INTEGRATING THE LEARNING BY DESIGN PEDAGOGY IN TEACHER TRAINING - TRAINING STEM TEACHERS TO USE VIDEO CONFERENCING WITH AN EXPERT TO DIFFERENTIATE LEARNING PROCESSES

摘要

A professional teacher continuously observes and reflect on the teaching practice and its effect on student learning. The aim of this research project is to integrate the Learning-by-Design pedagogy, when training teachers to use interactive video conferencing in classroom instruction. The outcome will hopefully promote new methods to include assessment for learning in STEM teaching where the teacher becomes a reflective designer of learning experiences. This didactic strategy is also believed to increase engagement of diverse learners and train critical thinking. Another part of the project is to create an online course for teachers that can be included as a training activity in teacher's professional development. The approach for integrated academic development can be overwhelming for in-service teachers. The plan is to design and test a learning activity rubric that describes eight "Knowledge Processes" to foster higher order thinking skills and deeper learning. The final part is to explore learning analytics and educational data mining to make learning expectations explicit along with data visualization of progress.