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Inspire summer school learning scenarios Inspire summer school learning scenarios Presentation Transcript

  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Demands for the creation of learning processes with and by new media
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Miracle of learning: Computer and Internet?
    How do we get knowledge?
    What is knowledge?
    What are the consequences for the Design of learning?
    What are the opportunities new media?
    2
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    What is knowledge?
    3
    18.08.2009
    meaningful
    Knowledge
    Information associated with personal experiences
    little effect,
    serves the achievementInformations
    Data in a problem relatedmeaningless
    Data
    useful combined characters
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Types of knowledge
    explicitly- implicitly
    declarative - procedurally
    sluggish - enabled
    4
    18.08.2009
    Organisation of knowledge
    • assozitiv
    • hierarchical structure
    • propositional networks
    by terms, schemata and mental models
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Terms
    5
    18.08.2009
    Haus
    Casa
    Maison
    House
    Living-House
    Garden-House
    Housefloor
    City – House appartement
    Classes of objects or meanings
    Principles for concept learning :
    •  Typical Characteristics
    • good definitions
    • positive and negative examples
    • appliing
    Denotation - Konotation
    conkret - abstract
    hierarclically structur
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Schemes
    • Volume of closely related, personal ideas to an object or an event
    6
    18.08.2009
    What do you think, when you hear the word tomato?
    Our schemas influence how we process information, store and recall.
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Funktions of Schemes
    7
    18.08.2009
    intrinsically active generalization
    Absorb new information
    Tuning
    Summarization to information networks
    Restruction
    Development and change
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    An example of use schemes
    • Production structure and semantic networks
    (eg Swoogle)
    • System Dynamics
    8
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    9
    18.08.2009
    What is a thunderstorm?
    „ God – father is angry“
    Wrath of the gods
    A thunderstorm is one with airborne electrical discharges (lightning and thunder) associated complex meteorological phenomenon.
    Our assumptions about a thunderstorm are mental models .
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Emergence of mental models
    10
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Mental models and school
    Problems
    wrong models
    (eg thunderstorms)
    Hardening of based
    on experience
    Receipt of correct subjective models
    11
    18.08.2009
    Approach to school
    • Externalization
    • Examination of actual plausibility
    • experiential modify the models by discovery learning
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    How you acquire knowledge ?
    Information select compare assess link negotiate and share it with others
    Integration of information in the context of their own experience
    is actively constructed by learners themselves.
    12
    18.08.2009
    Knowledge can not be given simply as an asset from one to another, for free!
    Knowledge is not the result of learning pure facts!
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Learning and knowledge
    Acquisition of knowledge
    is don through learning.
    13
    Our brain is always learning.
    Learning is an
    • activ,
    • self-controlled,
    • konstructive,
    • situative,
    • emotional and
    • social process.
    Manfred Spitzer:
    Our brain is optimized for learning.
    It can do nothing better and it likes nothing more!
    Learning has now lost the myth of the inexplicable.
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Our model of learning?
    14
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
     Self-control of learning
     Self-control versus extrnal control?
    Becomes the teacher rendundant?
    Can learning be controlled?
    15
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    first consequence for the design of learning
    16
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Possibilities of the freedom
    • Decision for learning processes
    • Setting priorities for learning needs and interests
    • Justification of Objectives
    • Use of learning and teaching aids
    • Preference for learning styles and learning
    • Assessment of learning outcomes
    Inspire takes self-control of learning just for the rhythm
    and tempo (according to objectives).
    17
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Design of problem-oriented learning environment
    • authenticity and application of reference
    • variety of contexts and perspectives
    • social learning
    • guidance and support
    • balance between instruction and construction
    • act as the main learning process
    • multimedia design
    • clarity about cognitive processes
    18
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Promotion of self-control of learning
    19
    18.08.2009
    Are the possibilities of media technology to promote self-directed learning used?
    What is the difference between a series of computer-based learning of textbook images?
    What would be useful?
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    20
    18.08.2009
    Instrumentes to promote the self-controlled learning
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    21
    18.08.2009
    Advantages of the "new technology"
    regardless of time and space
    interactive systems
    diverse and multi-media representation
    learners, even have the supervisory body
    real situations are modeled
    complex systems and their behavior can be described and simulated
    immediate feedback
    dangerous, costly or technically not yet possible operations
    individually
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Principles for designing multimedia learning environments
    22
    Gabriele Pollack
    18.08.2009
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    23
    Gabriele Pollack
    18.08.2009
    Computer Literacy
    means competence to handle with computer technology and programs adequately and effectively
    is today essential for their own active learning and blended learning
    understanding of what a PC is and how it works
    usefulness, to recognize advantages and disadvantages
    ability to use application programs
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    24
    18.08.2009
    User, Programmers, Administrator…
    Computer as a tool to understand the task of handling and use
    Abilities and skills of computer literacy
    Knowledge-basic components of the PC and the software, and to be able to use these
    Programming or adaptation
    Gabriele Pollack
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    25
    Gabriele Pollack
    18.08.2009
    Potential of multimedia and PC
    Synthetic learning enviroments
    Simulations
    Constructions of learning enviroments
    Interface- Constructions
    animiatet pädagogical agents
    Feedback
    Building of models
    Assessment und Diagnostic
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    26
    18.08.2009
    Design principles of multimedia learning environments
    providing diverse representations of reality
    showing actual complexity of real-world
    Focus on knowledge construction, not only reproduction
    Authentic tasks (context reference)
    Learning environment rather than pre-incident training sequences
    Practice of promoting reflective thinking
    Social negotiating for the generation of knowledge
  • written by Gabriele Pollack/ transleted by Albert H. Weiler
    Core question: Multimedia Literacy of teachers
    Which skills teachers need to construct own
    virtual learning environments?
    How can the software and technology help the
    teachers?
    27
    18.08.2009