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Questioning an Important Use of Technology in Your Course: ARQ Module #1

Questioning an Important Use of Technology in Your Course: ARQ Module #1. Stephen C. Ehrmann, Ph.D. Dir., The Flashlight Program for the Study and Improvement of Educational Uses of Technology. Asking the Right Questions - Module 1. This is the first module in the ARQ series

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Questioning an Important Use of Technology in Your Course: ARQ Module #1

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  1. Questioning an Important Use of Technology in Your Course:ARQ Module #1 Stephen C. Ehrmann, Ph.D. Dir., The Flashlight Program for the Study and Improvement of Educational Uses of Technology TLT Group Subscriber Material

  2. Asking the Right Questions - Module 1 • This is the first module in the ARQ series • Goal: help you frame two question about one important use of technology in your course, questions whose answers could help you improve learning in your course • If you don’t know what ARQ is, please pause and take a look at: • http://www.tltgroup.org/Flashlight/ARQ/Index.htm TLT Group Subscriber Material

  3. 1. Pick a Technology • Important for learning in your course (you use it, your students use it, or both), AND • You have concerns - problems? Missed opportunities to get more value? • Key: you are not confident you understand completely what’s going on, or what to do next TLT Group Subscriber Material

  4. 2. Pick an Activity • Describe a repeating activity that relies at least in part on the technology you’ve selected • An activity that probably fosters outcomes that concern you • ‘Repeating’? - because you want to learn from the past in order to shape the future. • It’s this activity, more than the technology itself, that will focus the question that you’ll ask students. • With someone else in the group, describe one hope, and one worry, you have about this activity • Hope and fear about something happening now, or very soon TLT Group Subscriber Material

  5. 3. Two Questions To Ask Your Students • Two questions about the activity, from the student point of view - what do they know that you don’t? (their attitudes? What they’re thinking? What they do outside the classroom?) • One to explore a hope • One to explore a concern or worry • Questions you could ask in the next week or two • Both questions should provide answers that can help you improve TLT in the course, no matter what the students say TLT Group Subscriber Material

  6. 4. Share Your Questions • Tell someone else in the group your question and speculate different ways in which students might respond • In each case, what would you do if they responded in that way? • If you don’t know maybe your colleague can help you with reframing the question, or with ideas for what to do with that response TLT Group Subscriber Material

  7. Feedback • Let the leader of the workshop know what happens next, even if it’s ‘nothing - I didn’t have time.’ • If this worked for you, if you learned something that helped you make a small improvement in TLT in your course, we’re doubly interested in hearing from you! We’d like to share your experience, and your questions, with future ARQ participants. • For more ARQ materials, see http://www.tltgroup.org/Flashlight/ARQ/Index.htm TLT Group Subscriber Material

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