The Coach platform for data logging, video measurement, and modelling was used
together with available support materials (i.e. Coach introductory, tutorial and
exemplary activities) and materials that we developed (i.e. forms for designing and
self-evaluating the ICT in IBSE lesson).
12.6.2.2 Pedagogical Principles Underlying the ICT in IBSE Course
The literature on design research and on professional development of teachers led us
to the following pedagogical principles as the basis for (re)designing, evaluating, and
optimising the ICT in IBSE course:
1. One theory-practice cycle: participants are required to go through at least one
complete cycle of designing, implementing and evaluating an ICT in IBSE lesson
within the course. Participants will apply the IBSE theory in a design for an ICT
in IBSE lesson, which they will also try out in the classroom, self-evaluate, and
report in the final session of the course.
2. Distributed learning: participants study in live sessions and carry out individual
assignments in between the sessions with the support materials and in consultation with the course instructor. Learning time is distributed between live sessions
and individual assignments but is also carefully distributed over a longer period to
provide opportunities for a well-planned tryout in a real classroom.
3. Depth-first: participants are introduced to the possibilities of the three tools after
which they specialise in only one ICT tool. Learning time is prioritised for an
in-depth study and application of one tool (one-tool specialisation) rather than
broad study of all three tools at a more superficial level, so depth-first—breadthlater.
4. Ownership of learning: participants have freedom to select what to learn and how
to learn it, using the course scenario and support materials in order to achieve the
course objectives. The individual participants pursue their self-tailored learning
process in which they make their own choices regarding the tool, the grade level,
topic and activity for their ICT in IBSE tryout with pupils.
The four objectives, four pedagogical principles, and support materials together
form the general design of the ICT in IBSE course.
12.6.2.3 Evaluation of the ICT in IBSE Course Through Three Case
Studies
To examine the effectiveness of the ICT in IBSE course; validity and generalisability
of the pedagogical principle; and transferability of the course design in different
education contexts, we conducted the Dutch, Slovak and Vietnamese case studies
(Fig. 12.10). These three case studies were related; the Dutch case study was the
earliest and most extensive, followed by the Slovak case study, and then the
Vietnamese case study. All three case studies (a) concerned the same questions
150
T. Ellermeijer and T.-B. Tran
together with available support materials (i.e. Coach introductory, tutorial and
exemplary activities) and materials that we developed (i.e. forms for designing and
self-evaluating the ICT in IBSE lesson).
12.6.2.2 Pedagogical Principles Underlying the ICT in IBSE Course
The literature on design research and on professional development of teachers led us
to the following pedagogical principles as the basis for (re)designing, evaluating, and
optimising the ICT in IBSE course:
1. One theory-practice cycle: participants are required to go through at least one
complete cycle of designing, implementing and evaluating an ICT in IBSE lesson
within the course. Participants will apply the IBSE theory in a design for an ICT
in IBSE lesson, which they will also try out in the classroom, self-evaluate, and
report in the final session of the course.
2. Distributed learning: participants study in live sessions and carry out individual
assignments in between the sessions with the support materials and in consultation with the course instructor. Learning time is distributed between live sessions
and individual assignments but is also carefully distributed over a longer period to
provide opportunities for a well-planned tryout in a real classroom.
3. Depth-first: participants are introduced to the possibilities of the three tools after
which they specialise in only one ICT tool. Learning time is prioritised for an
in-depth study and application of one tool (one-tool specialisation) rather than
broad study of all three tools at a more superficial level, so depth-first—breadthlater.
4. Ownership of learning: participants have freedom to select what to learn and how
to learn it, using the course scenario and support materials in order to achieve the
course objectives. The individual participants pursue their self-tailored learning
process in which they make their own choices regarding the tool, the grade level,
topic and activity for their ICT in IBSE tryout with pupils.
The four objectives, four pedagogical principles, and support materials together
form the general design of the ICT in IBSE course.
12.6.2.3 Evaluation of the ICT in IBSE Course Through Three Case
Studies
To examine the effectiveness of the ICT in IBSE course; validity and generalisability
of the pedagogical principle; and transferability of the course design in different
education contexts, we conducted the Dutch, Slovak and Vietnamese case studies
(Fig. 12.10). These three case studies were related; the Dutch case study was the
earliest and most extensive, followed by the Slovak case study, and then the
Vietnamese case study. All three case studies (a) concerned the same questions
150
T. Ellermeijer and T.-B. Tran