MindMap Gallery Introduction to Modern Educational Technology
This is a mind map about the introduction of modern educational technology, which mainly includes teacher professional ability development, student learning as the center, technology-integrated subject content teaching TPC, teaching model innovation, etc.
Edited at 2024-03-29 15:50:42Avatar 3 centers on the Sully family, showcasing the internal rift caused by the sacrifice of their eldest son, and their alliance with other tribes on Pandora against the external conflict of the Ashbringers, who adhere to the philosophy of fire and are allied with humans. It explores the grand themes of family, faith, and survival.
This article discusses the Easter eggs and homages in Zootopia 2 that you may have discovered. The main content includes: character and archetype Easter eggs, cinematic universe crossover Easter eggs, animal ecology and behavior references, symbol and metaphor Easter eggs, social satire and brand allusions, and emotional storylines and sequel foreshadowing.
[Zootopia Character Relationship Chart] The idealistic rabbit police officer Judy and the cynical fox conman Nick form a charmingly contrasting duo, rising from street hustlers to become Zootopia police officers!
Avatar 3 centers on the Sully family, showcasing the internal rift caused by the sacrifice of their eldest son, and their alliance with other tribes on Pandora against the external conflict of the Ashbringers, who adhere to the philosophy of fire and are allied with humans. It explores the grand themes of family, faith, and survival.
This article discusses the Easter eggs and homages in Zootopia 2 that you may have discovered. The main content includes: character and archetype Easter eggs, cinematic universe crossover Easter eggs, animal ecology and behavior references, symbol and metaphor Easter eggs, social satire and brand allusions, and emotional storylines and sequel foreshadowing.
[Zootopia Character Relationship Chart] The idealistic rabbit police officer Judy and the cynical fox conman Nick form a charmingly contrasting duo, rising from street hustlers to become Zootopia police officers!
Introduction to Modern Educational Technology
Teacher professional ability development
Basic abilities
language expression
text writing
information Technology
teaching ability
teaching design, teaching implementation
classroom teaching, classroom management
Student evaluation, teaching reflection
Educational ability
Student mental health and psychological education
Student career planning and development guidance, etc.
Teaching, research and self-development
Subject teaching case study
research study
Lifelong learning etc.
Teaching reform and innovation
Teaching innovation
Course development
Teaching and Academic Development
teaching ability
Teaching activities
knowledge building
thinking ability development
Emotional attitude values
Teachers’ professional abilities and other performance
teaching knowledge
career ideal
values in education
Effective teaching and other basics
student-centered
procedural knowledge
How to design practice
teacher
declarative knowledge
Explanation and explanation
teacher
procedural knowledge
student
teaching-centered
Teachers give their own understanding to determine teaching content
Failure to consider the actual situation of learners
No discussion and communication on the issue
teaching-centered
Learning as the center
Teaching investment
transfer of knowledge
Problem-based, assist students in learning
Teaching process
One-way teaching
student participation, interaction
teaching output
average teaching results
individual learning outcomes
Place
Classroom-based
Extracurricular/online classes
Application practice
Innovation and expansion
Problem discussion
interactive
Questions and feedback
Learning as the center
The teaching process is jointly constructed by teachers and learners
Expand on the problem
Established two-way communication, including consultation and feedback
Construct
Teaching model and process reconstruction
Teaching model changes promote classroom teaching changes
TPACK
Information technology and teaching integration
Information teaching ability
teaching ability
Teacher professional abilities
Technological Pedagogical and Content Knowledge
Integrating technology-based subject teaching knowledge
Presented by American Kohler and Mishra
AACTE launches "Integrating Technology-Integrated Knowledge in Subject Teaching: A Handbook for Educators"
Subject knowledge CK
Teaching method knowledge PK
Technical knowledge TP
TPCK
TPACK
A = and
Develop teachers’ ability to carry out teaching innovation and practice in the modern information technology environment
Technology-integrated subject content teaching TPC
Integrated technology content representation TC
Easy to learn
Motivate students
Help understand
Based on the teaching situation, use appropriate information technology to reconstruct the teaching content
Integrating technology into teaching TP
teaching strategy
Teaching methods
Teaching activities
Learning evaluation
Based on technical support: Reconstruction
Teaching model innovation
John Dewey
If we use yesterday's methods to teach today's students, we will kill the students' tomorrow.
