Received the Innovative Teaching Initiative Grant on Design Thinking and Enterprenourship

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Our project, ““Create, Design, and Innovate”  received the College of Human Sciences Innovative Teaching Initiative Grant. The purpose of this project is to develop open course modules that will use design thinking as a model to help preservice teachers translate the entrepreneurial mindset into the design of learning technologies.

The modules will aim to (1) provide preservice teachers first-hand experiences on what it means to be an entrepreneurial educator in the context of learning technologies and (2) scaffold their design and implementation of entrepreneurial ideas into practice with the design thinking approach.

The modules will include a variety of hands-on experiences, exemplary scenarios, and methods to develop such skill-set among preservice teachers. The modules will be integrated into the existing courses in the Learning Technologies minor in the School of Education. This collaborative effort aims to converge the disciplines of Education (Dr. Evrim Baran, School of Education, Dr. Denise Schmidt-Crawford, CTLT), Design (Dr. Seda McKilligan, Industrial Design), and Entrepreneurship (Judi Eyles, Pappajohn Center for Entrepreneurship).

Received the Miller Faculty Fellowship on Video Enhanced Observation

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We received the Miller Faculty Fellowship with our project titled: “Video Enhanced Mobile Observation (VEO M-Observe): Mobile-App Supported Peer Observation and Feedback Pedagogy for Enhancing Preservice Teachers’ Reflective Practice”

Our team (Dr. Evrim Baran, Dr. EunJin Bahng & Ms. Dana AlZoubi) will develop an innovative pedagogy, VEO M-Observe, that integrates the video-enhanced mobile observation (VEO) app into reciprocal peer-teaching (RPT) in the “Teaching of Science” course offered to approximately 100 preservice science teachers each year. The purpose of this project is to develop and explore the potential of the VEO M-Observe pedagogy in enhancing preservice teachers’ peer-feedback and reflective practices. Ultimately, we aim at the transferability of the VEO M-Observe model in various disciplinary areas, within which an inquiry-based social learning approach is valued.

TPACK and Teacher Education Strategies

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This year, Dr. Evrim Baran published three papers with her colleagues in Belgium, Norway, Turkey and Finland on the link between teacher education strategies, TPACK, and ICT attitudes:

1. Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing preservice teachers’ technological pedagogical content knowledge (TPACK): A mixed method study. Educational Technology Research & Development.

3. Tondeur, J. , Scherer, R. , Baran, E. , Siddiq, F. , Valtonen, T, &  Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology.  doi:10.1111/bjet.12748

4. Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. British Journal of Educational Technology, 50(1), 357-370.

SITE 2019 Presentations

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We presented three sessions at SITE 2019 Conference:

  • Baran, E. & AlZoubi, D. (2019). Bringing Open Pedagogy to Practice in a Blended Graduate Course: Affordances and Challenges. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference(pp. 386-390). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
  • Jin, Y., Baran, E., Schmidt-Crawford, D., Donner, J., Foulger, T., Niess, M., & Tondeur, J. (2019). Multiple Perspectives on Applying the TPACK Framework in Teacher Education. Panel presented at the Society for Information Technology & Teacher Education International Conference, March  18-22, Las Vegas, NV.
  • Akinci-Ceylan, S., Baran, E. & Ceylan, H. (2019). Integrating Learning by Design into a Flipped Civil Engineering Design Course. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1540-1545). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

Learning Environments Design Reading Series 2nd Edition

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Learning Environments Design series is a collection of seminal readings with commentary on different topics of learning environments design. Students taking the EDUC/HCI-603: Advanced Learning Environments Design graduate course at Iowa State University contributed to the development of this open online source. This initiative is a product of the “open pedagogy” approach that I follow in designing the assignments and projects in my courses.

I would like to thank the students and contributors of this edition. Special thanks to Dana Alzoubi in helping me design the book and Abbey Elder, Open Access & Scholarly Communication Librarian at Iowa State University’s Park Library in supporting our work on open pedagogy and open educational practices.

I am excited to share this resource with the instructional design community. I hope you enjoy reading this collection. If you have recommendations for other topics and articles related to learning environments design, please share these under the comments option on the Topics/articles to consider in the next edition page.

Wikibook created on Perspectives of Aquatic Toxicology

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Dr. Evrim Baran (School of Education) and Dr. Boris Jovanovic (Natural Resource and Ecology Management) received the Miller Open Education Mini-Grant to create the first “Open Wikibook for the Aquatic Toxicology Graduate Course”. The project aimed to create and integrate an Aquatic Toxicology Wikibook as a major course component to the Aquatic Toxicology graduate course offered in Spring 2019 in the Department of Natural Resource and Ecology Management. The wikibook project is expected to impact student learning by creating a space for collaboration, connection, diversity, and critical assessment of educational content.

Click to access the Perspectives of Aquatic Toxicology.

 

 

Professional Development for Online and Mobile Learning

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Dr. Baran’s chapter on “professional development for online and mobile learning” is now published at the International Handbook of Information Technology in Primary and Secondary Education. The chapter examines how professional development can be delivered effectively by looking at strategies to support teachers’ effective online and mobile teaching. The following models are illustrated in this chapter with their focus on teacher transformation and teacher change in professional development programs for online and mobile learning: Mentoring, professional learning communities, and design based learning. Several recommendations are presented to enhance teacher professional development programs for mobile and online learning.

Reference to the chapter: Baran, E. (2018). Professional development for online and mobile learning: Promoting teachers’ pedagogical inquiry. In J. Voogt, G. Knezek, R. Christensen, K. Lai (Eds). International Handbook of Information Technology in Primary and Secondary Education. Springer.