CiteULike: Group: ETEC533 - library [464 articles]

Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load

Ruth Clark — 2007-08-12T15:20:46-00:00

(16 December 2005)

Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-learning screens. Designed to be a down-to-earth resource for all instructional professionals, Efficiency in Learning’s guidelines are clearly illustrated with real-world examples.

Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials

Ruth Clark — 2007-08-12T15:18:55-00:00

(31 May 2004)

Graphics for Learning teaches you how to design effective graphics for print or online and computer-generated materials—multimedia, texts, working aids, and slides—that will maximize learning, understanding, and reasoning. Based on solid research on how people learn, this crucial resource contains best practices and shows you how to go beyond the visible features of graphics to plan visuals that are based on their communication and psychological functions. Written by instructional design experts Ruth Colvin Clark and Chopeta Lyons, Graphics for Learning includes a graphic design model that guides you through the visual planning process—from needs assessment through production. No matter how much or little expertise you have working with graphics, this book will help you boost your return on investment by giving you the information you need to design and implement the most effective visuals. Graphics for Learning shows how to: <ul> <li>Select the graphics that can impr ove learning and workplace performance. <li>Plan the most appropriate visual for computer or paper instructional materials. <li>Design the best graphics for instructional content. <li>Tailor visuals for individual learners. <li>Avoid using the wrong visuals for motivational purposes. <li>Understand the characteristics of graphics that support (or disrupt) learning. <li>Follow a systematic graphic design model that helps you plan graphics that match your instructional context. </ul>

Citeulike: A Researcher's Social Bookmarking Service

Kevin Emamy — 2007-05-14T01:13:37-00:00

Ariadne, No. 51. (30 April 2007)

This article describes Citeulike, a fusion of Web-based social bookmarking services and traditional bibliographic management tools. It discusses how Citeulike turns the linear 'gather, collect, share' process inherent in academic research into a circular 'gather, collect, share and network' process, enabling the sharing and discovery of academic literature and research papers.

Social software: E-learning beyond learning management systems

Christian Dalsgaard — 2006-10-04T18:47:48-00:00

European Journal of Open and Distance Learning (EURODL), No. 2. (12 July 2006)

The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.

E-tivities: The Key to Active Online Learning

Gilly Salmon — 2007-07-28T14:58:23-00:00

(23 October 2002)

Following "E-Moderating", which looked at the role of the online teacher, this book addresses readers in both higher education and corporate training who are seeking to develop interactive and online programmes that truly engage learners.;In education and training, the focus of those teaching with online technology is now on the actual content of programmes. Written by Gilly Salmon, an e-learning expert, this book shows the central role of activities in online learning and the importance of engaging learners. The book shows how to: develop low-cost and worthwhile e-activities; create fuller participation in online learning; and retain and satisfy learners.;Based on Gilly Salmon's own research and worldwide experience working with students and in commercial training, this book is intended for professionals involved in online learning.

E-Moderating; The Key to Teaching and Learning Online

Gilly Salmon — 2006-04-11T12:35:14-00:00

(10 March 2004)

User's guide to working effectively in the virtual world, covering key areas including: the why, what and how of e-moderating; becoming a good e-moderator; the benefits to learners of e-moderating; training to become an effective e-moderator; and a collection of resources. Previous edition: c2000. Softcover, hardcover not yet published.

Putting the Del.icio.us Lesson into Practice, Part I

Joshua Porter — 2007-07-31T12:14:40-00:00

Bakardo

Building onto Facebook's Platform: Developers search for killer apps for the social operating system.

Erica Naone — 2007-07-31T11:40:23-00:00

Technology Review (30 July 2007)

Two Faces of integrative learning online

Darren Cambridge — 2007-07-19T15:57:47-00:00

Women in Computer Science

T O’reilly — 2007-06-24T04:52:58-00:00

Preparing Preservice Elementary Teachers to Teach Science Through Computer Models

2007-06-20T05:28:24-00:00

Extending the learning experience using the Web and a knowledge-based virtual environment

B Parkinson — 2007-01-29T10:18:42-00:00

Computers & Education, Vol. 38, No. 1-3. ( 2002), pp. 95-102.

