Lecture. Approaches for e-learning-Updated February 23, 2007 1 1. Overview of course (1/2) Theory (introductory lecture) and practice (exercise) Contents.

Lecture. Approaches for e-learning-Updated February 23, 2007

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1. Overview of course (1/2)

• Theory (introductory lecture) and practice (exercise)

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

software– Some design issues– Introducing our exercise and giving topics

to each groupsee page 1 in your material

Lecture. Approaches for e-learning-Updated February 23, 2007

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1. Overview of course (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

• Module consists of lectures and an exercise.

see pages 1-2 in your material

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2. Approaches of learning (1/8)

• 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. Approaches for e-learning-Updated February 23, 2007

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2. Approaches of learning(2/8)

• Behaviorism– Stimulus->response– In educational software

• Question->Answer

see page 3 in your material

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2. Approaches of learning(3/8)

• 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

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2. Approaches of learning (4/8)

• Cognitivism– Learners interact with information, interpret

it, and build personal knowledge representations

see page 3 in your material

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2. Approaches of learning (5/8)

• Constructivism– Compared to cognitivism, constructivism is

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

see page 4 in your material

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2. Approaches of learning (6/8)

• 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

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Approaches of learning (7/8)

– CASE: E-Learning software OPTIMA– Supports social constructivist learning

• Based on object-oriented approach– External documents (any file on a computer, link to

the Internet)– Internal objects (for example web-editor for creating

HTML object)– Other objects (folders, task objects, chat areas,

discussion forums)

• Commenting features can be connected to the almost all types of objects

• Comments can include attachments

see page 4 in your material

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2. Approaches of learning (8/8)

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

see page 4 in your material

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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 page 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 page 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 knowledgesee pages 6-7 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

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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

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3.3. Learning style and e-learning

• Learning style model by Felder and Silverman– sensing learners versus intuitive learners– visual learners versus verbal learners– inductive learners versus deductive learners– active learners versus reflective learners– sequential learners versus global learners

• E-learning application must be ready for these five types of learners (Sabine Graf-Vienna, Austria)

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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 flexibilitysee page 9 in

your material

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4. Some design issues connected to e-leaning

(1/2)– Usability issues associated with e-learning

• MiLE can be used

– Two perspectives

– Usability attributes which can be divided into four main classes

» Content

» Structure of Content

» Navigation

» Interface & Presentation

see pages 9-10 in your material

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4. Some design issues connected to e-learning

(2/2)• Diana-model especially for adult education on the web

• Cornerstones– Cornerstone A:

• Creating common ground for the learning on the net– Cornerstone B:

• Authenticity of the learning on the net – Cornerstone C:

• Dialogical learning activities on the net– Cornerstone D:

• Finding new direction for learning and developing competence

see page 11 in your material

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4. E-learning standards (1/2)

• SCORM– Sharable Courseware Object Reference Modelhttp://www.rhassociates.com/scorm.htm

• LOM– Learning Object Metadata– Many developers argue that metadata content is

the heart of e-learning http://en.wikipedia.org/wiki/

Learning_object_metadata

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4. E-learning standards (2/2)

• Learning object– The basis for these aforementioned approaches– An example (Source: Wikipedia):

• General Course Descriptive Data – Course identifiers – Language of content (English, Spanish) – Subject area (Maths, Reading, etc.) – Descriptive text – Descriptive keywords

• Life Cycle – Version – Status

• Instructional Content – Text – HTML web pages – Images – Sound – Video

• Glossary of Terms – Terms – Definition – Acronyms

• Quizzes and Assessments – Questions – Answers

• Rights – Cost – Copyrights – Restrictions on Use

• Relationships to Other Courses – Prerequisite courses

• Educational Level – Grade Level – Age Range – Typical Learning Time – Difficulty

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5. 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 11-

14 in your material

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5. 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 pages 11-12 in your material

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5. 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 12 in your material

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5. 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 12-14 in your material

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5. 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 14 in your material

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6. Exercises• Hands-on exercises about Windows Media Encoder and

Optima e-learning environment (Monday afternoon)• Coursework

– Selecting other group members (Monday afternoon)– Selecting your groups’ topic-inform Pekka about that

(Monday afternoon)– Searching on the web to find brilliant web sites dealing

with your topic (Tuesday)– Composing PowerPoint slides about your topic (Tuesday)– Making video with narration (Tuesday)– Uploading video into the web server (Tuesday)– In the Optima workspace creating the link to your stuff on

the web server (Tuesday)see pages 14-15 and appendices in your material