Post on 23-Dec-2015
New practices and technologies to address first
principles of learning
Panel Presentation for NLII Focus Session
Learning Environment DesignVancouver, B.C., May 31, 2002
Timothy A. Pychyl
First Principles
Learning is facilitated when: learner engaged in solving real-world
problems existing knowledge is activated as a
foundation for new knowledge new knowledge is applied by learner new knowledge is integrated into the
learner’s world
First Principle
Engagement in learning by doing a meaningful (authentic?) task.
Panel Question 1
What are some of the most effective design, teaching and learning strategies that have been explored in professional, continuous and corporate learning, as well as higher education?
Design strategy
Reflective Practitioner
Activity starts here:Mouse over
Navigation
Learning activities Lecturing How do I connect?
Activity
ObserveMouse over
AnalyseMouse over
Research Mouse overReflect
Mouse over
Apply and
Seek Feedback Mouse over
How do I connect with my student?
Design Strategies
Mouse-over “Research” will provide objectives of this activity. Mouse-overs on the “circles” will provide information about what each section provides. Each section will open a smaller pop up window displaying the list of available resources on “How do I connect” . Add to the resource bank: user upload documents they want to share for feedback and add to resource data base (template needs to be created)
Continue
Virtual community
Downloadable documents
Suggested readings
Article abstracts
On line resources
IDO videos
3M videos
Resources
Navigation
Learning activities Lecturing How do I connect? Activity Observe Analyze Research Reflect Apply and Seek Feedback
Research
Research (Mouse over)
Add to resource bank
Mouse over
Mouse over
Mouse over
Mouse over Mouse over
Mouse over Mouse over
Mouse-overs describe each choice and also the general goal of the activity. To enter each section, click on the section The user may only enter some sections, depending on what he/she has already done. He/she may enter the “Research” section at any time. If a student has entered a section, it will show up as lighter in color (so he knows where he’s been)
Activity starts here:Mouse over
Navigation
Learning activities Lecturing How do I connect?
Activity
ObserveMouse over
AnalyseMouse over
Research Mouse overReflect
Mouse over
Apply and
Seek Feedback Mouse over
How do I connect with my student?
(Back 1st menu)
Panel Question 2
How are the existing technologies being used to support the teaching and learning strategies?
Next generation Web sites . . . Interactive Individualized service features Simplified, user-centered navigation Unique to institution, reflects values Database driven Personal portalStoner, M. (March, 2000). Getting Personal: Campuses recruit students with interactive and
individualized Web offerings. Case Currents, 53-56.
What’s behind learning . . .
“The reason we’re here is because someone important once listened to us. Not because someone once told us something.”
Janet Emig, English professor, to a group of teachers; quoted in Peter Elbow’s What is English? (1990, MLA)
Technology making the institution more personal
Panel Question 3
What new tools or practices do we need to support these first principles in technology enhanced instruction?
Practices - Collaboration!
GraphicDesigner
InstructionalDesigner
CorporatePartner
3M FellowContent Expert
E-learningspecialist
Also includes: programmers, usability expert, research assistants
Vision + Strategic Planning + Time + Resources
New Tools & Skills
Tools LOR Middleware
Skills Negotiation Time management Teamwork
Final thought
How can we identify what kinds of learning and teaching require learning environments like this at the curriculum level?