Multi-media offers potential benefits as a teaching environment and may be used to extend considerably the learning experience. Far from common misconceptions of engineering design being carried out by individuals in relative isolation it is a collaborative affair often proving difficult to teach. Decisions made during the design process require an input from diverse domains including marketing and sales as well as technology and sciences in order to set parameters and predict outcomes, whilst implementation turns a designer's intent into a real product. This design process may be considered as encompassing problem definition, solution identification, communication of an outcome to satisfy manufacturing requirements and application enabling the required functionality to be achieved. The paper identifies the problems associated with making adequate educational provision to enable the effective teaching and learning of a complex subject such as design, within the restrictive educational environment. Appreciation and clarification of these problems resulted in development of a computer aid to the teaching of design which employs a multi-media environment incorporating domain specific knowledge based systems to emulate a range of experts representing team members.

Transforming a Teacher Education Method Course through Technology: Effects on Preservice Teachers' Technology Competency

2007-06-19T08:51:58-00:00

A Perspective on Teacher Technology Training.

2007-06-19T08:15:34-00:00

Technology Training for Teacher Candidates: A Curriculum-based Integration Model

2007-06-19T07:47:19-00:00

Will New Teachers Be Prepared To Teach in a Digital Age? A National Survey on Information Technology in Teacher Education.

2007-06-19T06:10:37-00:00

Infusing Technology into Preservice Teacher Education

2007-06-19T05:57:35-00:00

Engaging Learning : Designing e-Learning Simulation Games (Pfeiffer Essential Resources for Training and HR Professiona)

Clark Quinn — 2006-04-24T18:37:59-00:00

(19 May 2005)

Learning is at its best when it is goal-oriented, contextual, interesting, challenging, and interactive. These same winning characteristics also define the best computer games, which suggests that the most effective learning experiences are also engaging. Learning can and should be hard fun! The challenge is to get in touch with what it takes to design learning experiences that will excite your audience. Engaging Learning offers a much-needed guide for training professionals who want to create learning programs that are both effective and engaging. Clark N. Quinn Learning, a system designer, presents a unique framework for systematically aligning the key elements of learning and engagement with a proven design process for e-learning games. This nuts-and-bolts guide, which is both research-based and grounded in experience, offers the tools needed to transform learning experiences from humdrum to fun. "Learning is at its best when it is goal-oriented, contextual, interesting, challenging, and interactive. These same winning characteristics also define the best computer games, which suggests that the most effective learning experiences are also engaging. Learning can and should be hard fun! The challenge is to get in touch with what it takes to design learning experiences that will excite your audience. Engaging Learning offers a much-needed guide for training professionals who want to create learning programs that are both effective and engaging. Clark N. Quinn Learning, a system designer, presents a unique framework for systematically aligning the key elements of learning and engagement with a proven design process for e-learning games. This nuts-and-bolts guide, which is both research-based and grounded in experience, offers the tools needed to transform learning experiences from humdrum to fun. "

Simulations and the Future of Learning : An Innovative (and Perhaps Revolutionary) Approach to e-Learning

Clark Aldrich — 2005-12-21T01:43:43-00:00

(11 September 2003)

Simulations and the Future of Learning offers trainers and educators the information and perspective they need to understand, design, build, and deploy computer simulations for this generation. Looking back on his recent first-hand experience as lead designer for an advanced leadership development simulation, author Clark Aldrich has created a detailed case study of the creation and deployment of an e-learning simulation that had the development cycle of a modern computer game. With this book Aldrich, a leader in the e-learning field, has created an intriguing roadmap for the future of learning while taking us along on an entertaining rollercoaster ride of trial and error, success and failure. Simulations and the Future of Learning outlines the design principles and critical decisions around any simulation's components— the interface, the physics and animation systems, the artificial intelligence, and sets and figures. Using this accessible resource, readers will learn how to create and evaluate successful simulations that have the following characteristics: authentic and relevant scenarios; applied pressure situations that tap user's emotion and force them to act; a sense of unrestricted options; and replayability.