Teaching methods keep pace with the times
Why
Diversified teaching goals
Diversity of learner needs
Diversification of teaching environment and technology
Teachers must effectively design and implement teaching
The teaching model is a relatively stable teaching activity structure framework and activity program established under the guidance of certain teaching ideas or teaching theories.
Effectively develop your own information-based teaching capabilities
The integration of information technology and teaching is a complex and ill-structured issue
conceptual complexity
Diversity of Characteristics of Different Cases
Take Advantage of the Internet
Build a learning community
Mobile ubiquitous learning
Good at breaking through one's own established ideas and patterns
Conduct teaching reflection and practice on problems in teaching
Teaching and Academic Development
Based on the epistemology of this science
Researching issues in teaching and learning
Have research results peer-reviewed
Peer-to-peer construction and development
Teaching innovation is the embodiment of teaching academics
There is theoretical support
Scientific and standardized process
Empirical Research
Publish publicly and undergo peer review
MOOC courses
Features
C
Learning Community and Connection
M
Massive
Many learners
O
Open
Open registration
Learn for free
Open content
O
Online
Online Learning
Online interaction
peer review
C
Course
structured learning model
Customize learning pace
Teacher + teaching assistant + companion
Credit Recognition/Certificate 1
Evaluation feedback
Homework + Examination
Everyone is a teacher, everyone is a learner
The wisdom of crowd creation: more people, more wisdom
Provides learners with more learning opportunities
MOOC classes are also developing
The form of MOOC is also developing with the times
Artificial intelligence, VR technology, etc. are also being integrated with MOOC courses
SPOC
Small Private Online Course
Small private online courses
Have the same online and course features as MOOC courses
The number of students is small
Online and offline hybrid
Good service guidance and adaptability
Blended teaching design and practice
How to achieve students’ personalized independent learning in online course learning
Learning tasks: knowledge points
Micro Lesson
learning activities
Flipped classroom and split classroom
Half course
no preview
flipped classroom
Academic analysis
Student general information, background knowledge, ability level, study habits, etc.
test questions, questionnaires
Designed based on the knowledge and abilities that students need to have to achieve their learning goals.
Including academic analysis
third chapter
four steps
Select teaching mode
TBL
team-based learning
PBL
problem based
CBL
case-based teaching
LBL
Traditional teaching model
RBL
research teaching model
Half class
Zhang Xuexin, professor of psychology at Fudan University, proposed
"Half Class" format divides the classroom time into two, leaving half for teachers to teach and half for students to discuss.
...
Develop teaching strategies
teach
Demo
discuss
training practice
Demonstration and imitation
Question exploration
Design learning analysis evaluation
formative assessment
summative evaluation
Building online courses
Realize “Internet” to support teaching and learning
Summarize
Teaching design, practice and evaluation are an organic unity
Teaching practice is based on effective teaching design
Teaching evaluation should combine the local and the whole
Teaching Reconstruction Design
in principle
procedural principles
feasibility principle
systematic principle
feedback principle
Pattern refactoring
flipped classroom
MOOC
SPOC
Basic theories of instructional design
Bloom's taxonomy of educational goals
Educational teaching goal level
1
Overall objective
broad
One semester or more
Teaching vision
Design a one-semester course
2
educational goals
medium
weeks or months
Course Design
Design teaching activities
3
teaching objectives
specific
hours or days
instructional design
Design teaching activities
knowledge dimension
factual knowledge
The basic elements that students must understand to master a subject or solve problems in it
include
Terminology knowledge
Knowledge of specific details and elements
conceptual knowledge
The relationship between basic elements that work together within a larger system
include
Classification and Category Knowledge
Knowledge of principles and general principles
Knowledge of theories, models and structures
procedural knowledge
Ways of doing something, methods of inquiry, and guidelines for using skills, algorithms, techniques, and methods
include
Subject-specific skills and algorithmic knowledge
Subject-specific technical and methodological knowledge
Knowledge of guidelines for determining when to use appropriate procedures
metacognitive knowledge
Knowledge about general cognition and awareness and knowledge about self-awareness
include
strategic knowledge
Knowledge about cognitive tasks, including appropriate situational knowledge and conditioned awareness
Knowledge about self
Cognitive Process Dimensions
higher order thinking
innovation
produce
plan
generate
Form elements into an internally consistent or functional whole; reorganize elements into a new model or structure
evaluate
examine
Comment
Make judgments based on criteria and standards
analyze
the difference
organize
attribution
Break down material into its component parts and determine how the parts relate to each other and to the overall structure or purpose.
lower level thinking
application
implement
implement
Application of learned concepts, rules, and principles
understand
explain
Example
Classification
Summarize
infer
Compare
illustrate
Constructing meaning from instructional information in oral, written, and visual forms of communication
memory/recollection
identify
remember
Retrieve relevant knowledge from long-term memory
ARCS model
Mobilize students’ interest and motivation in learning through instructional design
A
Attention
Notice
R
Relevance
association
C
Confidence
confidence
S
Satisfaction
satisfy
instructional design
how students learn
Communication between teachers and students
Teaching practice
Practical feedback
peer feedback
reverse engineering
How to design instruction
Instructional design process
Set teaching goals
Scientific and reasonable teaching objectives
Design based on knowledge dimension and cognitive process dimension
Knowledge goal
Competency goals
Emotion goal
Analyze teaching objects
Get to know students comprehensively
Analyze important and difficult points in teaching
Scientific analysis is difficult to focus on
Design teaching methods, strategies, and evaluation
Effectively stimulate students' interest and motivation in learning
Allocate time segments
Teaching steps and time allocation
Micro course design
Focus on explaining knowledge points
The duration should be short
The theme should be small
Content design, explanation, and excellent production
Good learning effect
Chapter 4 Teaching Activity Design and Practice
Technical routes and principles for the design of “Internet” teaching activities
in principle
problem oriented
mission driven
route
introduce problems
cognitive conflict
Metacognition
social construction
Application migration
Possible problems and solution strategies for “Internet” teaching
Regarding students’ inability to complete micro-lecture learning tasks on time
solution strategy
Cultivation that changes learning styles
Incentives
insist on demands
Optimize learning task design
High-quality learning resources
parent involvement
Regarding issues affecting teaching progress
solution strategy
Optimize teaching design
Improve teachers’ professional capabilities
What content learning does and doesn’t do
Students do not actively participate in discussion and exchange activities
solution strategy
I don’t like it by nature, I didn’t speak != I didn’t think
Provide students with various ways to participate
Afraid of being called stupid and always expecting the right answers to questions and atmosphere
Development issues: focus on motivation and encouragement
Not prepared, not enough time to think
Enough time to think and prepare
problem design science
Provide support and foreshadowing
guide, demonstrate
Fear of trap questions, roll call questions, trap questions
respect students
Change the way you ask questions
Unpopular with the group and lack of trust in the group
Help students regain trust in teachers and peers
Teaching process is boring
ARCS
Bloom's taxonomy of educational goals
teaching strategy
teacher professional development
Rules for designing “Internet” teaching activities
Structured
blended teaching
Classroom teaching activities are planned to the minute
Online courses
relevance
continuity
Use of teaching strategies
ARCS
Theoretical guidance
Student-centered
Focus on achieving higher-order cognitive goals
Get every student involved
process evaluation
"Internet" teaching activity strategies
student expectations
Ask a question
Brainstorming
Spin brainstorming
In-class test
role play
1 minute presentation
1 minute paper presentation
Exchange and share
problem solved
Modeling and Analysis
Choice of teaching activity strategies
Based on course content and features
Suitable for learners
Serve teaching goals
Effective use of the teaching environment
Teachers can effectively implement
Design and application of practical strategies for group activities
mission details
clear expected goals
Group planning settings
time plan
Event environment preparation
active role
Evaluation System
common problem
How to design effective questions in the subject, and how to guide and promote students to participate in discussions and exchanges through questions
Four question structure questioning strategy
Recall knowledge points
Analyze knowledge points
Comprehensive application
Question innovation
Two question models
Vulnerability questions
Listening questions
Course teaching interaction strategies
listen
respond
observe
encourage
guide
intervention
Part Five Teaching Micro Video Design and Production
Courseware screen recording
Use PPT to record micro-lectures, and explain the knowledge points with pictures and texts while recording.
All technology is a cloud
Teachers’ professional ability is fundamental
Software operation class
Record screen
Programming
Record screen
accelerate
Experimental operations
Video shooting
Card type
design
manual
Handwriting
Explain while writing by hand
Green screen keying
The format of most MOOCs
Khan Academy category
Lecture while writing by hand
Invisible lecturer
Corresponding images, videos and other resources can be added
interactive
human-computer interaction