p. dillenbourg tecfa1/25 would you go on board if pilots were trained by surfing on the net ? would...
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P. Dillenbourg TECFA 1/25http://tecfa.unige.ch
Would you go on boardif pilots were trained
by surfing on the Net ?
Would you go on boardif pilots were trained
by surfing on the Net ?
Pierre Dillenbourg
Oulu, Finland, March 99.
P. Dillenbourg TECFA 2/25
"In about 1920, the increasing spread of telephones prompted the prediction that by 1970 all women would be enployed as telephone operators "
O'Shea & Self, 1987
P. Dillenbourg TECFA 3/25
Our challenge: Create Internet practices which change education
Our approach: Design spaces for learning activities
Our experience: Master degree via Internet (since 1994)
P. Dillenbourg TECFA 4/25
educational technology
6 X [1 week at TECFA + 4 weeks home]
WWW, e-mail, MOO, newsgroups, phone
15- 20 (working) adults
8 courses in year 1
4 teachers
content:
structure:
tools:
audience:
curriculum:
staff:
Master degree (partly) based on InternetMaster degree (partly) based on Internet
P. Dillenbourg TECFA 5/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
‘not my course’
Studio
ArgueGraph
Ergo Lab
loss of control
Practicum
overload
‘lost in the hyperspace’
spatial metaphormaintenance
structured data
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 6/25
overload
structured data
ProblemsProblems SolutionsSolutions
higher flexibility ≠ reduced workloadhigher flexibility ≠ reduced workload
P. Dillenbourg TECFA 7/25
WhiteboardsWhiteboardsHyperNews
HyperNews
ChatChat
E-MAILE-MAIL
P. Dillenbourg TECFA 8/25
WhiteboardsWhiteboardsHyperNews
HyperNews
ChatChat
E-MAILE-MAIL
To overcome the limits of e-communication: (1) use multiple tools
(2) combine presence with distance
To overcome the limits of e-communication: (1) use multiple tools
(2) combine presence with distance
P. Dillenbourg TECFA 9/25
‘e-silence’
multiple integrated tools
mixed formulaoverload
structured data
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 10/25
HyperNews
Cha
t
The key is not the tools, but the scenarioscenario which requires that students use them.
The key is not the tools, but the scenarioscenario which requires that students use them.
““please use e-mail”
please use e-mail”
““conversational learning”conversational learning”
““vicarious learning”
vicarious learning”
P. Dillenbourg TECFA 11/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
Studio
ArgueGraph
Ergo Lab
Practicum
overload
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 12/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘teaching drift’
overload
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 13/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
project-oriented courses‘teaching drift’
overload
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 14/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
overload
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 15/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
overload
ProblemsProblems SolutionsSolutions
1 2 3 4 5 6
P. Dillenbourg TECFA 16/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
Studio
overload
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 17/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
Studio
Ergo Lab
overload
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 18/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
‘not my course’
Studio
ArgueGraph
Ergo Lab
overload
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 19/25
• pseudo-task
• debriefing
• consolidaton
Constructivist Collective Activities
ArgueGraph
Ergo Lab
Mister QCM
Concepterie
P. Dillenbourg TECFA 20/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
‘not my course’
Studio
ArgueGraph
Ergo Lab
loss of control
Practicum
overload
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 21/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
‘not my course’
Studio
ArgueGraph
Ergo Lab
loss of control
Practicum
overload
‘lost in the hyperspace’
spatial metaphor
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 22/25
Rue de l'évaluation
SHOP
311
307
309
Rue des théories
Rue de la conception
Square de l'administration
Rue de la réalisation
Zone = Course
Building= Scenario
Room = Activity
P. Dillenbourg TECFA 23/25
‘e-silence’
multiple integrated tools
mixed formula
underlying scenario
‘slow down’
project-oriented courses‘teaching drift’
‘not my course’
Studio
ArgueGraph
Ergo Lab
loss of control
Practicum
overload
‘lost in the hyperspace’
spatial metaphormaintenance
structured data
ProblemsProblems SolutionsSolutions
P. Dillenbourg TECFA 24/25
3D 2D
moosite
Database
Input
lieuxagentsobjetsevents
Jean-Cristophe BrouzePierre Dillenbourg
Patrick JermannPhilippe Lemay
Sylvère Martin-MichiellotFrançois Lombard
Patrick MendelsohnDavid Ott
Daniel PerayaCyril Roiron
Daniel SchneiderDidier Strasser
Tecfa Virtual Campus
P. Dillenbourg TECFA 25/25
Why Virtual Space?Why Virtual Space?
• Spatial familiarity & irregularities support navigation
• Virtual space supports collaboration– Co-presence creates shared context
– Where is my partner = what he does
• Implicit display of pedagogical information
P. Dillenbourg TECFA 26/25
Fewer texts, more activitiesFewer texts, more activities
• Dissociate ressources and activities
• Design constructivist activities
• Reuse ‘generic’ activities
• Structure groupwork by the tools/scenario
• Treat virtual space seriously
• No pedagogical brusselism
Summary
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