The design of instructional multimedia in e-Learning: A Media Richness Theory-based approach

Pei-Chen — 2007-06-18T17:30:43-00:00

Computers & Education (2005)

The rapid development of computer and Internet technologies has made e-Learning become an important learning method. There has been a considerable increase in the needs for multimedia instructional material in e-Learning recently as such content has been shown to attract a learners attention and interests. The multimedia content alone, however, does not necessarily result in significant positive learning performance and satisfaction. Moreover, it is expensive to design and develop multimedia instructional material. There is a lack of extant research to address the critical issue of how to develop effective multimedia instructional content that leads to desirable learning performance and satisfaction. The objective of our paper is to propose and empirically test a model that examines the impact of the fitness of instructional content and media on a learners performance and satisfaction. Our research finds that whether it is learning score as an objective measure or learning satisfaction as a subjective measure, the course unit with high uncertainty and equivocality in content needs high richness media representation. On the other hand, it is ineffective to use high richness media to promote learning performance.

How Exemplary Computer-using Teachers Differ From Other Teachers: Implications for Realizing the Potential of Computers in Schools in Schools

Henry Becker — 2007-06-17T00:40:04-00:00

Journal of Research on Computing in Education (1994), pp. 274-293.

COMPUTER SIMULATIONS IN SCIENCE EDUCATION: Implications for Distance Education

Sami Sahin — 2007-06-17T00:10:48-00:00

Turkish Online Journal of Distance Education-TOJDE, Vol. July 2006 ISSN 1302-6488, No. Volume: 7 Number: 4 Article: 12. (July 2006)

This paper is a review of the literature about the use of computer simulations in science education. This review examines the types and good examples of computer simulations. The literature review indicated that although computer simulations cannot replace science classroom and laboratory activities completely, they offer various advantages both for classroom and distance education. This paper consists of four parts. The first part describes computer simulations; the second part reviews the benefits in science education; the third part looks for the relation with science process skills; and the last part makes connections with the distance education.

Effects of an online instructional application on reading and mathematics standardized test scores

Martindale — 2007-06-14T03:57:52-00:00

Journal of Research on Technology in Education, Vol. 37, No. 4. (2005), pp. 349-360.

Standardized tests have become commonly used tools for accountability in public education in the United States. In Florida, the Florida Comprehensive Assessment Test (FCAT) is used to measure student achievement on grade-specific standards and benchmarks. Various agencies have developed computer-based and web-based software applications to improve student performance on these tests. The purpose of this study was to examine the impact of one such application, FCAT Explorer, on student FCAT scores. We used hierarchical analysis of variance and analysis of covariance to compare scores for schools that used FCAT Explorer,and schools that did not. We examined fourth, fifth, eighth, and tenth grade FCAT reading and mathematics scores for selected elementary schools and high schools. Student scores from elementary schools using FCAT Explorer were significantly higher than scores from elementary schools that did not use FCAT Explorer. At the high school level, we found no significant differences in scores between schools that used FCAT Explorer and schools that did not use the application. (Keywords: high-stakes standardized testing, accountability, computer-based instruction, online instruction, software evaluation.)

An Exploratory Study of the Implementation of an Interactive Learning System in Two Eighth Grade Mathematics Classes.

Sarah Fitzpatrick — 2007-06-11T17:57:51-00:00

(April 2002)

