Post on 04-Dec-2014
description
“E-learning Futures? Speculations for a Time
Yet to Come”
Reported by:G-one T. Paisones
Archie Ryan B. CutandaMark Phillip BaringJayford Valduheza
"Scientia Omnia Vencet"
Science Conquers All
Connotations• ICT= Information Communication Technology• FAQ= Frequently Asked Questions• LMS= Learning Management Sequences• Disruptive Pedagogues= Potentially
disruptive alternatives to the learning object are the recent initiatives to create learning activity sequences (Dalziel, 2003).
Shifting nature of the e-landscape (changing technologies, software and marketing mechanisms)
Difficulty of helping teachers (in using these ‘disruptive technologies’)
Steps that would require the Teaching Staff in Facilitating E-learning Environment (Zemsky and Massy, 2004):
Employing PowerPoint presentation softwareUse of e-mail to contact studentsEmploy course (or learning) management
systemsDeveloping of specific targeted digital
interactive objects, such as learning objectsLead to the total redesign of courses to
ensure a more interactive learner oriented and possibly more cost-effective model
“The extent to which a student gains the same pedagogical
benefit from a printout of your Web resources as from the resources themselves is the
extent to which you have done nothing of pedagogical value by using the Web.” (Fraser, 1999)
The conservative nature of the traditional culture of schooling and classroom instruction.
Teachers’ resistance to changing their traditional teaching approaches.
Lack of time for teachers to learn how to use and integrate ICT in their teaching.
Lack of technology infrastructure. Lack of specific technologies that address the specific
needs of teachers and students. Lack of ongoing support. Lack of release time and incentives for teacher
innovators. Incompatibility of traditional teaching with the
constructivist framework fostered by ICT. Need for teachers to unlearn traditional teaching beliefs
and practices. Need to prepare teachers to integrate ICT by integrating
ICT in teacher preparation programmes. Need for policy, curriculum and assessment reform.
Students’ Assessment in E-Students’ Assessment in E-learning (Alexander, 2005):learning (Alexander, 2005):
Access to information - knowing you could pre-read or catch up
Asking questions - asking ‘dumb’ questions without embarrassment and ‘seeing’ what other questions people were asking
Benchmarking and comparing - comparing your interpretations and products with others and understanding assessment demands and rubrics
Time and place flexibility - being able to juggle work, family and study, reducing long commuting times and maximizing the time spent on each activity and a what place that time would be spent.
Some Options for Technology UseForm of use Teacher example Student example
PresentationalUsing PowerPoint to construct and structure a visual presentation
Using PowerPoint to report back, showing the findings or outcomes of a discussion. This also enables non-linear presentation if so desired.
Generative
Using an outliner to demonstrate a text structure (It allows switching between plan and execution)
Building a game using web pages requires the development of understanding of a topic then translation into a motivating structure and presentation to others
Representational(transduction)
Using Excel to convert numbers and to show relationships or savinga sequence of charts into the same format to create movement and animation where none existed before
Write a script then use iMovieto create a narrative documentary.The script needs to be researched,written, visualized, shot, edited and annotated, then presented
“In every kind of
knowledge-based, progressive
organization, new
knowledge and new
directions are forged
through dialogue. . . . The dialogue in Knowledge
Age organizations is not
principally concerned with
narrative, exposition,
argument, and persuasion
(the stand-bys of
traditional rhetoric)but with solving problems
and developing new ideas
(Bereiter & Scardamalia,
2005)”
Components of E-learning Interactions
Outcome Interactive activity
Digital asset Support Assessment
Create Diagram/map Drawing FAQ Self-test/quiz
Evaluate Journal Photograph Contextual help Essay/report
Synthesize Tutorial Diagram/map Links to checklists Journal
Analyze Case study Text Self-checking Prognosis
Apply Presentation Simulation Collaboration with others
Hypothesis
Understand Game Animation Classification
Recall Web quest Video clip Links to further resources
Plan
Experiment Audio clip Visual representationRole playing Musical score
Troubleshooting Game
Diagnosis Simulation
Composing Presentation
The Results in Creating Pedagogical Experiences that Make a Significant Impact in Teaching and Learning are
the Following:
a shift from content management systems (LMS) to digital repositories
a shift from learning objects (with content embedded) to learning activities that are shareable pedagogical sequences without content
a shift from information delivery to more interaction support, thus enabling the social construction of meaningful knowledge
a shift in focus from assessment of the end product to assessment of the learning journey, through keeping portfolios of en route products that indicate changes in understanding and reflection
a shift from a focus on facts and principles to a focus on benchmarking of performance against many other examples, either within the class or between similar groups
Transfer = Conventional instructional tools, strategies, communication and delivery to a technology-enhanced learning environment.
Translate = Redefine and shift conventional instructional tools, strategies, communication and delivery to the technology-enhanced learning environment.
Transcend = Go beyond conventional instructional tools, strategies, communication and delivery to invent new paradigms for teaching and learning.
There needs to be a rethinking of learning activities
An exploration of how interactions are managed and facilitated
A choice of the right tool for the pedagogical task
“Learning object - any digital resource that can be reused to support learning
(Wiley, 2002, p.6).”
The Paradox of Educational Technology
• Simplicity •Complexity•Smallest•Biggest
•Low Technology•High Technology
Conclusion
Technology change, as well as Education…The integration of Education and Technology is not deportable; Technology is the product of change and Education is the essence of
change…“Without Education, there is no Technology”
“Without Technology, there is a crippled Education”