Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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1. Overview of part 2 (1/2)

• Theory (lecture about e-learning) and practice (introducing exercises)

• Contents of the introductory lecture– Pedagogical points related to e-learning– Effect of the approaches on educational

software– Introducing our coursework and giving

topics to each group concerning itsee page 1 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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1. Overview of part 2 (2/2)• Some terms

– E-education– E-learning– Web-based learning– Blended learning

• From the perspective of an organization e-learning can be looked at by focusing on critical success factors

• Our framework – (1) content, (2) learning process, and (3) technology

• Part 2 consists of lectures and introducing our coursework

see pages 1-2 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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2. Approaches of learning (1/7)

• Behaviorism, • Objectivist way, i. e. objectivism,• Cognitive way, i. e. Cognitivism, and • Constructivist way, i. e. constructivism

Jonassen (1992a)

see pages 2-3 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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2. Approaches of learning(2/7)

• Behaviorism– Stimulus->response– In educational software

• Question->Answer

see page 3 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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2. Approaches of learning(3/7)

• Objectivism– Transferring knowledge-a student

assimilates what a teacher or software or a website tells

– Lectures created by using Windows Encoder are good examples

see page 3 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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2. Approaches of learning (4/7)

• Cognitivism– Learners interact with information, interpret

it, and build personal knowledge representations

see page 3 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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2. Approaches of learning (5/7)

• Constructivism– Compared to cognitivism, constructivism is

more concentrated on in which ways these changes in knowledge representations occur

see page 4 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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2. Approaches of learning (6/7)

• Two Schools of Constructivism– Social constructivism

• Important while trying to understand CSCL• Cultural and social contexts are important

– Cognitive constructivism• understanding through many channels: reading,

listening, exploring and experiencing his or her environment (Piaget, 1977)

see page 4 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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2. Approaches of learning (7/7)

– Some applications of constructivist learning • Problem-based learning• Collaborative learning

see page 4 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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3. Effect of the approaches on

educational software (1/3)• Behaviorist principles

– Teaching machines – Computer-assisted instruction (CAI)– Virtual reality (VR)

see pages 4-5 in your material

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3. Effect of the approaches on

educational software (2/3)• Four paradigms by Koschmann (1996):

– computer-aided instruction (CAI), – intelligent tutoring Systems (ITS), – Logo-as-Latin, and – computer-supported collaborative learning

(CSCL)

see pages 5-6 in your material

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3. Effect of the approaches on

educational software (3/3)• Leidner and Järvenpää (1993, 1995)

– Hands-on students use: • appeared to help the students assimilate information

and acquire insights not stated by the instructor

– Not requiring hands-on use:• students' attention increases in the class sessions

– Teaching procedural and exploratory materials• computers are more useful in teaching skills rather

than in teaching facts and knowledge

see page 6 in your material

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3.2. IT visions and learning

– IT has been used in the same way in education as in enterprises

– Automated classrooms• computer-aided instruction (CAI)- for example, drill end

practice programs– Informate up

• for example, the use of e-mail – Informate down

• for example, learning networks, hypermedia simulation technologies and virtual reality

– Vision to transform• for example, the use of CSCW and CSCL applications

see pages 7-8 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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3.3. Learning style and e-learning

Constructivism

Hypertext (hypermedia)

• Learning style

•Experimental learning = Action->Experiment

see page 8 in your material

• In the future there will be solutions, which can anticipate students’ learning style

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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3.4. Approaches of constructivism, situated

action, and cognitive flexibility – Effects like disorientation, navigation

inefficiency and cognitive overload have multiplied on the web

– Trails and guided tours– Situated action and cognitive flexibility

see page 9 in your material

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4. My own research in the postgraduate studies

(1/3)• Collaborative hypertext• The WWW-based coursework in the

basics of informatics• Idea of web-based seminar• Problem-based learning see pages 10-

12 in your material

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4. My own research in the postgraduate studies (Case 1)• Collaborative hypertext

– discussion phase– authoring phase– annotative phase

• Toolbook as a tool– http://www.sumtotalsystems.com/toolbook/

index.html

see page 10 in your material

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4. My own research in the postgraduate studies (Case 2)

• WWW-based coursework in the basics of informatics– a slideshow presentation– coursework of three layers

• 1) slides themselves • 2) links • 3) search engines and directories (e. g. Altavista

or yahoo)

– The students were required to report their findings (learning) concerning three features in the course work

see page 11 in your material

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4. My own research in the postgraduate studies (Case 3)• The Course Knowledge work and its tools

• Web CT and its presentations feature• Working in small groups (3 to 5 students)

dealing with one typical knowledge work profession (lawyer, teacher, etc.)

• Presentations were put in each group’s separate workspace on the web

• Other groups commented on the outcomes

• Control groups to compare the valuesee pages 11 and 12 in your material

Lecture part 2. Approaches for e-learning-Updated January 11, 2007

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4. My own research in the postgraduate studies (Case 4)• The Course Information resources management

• Problem-based learning• Self-defined problems from our lecture hand-out• Searching for web sites which may give clarify

these problems and reporting based on that• Optima e-learning platform and its presentations

feature• Presentations were put in each group’s separate

workspace on the web• Other groups commented on the outcomes• Control groups to compare the value

see page 12 in your material

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5. Exercise• Selecting other group members• Selecting your groups’ topic• Searching on the web to find brilliant web sites

dealing with your topic• Composing PowerPoint slides about your topic• Making video with narration• Uploading video into the web server• In the Blackboard (or Optima) workspace

creating the link to your stuff on the web serversee pages 13-16 in your material