During the last decade, U.S. K-12 schools have approximately tripled their spending on increasingly powerful computers, expanded network access, and novel computer applications. The number of questions being asked by educators, policymakers, and the general public about the extent to which these technologies are being used in classrooms, for what purposes, and to what effects, has likewise increased. Recent research is characterized by an awareness that the process of implementing educational technologies in schools is much more human than technological and can only be understood in context. Exploring the human implementation process is thought to be one key to understanding how educational technologies find purchase and evolve in local classroom environments. This naturalistic inquiry explored the semester-long process of implementing an interactive learning system in two math classes in a rural mid-Atlantic Junior-Senior High School. Schwab's (1978) curriculum contexts (teacher, student, subject matter, milieux) provided loci for identifying, describing, and interpreting the students' and teacher's experiences of the interactive learning system. Data collection was based on field observations, periodic interviews with individual students and their teacher, exploratory and culminating focus group interviews with students, and document analysis. Grounded theory methods were used to analyze the data. It was concluded that there was no significant change in the teacher's instructional model during her implementation of the interactive learning system. Conditions that supported the teacher in her decision to adopt the educational technology curriculum innovation did not sustain her instructional evolution during the implementation process. The teacher reached a point of implementation impasse while simultaneously using the traditional district-controlled, teacher-proof curriculum and the interactive learning system with her two eighth grade math classes. The level of mismatch between the traditional math curriculum and the curriculum represented by the novel educational technology emerged as a critical factor influencing the implementation process. The students' primary implementation experiences focused on learner-control via the tools of the system, opportunities for spontaneous peer interactions, and increased motivation in the technology-enhanced math class. Recommendations for future research and for the implementation of educational technologies in schools are provided. (Contains 35 references, 3 tables, and 2 figures.) (Author/MM)

Teaching Every Student in the Digital Age: Universal Design for Learning

D Rose — 2007-06-12T21:03:59-00:00

(2002)

from the book's preface: This book is the result of 15 years of thought, research, and development conducted by the Center for Applied Special Technology (CAST) and a number of collaborating individuals, schools, districts, and states. CAST was founded in 1984 with a mission to develop and apply technologies that would expand learning opportunities for individuals with disabilities. Our premise was clear: Students with disabilities should be equipped with particular technologies-new tools and approaches-that would help them access a print-based curriculum. In the years since CAST's inception, however, we have undergone a Copernican shift toward a new position: the use of technology to transform the nature of the curriculum itself. In the rapidly expanding capabilities of digital content, tools, and networks, we see the possibility of conceiving, designing, and delivering a curriculum that will accommodate widely varying learner needs. Essentially, this will transfer the burden of adjustment from students to the materials and methods they encounter in the classroom.

Universal Design for Learning Meeting the Needs of All Students

Kirsten Howard — 2007-06-12T20:56:53-00:00

Learning and Leading with Technology

From Eric: For learning to take place, the material must be challenging enough to engage students' interest, but not so challenging that they become frustrated and give up. This article discusses one teacher's challenge to figure out how to make this teaching method a reality in a classroom of 21 diverse first graders with many different learning styles, based on Lev Vygotsky's theory of the Zone of Proximal Development. This theory asserts each individual has his or her own unique learning zone and how this theory seeks to teach students in their own individual zones. The path to making this concept a reality for this teacher came in the form of Universal Design for Learning (UDL). This article touches upon: fundamentals of UDL; the teacher's first-grade classroom; UDL in practice; and how UDL addressed the issues.

Computers and Student Learning: Interpreting the Multivariate Analysis of PISA 2000

Talbot Bielefeldt — 2007-06-11T17:45:40-00:00

Journal of Research on Technology in Education, Vol. 37 (2005), pp. 339-347.

Scaffolding Math Learning with Spreadsheets. Learning Connections--Mathematics

Margaret Niess — 2007-06-11T17:29:26-00:00

Learning and Leading with Technology, Vol. 32 (February 2005), pp. 24-25.

NCTM's "Technology Principle" challenges mathematics teachers to rethink the mathematics they teach, investigate technological tools for learning mathematics, and consider how they can support students in learning mathematics with technology as a tool. In concert with the NCTM's emphasis on using technology as a tool in mathematics, ISTE's NETS for Students identifies the importance of students learning to use technology as productivity, communication, research, problem-solving, and decision-making tools. This challenge, however, carries with it the requirement that students learn the basic operations and concepts of technology. Thus, more and more, mathematics teachers must redesign their curriculum and instruction to help students learn about the technology they will use to learn mathematics. A spreadsheet is one of these tools. Math teachers are challenged to think about scaffolding students learning about spreadsheets while they are also learning mathematics. This learning can begin at least by middle school (if not earlier).

