Technologies for learning

Specific teaching-learning patterns that

serve reliably as templates for achieving

demonstratively effective learning.

3.1 Cooperative Learning Involves small heterogeneous groups

of students

Working together to achieve a common academic goal or task

Working together to learn collaboration and social skills.

2 converging forces:

First: Life outside the classroom requiresmore and more collaborative activity.

Second: awareness of the value and socialinteraction in making learning meaningful

Advantages: Active learning : actively interact with others

Social skills : interpersonal, communication,leadership, compromise, andcollaboration

Interdependence: positive interdependence andaccountability

Individual accountability : individuals learn tobe accountable for their actions.

Limitations Student Compatibility

Student Dependency

Time consuming

Individualist

Logistical Obstacles

IntegrationCooperative learning

Use of small groups

Students work together

Maximize their own and each other’s learning

3.1.1 Johnson and Johnson’s Learning Model(Roger and David Johnson’s interdependent learning group)

4 basic elements:

Positive interdependence

Face-to-face helping interaction

Individual Accountability

Teaching interpersonal and

small-group skills

3.1.2 Team-Assisted Individualization (TAI)(Bob Slavin and Nancy Madden)

Incorporates features that allow students toproceed more efficiently and effectively on theirown with fewer demands on the teacher forindividual checking and motivating.

TAI follows these pattern:1. Teaching groups.

Teacher lesson small heterogeneous groups (learners who are at the same point in the curriculum)

2. Team Formation Every 8 weeks four-member teams

(heterogeneous as possible: achievement levels, gender, ethnic background)

3. Self – instructional materialswork independently using self instructional materials

solving problems, as et of problems, self tests and a summative test

4. Team study.

Pairs working on problems and having their partner checked their solutions.

5. Team scores and team recognition

scores are computed at the end of the week

certificates are given

( exceed the criterion level)

Computer-Based Cooperative LearningCan alleviate some of the logistics obstacles using cooperative learning methods.

• Managing information•Allocating different individual

responsibilities•Presenting and monitoring instructional

material•Analyzing learner response•Administering tests•Scoring and providing remediation

Game

An activity in which participantsfollow prescribed rules that differfrom those of real life as they strive toattain a challenging goal.

Advantages: Attractive : They are FUN!!!

Novel : departure from classroom routine

Atmosphere: Helpful for those who avoid structured learning approach.

Time on task : can keep learners in repetitious tasks

Limitations Competition : counter productive for some students

Distraction : fail to focus on real objectives

Poor design : players spend portion of their timewaiting for their turn, throwing dice,moving markers around a board,and performing similar trivialquestions.

Integration Attainment of cognitive objectives :

Discrimination and memorization

Adding motivation to topics:

grammar rules, spelling and math drills

Small group instruction :

provide structured activities

Basic skills :

sequence, sense of direction, visual perception,

number rules and following rules.

Vocabulary Building:

Boggle, Fluster, Scrabble and Probe

Adapting the content of Instructional Games:

Teachers adapt existing games by changing the subject matter while retaining the game’s structure.

FRAME GAME

Original game structure

framework lends itself to multiple adaptations

Sample adaptations

Safety tic-tac-toe

Spelling rummy

Reading concentration

Word bingo

Simulation An abstraction or simplification of some real-life

situation process.

Participants play a role that involves them ininteractions with other people or elements of thesimulated environment.

Provide realistic practice with feedback in realistic context and include social interactions.

Simulation and Problem-Based Learning

SIMULATORSThe device employed to represent a

physical system in a scaled down form.

are in a widespread use in applications

training workers in a range of manual skills from CPR to welding.

Advantages:

Realistic

Safe

Simplified

Limitations:

Time consuming

Oversimplification

Integration

Training in Motor skills : athletic, mechanical and complex skills.

Instruction in social interaction and human relations

Development of decision-making skills

3.3.1 Role plays A type of simulation in which the dominant feature is

relatively open-ended interaction among people.

Motivating and effective method of developing skills

Examples of tasks for role playing:

counseling, interviewing, sales and customer service, supervision and management.

Examples of simulated settings:

committee meetings, negotiation sessions, public meetings, work teams and

one-on-one interviews.

3.4 Simulation Games Combines the attributes of simulation with the

attributes of games.

Provides condition for holistic learning.

Through the modeling of reality and the player’sinteraction as they strive to succeed, learnersencounter a whole and dynamic view of the processthey are studying.

Integration: Instructional simulation games are found in

curriculum applications that require boththe repetitive skill practice associatedwith games and reality context associatedsimulations.

Societal processes, cultural conflicts, historical eras and ecological systems

Excitement of play interest in the subject matter

holistic treatment of the game a feel for the total process.

Cooperative Simulation Games Cooperation

Acceptance

Success

Fun-oriented environment/atmosphere

Develop strong

positive self concepts