Potential And Limits Of New Media for Learning and Teaching

Potential and limits of new media in learning and teaching from a didactical point of view Karsten D. Wolf Didactical Design of Interactive Learning Environments Winter School 2008 „e-Learning in the Environmental and Geosciences“ Monday, 13.01.2008 cc by Karsten D. Wolf 2007

FB 12 Erziehungs- und Bildungswissenschaften Didaktische Gestaltung multimedialer Lernumgebungen http://www.ifeb.uni-bremen.de/wolf wolf@uni-bremen.de http://www.zmml.uni-bremen.de/

getting from standardized teaching…

…to individual learning

…result in huge beneﬁts ca. 98% Percentil Bloom, B.S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13, 4-16.

the solution is obvious learning 100 75 50 25 0 usage of media

Really?

didactics as a leverage learning 100 75 50 25 0 didactical improvement

Questions today What is „new“ about New Media? Why is didactics the limiting factor? When does didactics play no role at all? How does new media support „new“ didactics? Are we witnessing a paradigm shift in education? Karsten D. Wolf ©2007

What is „new“ about New Media? ❖ Multimedia ❖ Connectionist ❖ Interactive ❖ Mashed & ❖ Networked Remixed ❖ Constructionist ❖ GISed ❖ Social ❖ Embodied ❖ Mobile ❖ Open © Karsten D. Wolf 2007

Multimedia © Karsten D. Wolf 2008

Multimedia 1658 • Johann Amos Comenius • Orbis sensualium pictus © Karsten D. Wolf 2008

A Cognitive Theory of Multimedia Learning Richard E. Mayer (2001) © Karsten D. Wolf 2008

Richard E. Mayer (2001) © Karsten D. Wolf 2008

Results • use words AND pictures • place pictures and words nearer • present pictures and words simultaneously • exclude extraneous words, pictures, and sounds • use animation and narration • use conversational style • give people control over pace • include cues about organization and importance • effects are stronger for low-knowledge learners Richard E. Mayer (2001) © Karsten D. Wolf 2008

Interactivity © Karsten D. Wolf 2008

Interactivity inter between © Prof. Dr. Karsten D. Wolf 2008

Interactivity listen listen think think speak speak inter between © Prof. Dr. Karsten D. Wolf 2008

Interactivity time time © Prof. Dr. Karsten D. Wolf 2008

no interactivity time time © Prof. Dr. Karsten D. Wolf 2008

Active watching? Intake Intake Intake time time Intake © Prof. Dr. Karsten D. Wolf 2008

n , o Active watching? t i c a o Intake n - e n ti o r Intake c Intake r a t e n time time i Intake © Prof. Dr. Karsten D. Wolf 2008

Red Hot Chili Peppers Throw Away Your Television • Throw Away Your Television • Time to make this clean decision • It‘s a repeat, of the story told • It‘s a repeat, and it‘s getting old • Re-create your supervision now • Re-invent your intuition now © Karsten D. Wolf 2008

active reading? Intake Intake Intake time time Intake © Prof. Dr. Karsten D. Wolf 2008

Levels of interactivity according to Chris Crawford low high © Prof. Dr. Karsten D. Wolf 2008

my view of my fridge © Prof. Dr. Karsten D. Wolf 2008

my fridge‘s view © Prof. Dr. Karsten D. Wolf 2008

interactive fridge listen listen think think speak speak inter between ??? © Prof. Dr. Karsten D. Wolf 2008

interactivity of my fridge listen = wait for input of switch think = run program (done in hardware) speak = switch on light © Prof. Dr. Karsten D. Wolf 2008

Brain Age 2 (Nintendo DS) cc by Karsten D. Wolf 2007

Wii Fitness… cc by Karsten D. Wolf 2007

Buzz! The School Quiz cc by Karsten D. Wolf 2008

Network access © Karsten D. Wolf 2008

Constructionist Constructionist © Karsten D. Wolf 2008

attribution: wasta on ﬂickr

//bwr

build public entities Seymour Papert Father of Logo Constructionist cc by Karsten D. Wolf 2008

Social Social © Karsten D. Wolf 2008

Mobile Mobile © Karsten D. Wolf 2008

Connectivist – Connectionist? Connectivist - Connectionist? © Karsten D. Wolf 2008