Methodological Challenges of Digital Divide Measurements

Vehovar — 2006-09-21T16:20:59-00:00

The Information Society, Vol. 22, No. 5. (December 2006), pp. 279-290.

Does it speak to me? Visual aesthetics and the digital divide

Gretchen Barbatsis — 2004-12-28T15:31:52-00:00

Visual Studies, Vol. 19, No. 1., 36.

The Digital Divide in Central and Eastern Europe - An Empirical Overview

Tobias Husing — 2005-01-11T04:31:20-00:00

Review of Sociology of the Hungarian Sociological Association, Vol. 10, No. 2., 5.

On changing from written to on-line tests in Computer Science: an assessment

Amruth Kumar — 2007-06-10T14:08:58-00:00

(1999), pp. 25-28.

The Impact of Web-Based Assessment and Practice on Students' Mathematics Learning Attitudes

Diem Nguyen — 2007-05-10T17:29:43-00:00

Journal of Computers in Mathematics and Science Teaching,, Vol. 25, No. 3. (July 2006), pp. 251-279.

This study investigates the effects of web-based assessment and practice on improving middle school students' mathematics learning attitudes. With the use of an experimental design and a combination of quantitative and qualitative methods, the study compared and contrasted the attitude achievement of students, who used the web-based assessment and practice (WP) with students, who used the traditional assessment and practice (TP). Across multivariate and factor analyses and the transcripts of interview notes, results of the study indicate that with the opportunities of drilling and practicing on the computer and receiving instant scores and adapted feedback, students had gained interests in doing mathematics, and formed a perception that they became smarter in problem-solving. However, the attitude improvements were quite different across ethnic and gender groups. Within the WP group, while male students gained more confidence than females, females expressed stronger opinions on the fact that instant scores and feedback helped them overcome difficulties in mathematics problem solving. Though some limitations still exist with written explanations and partial credits, in comparison with the traditional assessment, the web-based assessment and practice tool in this study substantially helps students build motivation and elevates the meaning of learning and doing mathematics with the use web-based technology. (Contains 8 tables and 2 figures.)

Knowing What Students Know: The Science and Design of Educational Assessment

National Council — 2005-05-15T22:10:58-00:00

(01 September 2001)

The sacred and the profane: subject subculture, pedagogical practice and teachers' perceptions of the classroom uses of ICT

Peter John — 2005-12-09T15:12:05-00:00

Educational Review, Vol. 57, No. 4., pp. 471-490.

Drawing on extensive interview data with 37 participants across six subject areas (maths, science, English, music, modern foreign languages and geography) this paper explores and explains the extent to which subject teachers and their various epistemic communities or subject sub‐cultures negotiate the relationship between ICT and learning in their subject contexts. The study uses Bernstein's (1996) conception of ‘the sacred and the profane' as a heuristic to guide the dynamics of the process. Using a content analysis based on grounded themes, the findings show that with extended and supported use ‘transaction spaces' emerge where subject teachers begin to negotiate with new technologies thus creating new meanings and accommodations. These changes are evolutionary rather than transformatory with the evidence pointing to a ‘new' blend of technology and subject taking place; a trend that highlights the centrality of pragmatic pedagogy and the importance of the ‘pedagogic dependent ICT resource'.

ScienceDirect - Computers & Education : The design of instructional multimedia in e-Learning: A Media Richness Theory-based approach

2007-06-10T02:45:18-00:00

ScienceDirect - Computers & Education : Implementation and performance evaluation of parameter improvement mechanisms for intelligent e-learning systems

2007-06-10T02:35:50-00:00

Re-Finding Found Things: An Exploratory Study of How Users Re-Find Information

RG Capra — 2006-09-15T20:11:55-00:00

Arxiv preprint cs.HC/0310011 (2003)

The user-subjective approach to personal information management systems

O Bergman — 2006-09-15T20:11:56-00:00

Journal of the American Society for Information Science and Technology, Vol. 54, No. 9. (2003), pp. 872-878.

