appropriate information and communication technology applications to facilitate achievement of learning outcomes, motivate and engage students, develop lifelong learning. This trend is not emphasized in the current courses. if graduates of the program are expected to effectively teach their courses and achieve course outcomes (which are discussed in core courses), they should all have deep understanding of the variety of strategies, judiciously select and effectively implement the appropriate teaching-learning strategies to achieve their course outcomes. It will integrate essential topics related to delivery of instruction and cover planning, conduct and evaluation of best-evidence, technology-enhanced teaching learning strategy or a combination thereof in various instructional settings.
Program Outcomes | Competencies | Course Outcomes |
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Use this block to review zoom recordings.
August 20, 2024
Agenda
After we have discussed the characteristics of the 21st Century educational realities, do you think you are ready to face the challenges moving forward? Individual activity 1: A self reflection on my own readiness for the 21st Century Challenges in Teaching and Learning. (read this ISTE standard for educator to serve as your guide) Time Frame: September 3, 2024 |
| References
Dates: TBA
| References
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge by Mishra and Koehler
"Pedagogical knowledge (PK) is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses, among other things, overall educational purposes, values, and aims. This is a generic form of knowledge that is involved in all issues of student learning, classroom management, lesson plan development and implementation, 1026 Teachers College Record and student evaluation. It includes knowledge about techniques or methods to be used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. A teacher with deep pedagogical knowledge understands how students construct knowledge, acquire skills, and develop habits of mind and positive dispositions toward learning. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in their classroom." (MISHRA, P., & KOEHLER, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.)
Small Group Discussion Activity
TBA
Just added a really dated article on media and instruction. I would just like to use this article to trigger a discussion on 'Pedagogical Knowledge.'
I consider all of you as content experts as far as your individual area of practice is concerned. However, content expertise is not a guarantee for successful teaching, which is measured in terms of observable learning. Some of you may be teaching the same content knowledge to different group/set of students, and you may find out later that your students seem to have learned differently (i.e. performing poorly or better than the other groups). What would explain the difference in achievement of outcome?
Read this chapter from the classic textbook 'Instructional Media and Technologies for Instruction' by Heinich, et.al. Relate the content to our topic for the week, TPACK with focus on Pedagogical Knowledge.
Central Question: What theories of learning that you can remember from your previous courses will be useful in supporting or rationalizing the use of technology in teaching and learning. Use the article to trigger your recall.
| References
The source of this material is really old, but really classic, as far as instructional media and instruction in concerned.
Interactive Learning Objects
Dates: TBA
Technological content knowledge (TCK) is knowledge about the manner in which technology and content are reciprocally related. Although technology constrains the kinds of representations possible, newer technologies often afford newer and more varied representations and greater flexibility in navigating across these representations. Teachers need to know not just the subject matter they teach but also the manner in which the subject matter can be changed by the application of technology. (MISHRA, P., & KOEHLER, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.)
The Covid 19 pandemic accelerated the use of technology in all levels of education. Accelerated because we all know that use of ICT in education is already substantial even before the most devastating pandemic in this first quarter of the 21st century.
New Technology same Outcomes
While technology available for education continue to expand, the goal of education pretty much stayed the same. Our basic question then for this unit is this: Did the enhanced use of technology resulted to better achievement of outcomes?
Date: TBA
Tasks:
| References | Faculty Developed Interactive Learning Objects |
Reading Materials
Interactive Learning Objects
An interactive presentation delivered during the 6th CHD Central Visayas Regional Congress held in Cebu City. While it is about AI (mostly), I also covered some aspects of Media and Instruction, useful for enriching your PK (Pedagogical Knowledge).
Maximizing Technology in Teaching Using Gagne's Nine (9) General Steps of Instruction for Learning
Example: Teaching Anatomy
Dates: TBA
Content Knowledge is perhaps the easiest to identify. Since most of your are already teaching the topic(s) you have chosen for your final project, all you need to just focus on will on how contents will be selected, organized, or prioritized.
Content knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught. The content to be covered in high school social studies or algebra is very different from the content to be covered in a graduate course on computer science or art history. Clearly, teachers must know and understand the subjects that they teach, including knowledge of central facts, concepts, theories, and procedures within a given field; knowledge of explanatory frameworks that organize and connect ideas; and knowledge of the rules of evidence and proof (Shulman, 1986). Teachers must also understand the nature of knowledge and inquiry in different fields. For example, how is a proof in mathematics different from a historical explanation or a literary interpretation? Teachers who do not have these understandings can misrepresent those subjects to their students (Ball & McDiarmid, 1990) (as cited in MISHRA, P., & KOEHLER, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.)<
Since you have all taken either HP 211 (Curriculum Design) and HP 221 (Instructional Design), you are expected to be able to apply what you have learned in mentioned courses in making content decision for your TPACK final project.
In this final project, you will develop a technology enhanced instructional design. You can either start from scratch or convert an existing design into a TPACK based design. Your final paper need not be a big educational educational program. It could just be a one-day training or if organized by unit or topic, could just cover one to two topics. What is important is the integration of technology in the design.
Please use the instructional Design Matric below to guide the development of your final paper.
The IDM is very familiar to all of you, this is the same IDM that we are using as guide in HP 211 and HP 221. This time, however, the context of your IDM is the use of TPACK framework in identifying the key elements of the design.
Date: TBA
This unit is dedicated for some technical sharing. Weeks before this unit, your faculty will do a survey on the list of technology related topics that you want to discuss with your faculty in charge.
Using OBS (as shown below) is one example.
Just a technical information.
Please answer the survey,