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Innovative Information Communication Technologies and Methods in Sports Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:27.06.2024 11:56:58
| Study Course Information | |||||||||
| Course Code: | LSPA_203 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Edgars Bernāns | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 7 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 14 | ||||
| Classes (count) | 11 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 22 | ||||
| Total Contact Hours | 36 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 7 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 14 | ||||
| Classes (count) | 11 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 22 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Teaching and Learning in the Context of Diversity, General and Physical Activity Biochemistry, Human Anatomy and Dynamic Anatomy, Foundations and Methodology of Volleyball, Foundations and Methodology of Track and Field Exercises, Foundations and Methodology of Swimming, Foundations and Methodology of Gymnastics, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, Teacher’s Placement 1 and experience of working on a computer. | ||||||||
| Objective: | To familiarise students with modern information communication technologies (hereinafter referred to as ICT) and their application methods in sports pedagogy, both by ensuring better integration of ICT into the study process and practice, and by strengthening cooperation skills in work with ICT. This practical course will also familiarise students with existing tools and models for creating and organising digital content, which can be applied independently under different real-world scenarios. This course includes a problem oriented project based learning (hereinafter referred to as POPBL) model aimed at matching students’ skills with industry needs, which accordingly ensures that the student gets the necessary practical experience and knowledge during the implementation of a realistic project. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to ICT methods in education and pedagogy. Innovative technologies and tools that can significantly facilitate and accelerate the study process. | Lectures | 1.00 | auditorium | |||||
| 2 | Tools for obtaining and managing information. Tools for organising the study process. Tools for creating and sharing content. | Lectures | 1.00 | auditorium | |||||
| 3 | Tools for managing and saving information sources. Automated tools for creating a bibliographic list. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Interaction of tools. Examples of how it is possible to combine software tools to prepare lecture and seminar materials. | Classes | 3.00 | auditorium | |||||
| 5 | Trends in content creation technology and information management. Experience of Denmark and Italy. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Introduction of EdTech and POPBL methodology in sports pedagogy. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | EdTech comparison and assessment. E-klase. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | MOOC course preparation tools and technologies, their comparison. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 9 | 6C principles. Assessment of learning achievements using ICT tools in sports pedagogy | Classes | 2.00 | auditorium | |||||
| 10 | Course overview. Explanation of course project tasks. Preparing for exam. | Classes | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to ICT methods in education and pedagogy. Innovative technologies and tools that can significantly facilitate and accelerate the study process. | Lectures | 1.00 | auditorium | |||||
| 2 | Tools for obtaining and managing information. Tools for organising the study process. Tools for creating and sharing content. | Lectures | 1.00 | auditorium | |||||
| 3 | Tools for managing and saving information sources. Automated tools for creating a bibliographic list. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Interaction of tools. Examples of how it is possible to combine software tools to prepare lecture and seminar materials. | Classes | 3.00 | auditorium | |||||
| 5 | Trends in content creation technology and information management. Experience of Denmark and Italy. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Introduction of EdTech and POPBL methodology in sports pedagogy. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | EdTech comparison and assessment. E-klase. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | MOOC course preparation tools and technologies, their comparison. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 9 | 6C principles. Assessment of learning achievements using ICT tools in sports pedagogy | Classes | 2.00 | auditorium | |||||
| 10 | Course overview. Explanation of course project tasks. Preparing for exam. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Student’s independent learning includes: 1. Regular learning of study course content using lecture materials, study readings and internet resources. 2. Doing homework. 3. Development of a course paper. 4. Preparing for test work and examination. During studies, students, using lecture materials and various other sources of information, perform independent work and present at seminars on: Practical application of ICT tools in the study process, analysis of ICT tools, integration of ICT tools into opportunities in an educational institution, choice and selection of related study methods for developing critical thinking and decision-making skills in the field of sports pedagogy, working with ICT tools and education technologies. Within the framework of the final project of the course, students develop a specific study content using a range of ICT tools learned. The final examination consists of a theoretical and practical examination. | ||||||||
| Assessment Criteria: | 1. Group projects and independent learning 20% 2. Tests 20% 3. Course paper 20% 4. Exam 40%. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Is familiar with the key digital technologies in education and examples of their application. 2. Is familiar with digital solutions for creating learning content and developing learning tools. 3. Understands and assesses the importance of the use of digital solutions and ICT tools in achieving learning outcomes, as well as in creating curricula and methodologies. 4. Is familiar with ICT tools for group management and building positive communication. 5. Is familiar with innovation in the development of methodological materials. | ||||||||
| Skills: | 6. Able to use knowledge of technology in an integrated manner for the implementation of studies in situations corresponding to the needs of individual development of the student and close to real life. 7. Able to use ICT purposefully. 8. Able to adapt the study methodology according to the learning outcomes by individualising and personalising the study process with ICT tools. 9. Knows how to make meaningful use of digital study technologies and tools. 10. Able to be versed in innovative digital tools and apps. 11. Able to exploit ICT opportunities to ensure student research, and digital tools for assessment and feedback. | ||||||||
| Competencies: | 12. Plans an interdisciplinary, individualised and personalised, flexible study process, ensuring achievement of student’s individual learning objectives by using appropriate ICT tools. 13. Uses knowledge of technology in an integrated manner for the implementation of the study process in situations corresponding to the needs of individual development and learning outcomes of the student and close to real life. 14. Selects in a purposeful and critical way and integrates into the study process different study technologies, as well as assesses the risks associated with the use of digital technologies. 15. Identifies security in the virtual environment. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Januszewski, A., & Molenda, M. (2013). Educational Technology: A Definition with Commentary, Routledge. | ||||||||
| 2 | 10 More Educational Technology Concepts Every Teacher Should Know About. The Tech Edvocate, mar. 2017 | ||||||||
| 3 | Konstantaki, M. (2015). Applying Problem based learning in the Sports Science Curriculum. Athens Journal of Sports, 2(febr.), 7–16. | ||||||||
| 4 | Kurt, P. (2016). Definitions of Educational Technology. Educational Technology, (okt.). | ||||||||
| 5 | Sarge.nt, J. (2018). Digital technologies and learning in physical education: pedagogical cases. Sport, Education and Society, 23(janv.), 108–110, | ||||||||
| Additional Reading | |||||||||
| 1 | Lehmann, M., Christensen, P., Du, X., & Thrane, M. (2008). Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education. European Journal of Engineering Education, 33(jūn.), 283–295. | ||||||||
| 2 | Palao, J., M., Hastie, P., A., Cruz, P., G., & Ortega, E. (2015). The impact of video technology on student performance in physical education. Technology, Pedagogy and Education, 24(janv.), 51–63. | ||||||||
| 3 | Top 6 Educational Technology Trends Right Now. (2018) eLearning Industry, (mai.) | ||||||||
| 4 | Duncan, M., & Al-Nakeeb, Y. (2006). Using problem-based learning in sports related courses: An overview of module development and student responses in an undergraduate Sports Studies module. Journal of Hospitality, Leisure, Sports and Tourism Education, 5(mai.). | ||||||||
| 5 | Lazaro, H. (2014). What Is Educational Technology and Why Should It Matter to You? GA Blog, aug. | ||||||||
| 6 | Zotero_user_guide.pdf. | ||||||||
| Other Information Sources | |||||||||
| 1 | International Journal of Educational Technology | ||||||||
| 2 | British Journal of Educational Technolog. | ||||||||
