Information and communication technology (ICT) makes it possible to bring information to everyone who wants to learn. Rapid advances in technology offer strong support for using ICT in teaching. The online learning process enables us to reach more students than by traditional means. The number of courses and modules being offered online is increasing rapidly worldwide. This is happening not only at traditional institutions for distance education but also at institutions for higher education. Such decisions are motivated by the improved technology available for web lectures, combined with financial motivations, i.e. being able to offer courses to larger groups of students. There is a huge trend toward open massive online courses or MOOCs. Prestigious universities offer MOOCs free of charge to a mass audience, often up to hundreds of thousands of learners.
Although online education can reach more people nowadays and new and challenging learning experiences can be created with it, in the average university course, the digital dimension too often remains limited to simply publishing the existing face-to-face course content online. Educational technology is a teaching design. Thus, lecturers must have and can obtain knowledge about how to design technology-enhanced teaching. Technical advances can be expected to continue, and those who wish to implement educational technology in their teaching practice must work on becoming lifelong learners. This fits the culture of academic teachers perfectly: they are already lifelong learners and creators of new knowledge within their discipline.
This book is based on the notion that a lecturer who uses ICT in teaching must learn how to apply their knowledge about content, pedagogy and technology in an integrated manner. Integrating these three types of knowledge is based on the TPACK model, which stands for the Technological Pedagogical Content Knowledge model (Mishra & Koehler, 2006).
The material for this book was developed in a Dutch higher education innovation project known as MARCHET (MAke Relevant CHoices in Educational Technology, MARCHET, 2009-2011). This project provided four practice-oriented TPACK course redesign modules for the professional development of university lecturers. The modules all had the same structure and the same instructional design. Five collaborating Dutch higher education institutions organized the modules for two years during the project. The modules were online, using a virtual learning platform based on SharePoint, which was enriched by a virtual meeting space in Adobe Connect. After the project was finished, the modules were further organized locally by each of the five Dutch institutions using their own institutional virtual learning platforms.
This book is based on the lessons they learned organizing professional development modules and implementing TPACK. It is meant to help others who want to introduce or create something. They also produce an immediate result if you follow the recipe because they provide helpful guidelines, tips on succeeding, and pitfalls to avoid. But a good cookbook should also inspire you to use your creativity to adapt recipes to your situation and invent recipes that suit your taste perfectly.
E-Learning Cookbook -TPACK In Professional Development In Higher Education : Nataša Brouwer, Peter J. Dekker, Jakko van der Pol : Free Download, Borrow, and Streaming : Internet ArchiveNataša Brouwer, Peter J. Dekker and Jakko van der Pol, Amsterdam, April 2013.