The influence of technology readiness on satisfaction and behavioral intentions toward self-service technologies

Jiun-Sheng Lin — 2007-02-14T10:28:30-00:00

Computers in Human Behavior, Vol. 23, No. 3. (May 2007), pp. 1597-1615.

Today's competitive world is increasingly characterized by technology-assisted services and transactions. Self-service technologies (SSTs) continue to be a critical component of customer-firm interactions but not all customers like to use SSTs or are ready to use them. In this study, we examine the role of customer's technology readiness (TR) and assess the influence of TR on both satisfaction and behavioral intentions toward SSTs. We first review the relevant literature on technology readiness, satisfaction and behavioral intentions, then explore their relationships, and present our research framework and hypotheses. This model was tested with a sample of 413 consumers. The hypothesized model was statistically significantly supported, indicating that TR does influence customer satisfaction and behavioral intention with SSTs. Implications of the results are then discussed.

Interdependence Learning: Effective Teaching Strategy for the Era of Ubiquitous Technology

Y Matsom — 2007-06-10T01:51:17-00:00

Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (2006)

Teaching Undergraduate Mathematics on the Internet: PART 1: "Technologies and Taxonomy"

Johann Engelbrecht — 2007-06-10T00:24:48-00:00

Educational Studies in Mathematics, Vol. 58, No. 2. (February 2005), pp. 235-252.

The world wide web is becoming wider at an increasing rate. It is virtually impossible to take any kind of accurate snapshot of the state of its development. Undergraduate mathematics courses presented on the internet are relative newcomers to the race but nevertheless seem to be increasing in numbers also at a phenomenal rate. Internet education in mathematics is developing as a new mode of teaching with its own characteristics and possibilities, different from any traditional way of teaching. Research on this new mode of teaching is sparse and open research questions are temptingly plentiful. In a study presented in two parts, we try to capture the world of internet teaching of undergraduate mathematics with its myriad of possibilities. In this, the first part, we briefly list some of the technologies involved and we attempt to create some order in the huge number of activities that are available on the web. We give an overview of the scope of mathematics courses presented via the internet and attempt a graphical classification of the different types of web courses. In the second part (Engelbrecht, J. and Harding, A.: 2004a, "Teaching undergraduate mathematics on the web 2: Attributes and possibilities") we discuss characteristics and implications of this mode of teaching/learning mathematics, list possible research issues and envisage possible future trends.

Graphing Calculators and Learning Styles in Rural and Non-Rural High Schools.

Zully; Alfonso — 2007-06-09T22:54:18-00:00

(2005)

The purpose of this study was to examine rural and non-rural students in order to understand similarities and differences between their learning styles and the ease with which they learned Algebra with a graphic calculator. Two samples of students, one from a rural high school and one from a non-rural one, answered a survey asking about their use of graphic calculators. The students also were administered a Myers-Briggs Type Indicator (MBTI), a popular instrument for analyzing personality types, including learning styles. No significant differences were found between the two samples, either in their comfort with using graphic calculators to learn Algebra or in their Myers-Briggs learning-style types. For the non-rural students, the predominant Myers-Briggs type was ENFP (extroverts, intuitive, feelers and perceivers), accounting for 52.7% of the sample. Among the rural students, ENFP was also the most frequently identified Myers-Briggs type, 33.3% of the sample, followed by ESFP (extroverts, sensing, feelers and perceivers ), with 20%. The modal type was ENF. Study findings did not show any evidence that students in the rural sample achieved less academically than those in the non-rural sample.

ScienceDirect - Computers & Education : Technology uses and student achievement: A longitudinal study

Jing Lei — 2007-06-09T22:52:04-00:00

Computers and Education, Vol. 49, No. 2. (September 2007), pp. 284-296.

