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?