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. Online learning process, and 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 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 s teaching design. It is thus crucial that lecturers have and can obtain knowledge about how to design technology-enhanced teaching. Technical advances can be expected to continue in the future, and those who wish to implement educational technology in their own teaching practice must reckon 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 his or her knowledge about content, pedagogy and technology in an integrated manner. The idea of integrating these three types of knowledge is based on the TPACK model, which stands for 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. For two years during the project, the modules were organized by five collaborating Dutch institutions of higher education. 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 at local level 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 would like to introduce for creatingsomething. They also produce an immediate result if you follow the recipe, because they provide useful guidelines, tips on how to succeed, and pitfalls to avoid. But a good cookbook should also inspire you to use your creativity to adapt recipes to your own situation, and to invent new recipes that suit your taste perfectly.
e-LearningCookbook TPACK in Professional Development in Higher Education Nataša Brouwer, Peter J. Dekker and Jakko van der Pol, Amsterdam, April 2013.