ABSTRACT
The content and assignments offered in the module should reflect the needs of the participants. This ensures that the participants’ learning during the module is tied to their own context and actions, as suggested in the TPACK model (Koehler & Mishra, 2005). We know that knowledge and meaning cannot be separated from context, and that they exist only in relation to a person and a situation (Bereiter, 2002). By attuning the content and assignments to the participants’ needs, the technological, pedagogical and content knowledge that they gain during the module will be real, relevant, and meaningful to them. The MARCHET modules (see Part Three) are designed to create scope for such contextualization. Following the ‘learning by design’ philosophy (Koehler & Mishra, 2005; Laurillard, 2012), the assignments proposed in the MARCHET module design support and challenge the participants to actively construct their own meaningful and contextualized technological, pedagogical and content knowledge by (re)designing their own teaching.
