Transcript Examine dominant schools of thought in relation to - i

e-English Learning Seminar
Series 2006
Innovative e-Practices in English
Teaching
Learning With Information Technology
Presented by Dr Bob Fox,
Deputy Director, Centre for IT in Education, University of Hong Kong
Learning With Information Technology
Outline of presentation
Examine
dominant schools of thought in
relation to learning theories and how they
influence technology-supported learning
Investigate approaches to using
technology that reduces teacher
preparation time and explore
some examples
Source: Dave Cutler http://www.theispot.com/
What are the Learning Theories
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Learning theories are about how learning occurs
Learning theories help us understand the process of
learning
Learning theories are based on our philosophy about
nature of knowledge or epistemology
There are two main philosophical orientations in relation
to knowledge: objectivism and idealism
These resulted in learning theories across this
continuum: behaviorism, cognitivism and constructivism
The learning theories translated into concrete actions in
teaching and learning (pedagogical models, approaches,
strategies, etc)
Source: Presentation by Dr. Daniel Churchill
Towards Constructivist Models
BEHAVORISM
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Stimulus & Response
Mind as a Black Box
Mind processes not
important
Focus on observable
cause and effect
relationships
Students remember
and respond
Teachers present and
provide practice and
feedback
COGNITIVISM
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Source: Presentation by Dr. Daniel Churchill
Mind as an information
processor
Mind representations
and mental models
Short term, long-term
and working memory
Thinking involves
manipulation of
representations
Transfer of knowledge
through cognitive
strategies
Students remember
rules, patterns and
strategies
CONSTRUCTIVISM
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Knowledge is
constructed through
assimilation and
accommodation
Knowledge is
inseparable from knower
Learning is active
process that involves
personal discoveries
Social constructivism
evolved from cognitive
constructivism
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What about Technology and Learning?
Source: Presentation by Dr. Felix Siu
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Technology and Learning
Learning From Technology
Instructivist Models
 Drill and Practice
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 Computer-based
Constructivist Models
Tutorials
 Learning environments
 Intelligent tutorial
 Technology as a tool in a
systems
learning activity
 Gagne’s 9-events of
 Inquiries/problem solving
Instruction
 Cognitive tools
 Reusable Learning
 On-line collaboration and
Objects
knowledge building
 WebQuest and
ActiveLesson
 Interactive Learning
Objects
Source: Presentation by Dr. Daniel Churchill
Instructivist Models -- Events of Instruction
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Design of Courseware Authoring
Tutorial – Instructional design principles
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http://www.southalabama.edu/coe/idbook/home.html
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Here is typical drill & practice tutorials
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http://www.learn2type.com/TypingTests/TypingTest78.html
http://www.studyspanish.com/sounds/pronunciation/vowel_o.htm
http://l2r.cs.uiuc.edu/~cogcomp/tutorial.php
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Source: Presentation by Dr. Daniel Churchill
Constructivist Examples
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Characteristics of Constructivist E-learning
environment
Source: David Jonassen
http://tiger.coe.missouri.edu/~jonassen/courses/CLE/index.html
Constructivist Examples
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Characteristics of Constructivist E-learning
environment
• Active: Learners are engaged by the learning process …
• Constructive: Learners construct their own meaning …
• Collaborative: Learners naturally work in communities,
exploiting each others skills …
• Intentional: All human behavior is goal directed …
• Complex: Problems have multiple components ...
• Contextual: Learning tasks - situated in meaningful real
world …
• Conversational: Learning is inherently social …
• Reflective: Learners reflect on the processes …
Source: David Jonassen
http://tiger.coe.missouri.edu/~jonassen/courses/CLE/index.html
Lets Look at Some Examples
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Check examples from David Jonassen’s collection at
http://tiger.coe.missouri.edu/~jonassen/courses/CLE/
Source: Presentation by Dr. Daniel Churchill
Lets Look at Some Examples
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Here are some other examples:
Typhoon  Drying Rate  Multiplication of Fractions 
Learning Theories  Perspectives  Magnetic Fields 
Air Pollution 
Waist Recycling  Marketing Plan 
Animated Gifs  Geography Decision Making Exercise 
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In considering educational software use Reeves evaluation form
Reeves Pedagogical Dimensions form is useful when reviewing
selected software
Here is a form for evaluation
You can read about these dimensions at:
http://www.medicine.mcgill.ca/ibroedu/review/Reeves%20Evaluating
%20What%20Really%20Matters%20in%20ComputerBased%20Education.htm
Evaluating What Really Matters in Computer-Based Education
Dr Tom Reeves, University of Georgia
Source: Presentation by Dr. Daniel Churchill
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Evaluating What Really Matters
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Evaluating What Really Matters
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Evaluating What Really Matters
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What is a Learning Object?
Utilizes interactive
nature of
contemporary
technology
Leverages on
multimedia
capabilities: text,
graphics,
animation, audio,
video, etc.
As a representation
it is not a copy but
it stands for
something from the
world or mind
Interactive mediated representation designed to
afford uses in different educational contexts
It can be reused in
different
educational
contexts (including
those unforeseen
by the designer)
Source: Presentation by Dr. Daniel Churchill
It originated with
pedagogical
intentions and for
educational
purpose
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BBC Bird Flu example
Go to the BBC Bird Flu website and explore
http://news.bbc.co.uk/2/shared/spl/hi/world/05/bird_flu_map/html/1.stm
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Example of Learning Objects
Source: Presentation by Dr. Daniel Churchill
http://www.Learnactivity.com/LO
Group Activity - Example of an Inquiry
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Is this the shape of a rain drop?
Weather Channel
Group activity: find out the answer and
propose the design of a learning object to help
students understand a shape of a rain drop.
Source: Presentation by Dr. Daniel Churchill
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Group Activity - Example of an Inquiry
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Group Activity - Example of an Inquiry
Weather Channel Blog
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Let’s try Xcelsius
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INTERNATIONAL STUDY – participation needed
References
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Acknowledgement. This presentation has been
adapted from various work completed by Dr
Daniel Churchill and Dr Bob Fox