Poster: OER in Teaching Psychology and Pedagogy to Future Bachelors of the IT Sector
Gulnara F. Khasanova
Full Professor of the
Engineering Pedagogics and Psychology Department
Doctor of Education
Kazan National Research Technological University
e-mail: gkhasanova@mail.ru
Lidiya A. Semenova
Postgraduate
Kazan National Research Technological University
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Introduction
Key educational innovations in ICT include open educational resources (OER).
The paper presents the findings from a research that was aimed at using OER in one-semester Psychology and Pedagogy course by undergraduate full-time students in Computer Science and Computer Engineering and System Analysis and Management at Kazan National Research Technological University
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Methodology block
Content block
Process
block
Assessment block
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Methodology block
Approaches:
constructivist (J. Piaget, L. Vygotsky)
contextual (A. Verbitskii)
web-based (D. Cormier, G. Siemens, S. Downes)
competency-based (I. Zimnyaya, E. Zeer, N. Kuzmina, D. Raven, V. Shadrikov, A. Khutorskoi and others)
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Methodology block
Principles:
humanization
learning in an open, interactive, immersive environment
professional orientation
taking into account the needs of students
self-realization through individual educational trajectories
dialogue and multichannel feedback
cooperation
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Content block
optional course “Open educational resources for learning in the digital environment”
a set of assignments, including authentic quasi-professional assignments, “reusable” assignments, web-based assignments
guidelines for the creation of OER with the use of open source software
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Process block
Methods:
problem-based learning
Web 2.0 communications
individual creative web-based projects
collective web-based projects
web portfolio
mind mapping
video scribing
self-control and self-organization of educational activities
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Process block
Forms:
blended learning
online learning
“flipped” classroom
independent work on the implementation of individual creative web projects and collective web projects
e-portfolios
online consultations
internet forums and chats
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Process block
Tools:
software tools for interactive web portfolio
video scribing and animation software
software for mind mapping and infographics
bibliography management software
virtual labs
testing tools
Web 2.0 tools, wiki technology
LMS Moodle
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Assessment block
Cognitive
component
Motivation and value
component
Technological
component
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Assessment block
Cognitive component:
understanding of the prospects for the use of OER in professional activities
knowledge of the basic algorithms for searching OER in the network
knowledge of open source software tools
knowledge of open educational platforms, OER online psychology and pedagogy libraries, online courses in psychological and pedagogical disciplines hosted on leading Russian educational platforms
knowledge of the methods and mechanisms for obtaining new knowledge through critical analysis and creative processing of OER
knowledge of copyright protection issues in the digital world, licensing requirements for the use of OER and software products, free licenses
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Assessment block
Motivation and value component:
interest in using OER
understanding of the importance of using OER in future professional activities
the desire to achieve competence in the field of technology for working with OER
awareness of responsibility for compliance with ethical and legal norms in the information environment, knowledge of how to respond to negative social behavior on the Internet
Theoretical Model to Form Readiness of Future IT Sector Bachelors to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Assessment block
Technological component:
ability to carry out an information search for open educational resources and identify them
possession of technologies for the creation, recording, copying, replication, storage, processing, distribution, perception and exchange of OER
skills of working with free access software
possession of interaction technologies in a distributed network, methods for the joint production of knowledge, skills in using Web 2.0 technologies in the process of solving problems
possession of the skills to manage their digital identity and personal data, information security technologies on the Internet
Experiment on the Formation of Future IT Sector Bachelors’ Readiness to Use OER
Applying the developed model to teaching future bachelors in Computer Science and Computer Engineering and System Analysis and Management Psychology and Pedagogy course resulted in students’ better understanding of OER value for future professional practice
The study provides evidence that the use of OER in face-to-face training of engineers for the IT sector might contribute to the students' obtaining meta-skills of continuing education that could be extended beyond the educational environment of the university
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Experiment on the Formation of Future IT Sector Bachelors’ Readiness to Use OER
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy