From Study Programming to Curriculum Thinking (And Back)
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The document discusses moving from a focus on programming in education to curriculum thinking and designing for learning. It argues that teaching tasks involving direct control by teachers should be automated, freeing teachers to focus on education and guiding learning. An ideal learning system would involve tasks like grading happening automatically based on the learning design. The learning design specifies learning activities and is informed by educational research, with the goal of assisting and guiding the learning process. Curriculum thinking focuses on complex problems and long-term goals, providing a basis for the learning design and guiding technology choices to support education goals.
From Study Programming to Curriculum Thinking (And Back)
- 1. Timo Nevalainen 2016 From Study Programming to Curriculum Thinking (And Back) Timo Nevalainen 2016 tne@iki.fi Loosely based on “Action Spectrum” model in Russell, Jean M. (2013). Thrivability: Breaking through to a World that Works.
- 2. Timo Nevalainen 2016 Focus on productivity
- 3. Timo Nevalainen 2016 “Any teacher that can be replaced by technology should be!” Arthur C. Clarke …but should teaching mean trying to keep on doing things that machines do better anyway?
- 4. Timo Nevalainen 2016 Study programming § The area (relatively) simple problems and predictable and measurable consequences. § Mechanistic thinking and reductionism works! § If something can be controlled by the teacher, it should be automated instead. § Teaching should not be about control but education (nurture) and guidance of learning (together). § In an ideal world, things like grading and, perhaps, some of the feedback “just happen” based on the learning design. § What tasks and structures in your study programmes involve teacher control and, thus, need to be automated?
- 5. Timo Nevalainen 2016 Focus on learning
- 6. Timo Nevalainen 2016 “A ‘learning design’ is defined here as an application of a pedagogical model for a specific learning objective, target group and a specific context or knowledge domain. The learning design specifies the teaching-learning process. More specifically, it specifies under which conditions, what activities have to be performed by learners and teachers to enable learners to attain the desired learning objectives.” Koper, R., & Olivier, B. (2004). Representing the Learning Design of Units of Learning. Journal of Educational Technology & Society, 7(3).
- 7. Timo Nevalainen 2016 Learning design § Area of increasing complexity and free will. § Success and effectiveness (measured by achieved goals and milestones) depend on interpersonal dynamics. § Based on curriculum thinking, informed by educational research. § Are there points in the learning design where technology can be used to assist and guide the learning process? § To what extent can the learning design be a self-guiding structure?
- 8. Timo Nevalainen 2016 Focus on education
- 9. Timo Nevalainen 2016 Curriculum thinking § The area of complex adaptive systems (and problems) => Consequences and outcomes very difficult to predict. § Long timeframes and complex feedback loops. § An area of deep and connected educational thinking and creativity focused on holistic human and social goals, as well as the conditions of education in the society. § Provides the basis for the learning design, which provides the basis for study programming. § Guides technology choices through learning design, not the other way around.
- 10. Timo Nevalainen 2016 Visible in the context Less visible