Based on data collected from a middle school, this study investigates how the quantity and quality of technology use affect student learning outcomes. Specifically, this study examines how technologies are used by students, what technology uses are popular among students, and what technology uses are effective for increasing student academic achievement. Results suggest that the quantity of technology use alone is not critical to student learning. “How much” matters when “how” is identified. Moreover, when the quality of technology use is not ensured, more time on computers may cause more harm than benefit. With students’ change in GPA as an indicator, technology uses that had positive impact on students were those related to specific subject areas and focused on student construction. In addition, analysis of the frequency of technology uses found that, in general, technology uses that had positive impact were not popular; on the contrary, some of these technology uses were the least frequently used. Implications for practice and future research are discussed in this paper

Extent of technology integration in instruction by adult basic education teachers.

JW Kotrlik — 2007-06-09T22:47:49-00:00

Adult Education Quarterly, Vol. 55, No. 3. (2005), pp. 200-219.

Cognitive theories and the design of e-learning environments.

B Gillani — 2005-08-15T21:18:37-00:00

Stud Health Technol Inform, Vol. 109 (2004), pp. 143-151.

Cognitive development refers to a mental process by which knowledge is acquired, stored, and retrieved to solve problems. Therefore, cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement in education and educational technology. In order to appreciate how cognitive developmental theories have contributed to the design, process and development of constructive e-learning environments, we shall first present Piaget's cognitive theory and derive an inquiry training model from it that will support a constructivism approach to teaching and learning. Second, we will discuss an example developed by NASA that used the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create e-learning environments.

The Effects of the Collaborative Representation Supporting Tool on Problem-Solving Processes and Outcomes in Web-Based Collaborative Problem-Based Learning (PBL) Environments

Miyoung Lee — 2007-06-09T06:32:57-00:00

Journal of Interactive Learning Research, Vol. 16, No. 3. (2005), pp. 273-293.

Web-based collaborative Problem-Based Learning (PBL) environments have great potential for learner improvement in solving ill-structured problems in practical situations. Web-based environments, however, offer learners relatively few chances to solve problems through face-to-face interactions compared to traditional classrooms, thereby making it difficult for learners to develop a shared understanding for particular mutual task performances. Therefore, academic efforts are needed to overcome this limitation. As one such effort, this study suggests the use of Collaborative Representation Supporting Tool (CRST), which is newly developed to support learners in constructing their shared knowledge structures collaboratively. This visibly persistent tool may effectively lead people toward more focused discourses by providing them with the means to externalize their emerging knowledge. As a result of providing the CRST, the conclusion could be made that this tool was highly beneficial for learners. In PBL processes as well as PBL outcomes, the use of the CRST had more positive effects statistically than the use of a web bulletin board without the CRST. The results of this study suggest that the CRST can be a helpful tool to support collaborative learning in web-based collaborative PBL environments. (Contains 8 tables and 6 figures.)

Learning in the Zone: A Social Constructivist Framework for Distance Education in a 3-Dimensional Virtual World

Stephen Bronack — 2007-06-09T06:30:23-00:00

Interactive Learning Environments,, Vol. 14, No. 3. (December 2006), pp. 219-232.

Web-based technologies are the medium of choice for most universities as they move their offerings off campus and online. As we continue to move our own programs online we are challenged to consider what elements of our traditional experiences to preserve online, and which ones to modify, and to recognize the impact of the tools we use on our abilities to do so. The social constructivist conceptual framework that guides our college and the 3-dimensional virtual world we have constructed as our online campus for learning to manifest it are described. The result is a distance learning environment that is unlike traditional classroom- or web-based learning environments in important ways. A description of AET Zone is provided and the implications of using a social constructivist framework for designing and delivering an online learning environment are discussed. (Contains 2 tables and 4 figures.)

Interpretations of constructivism and consequences for Computer Assisted Learning

Barney Dalgarno — 2006-12-19T22:47:57-00:00

pp. 183-194.

The changes that have occurred in accepted approaches to teaching and learning in recent years have been underpinned by shifts in psychological and pedagogical theory, culminating in moves towards a constructivist view of learning. This paper looks at the consequences of these theoretical shifts for Computer Assisted Learning (CAL).Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools.

A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science

Robert Kruckeberg — 2006-03-10T23:57:41-00:00

Science and Education, Vol. 15, No. 1. (February 2006), pp. 1-30.