Connectivism • Learning as a network forming process • Knowledge rests in networks • Trans-individual theory • Knowing what / how / where • formation process of theory, but good model for „new“ media © Karsten D. Wolf 2008

Mashed & ReMixed © Karsten D. Wolf 2008

mashup = combing services + adding some usefulness re-mix = re-using material in a novel combination symbiotic relationships and rich learning ecosystems Google Maps* *http://googlemapsmania.blogspot.com/ cc by Karsten D. Wolf 2008

re-mixes and mashups mashup = combing + adding some usefulness re-mix = re-using material in a novel combination symbiotic relationships and rich learning ecosystems Google Maps* *http://googlemapsmania.blogspot.com/ cc by Karsten D. Wolf 2008

cc by Karsten D. Wolf 2008

GISed © Karsten D. Wolf 2008

Embodied © Karsten D. Wolf 2008

Open © Karsten D. Wolf 2008

really lots of people cc by Karsten D. Wolf 2008

Blogs cc by Karsten D. Wolf 2008

really lots of people measures the „blogosphere“ „71 million blogs… some of them have to be good.“ –Matt © Karsten D. Wolf 2007

70M 60M 50M 40M 30M 20M 10M 2003 2004 2005 2006 2007 http://www.sifry.com/alerts/archives/000493.html cc by Karsten D. Wolf 2008

1,731,000 569,000 474,000 367,000 353,000 288,000 283,000 251,000 222,000 221,000 19.04.2007 Slides: www.slideshare.net/kadewe cc by Karsten D. Wolf 2008

+17% +13% +19% +17% +18% +27% +25% +15% +27% +14% Suomi +22% ca. 6 months later (1.10.2007) Slides: www.slideshare.net/kadewe cc by Karsten D. Wolf 2008

What is „new“ in didactics?

National Research Council How people learn Bransford Brown Cocking

National Research Council How people learn no more drill & practice Bransford Brown Cocking

∑ Consensus • authentic • motivational complex problems to solve • highly interactive • self-regulated construction • rich learning material • plurality of views and perspectives (Reinmann-Rothmeier / Mandl 1996)

Metaphysical Physical Brent Davis 2004 cc by Karsten D. Wolf 2008

Empirism Structuralism Post- Rationalism Structuralism Complexity Science Religion Ecology Mysticism Brent Davis 2004 cc by Karsten D. Wolf 2008

Mysticism Structuralism Religion Post- educating facilitating Structuralism nurturing mediating fostering mentoring tutoring disciplining modeling emancipating indoctrinating initiating liberating inducting empowering training giving voice guiding pedagogy Rationalism Complexity Science instructing Empirism improvising Ecology informing occasioning ediﬁng structuring directing schooling framing lecturing inculcating conversing participating conditioning listening training minding remediating caring Brent Davis 2004 cc by Karsten D. Wolf 2008

„new“ media and „new“ didactics combined • paradigm shift • open education and open contents • authority shift © Karsten D. Wolf 2008

Wikipedias today Wiktionaries Wikiquotes 1 years Wikinews Wikibooks 2-5 years Wikisources Wikiversities 10-40 years cc by Karsten D. Wolf 2008

open content for open education cc by Karsten D. Wolf 2008

today: well informed patients stomp physicans / M.D.s tomorrow: well informed students stomp teachers? cc by Karsten D. Wolf 2008

user generated content is here to stay! but does it change education as we know it? cc by Karsten D. Wolf 2008

R.I.P. Mass adoption of Constructivism in the Classroom Idea born multiple times Never received in practice cc by Karsten D. Wolf 2007

Web 2.0 services cc by Karsten D. Wolf 2008

literally thousands of „Web 2.0“ tools cc by Karsten D. Wolf 2008

(networked) apprenticeship environments: see how experts work and solve problems John Seely Brown Xerox Parc Cognitive Apprenticeship cc by Karsten D. Wolf 2008

culture of participation recreation to become a form of re-creation (remix, tinkering, sharing) based on productive inquiry situated in communities of co-creation learning about ➙ learning to be http://mitworld.mit.edu/video/419/ cc by Karsten D. Wolf 2008

user generated content ideas from Sony‘s „Little Big Planet“ cc by Karsten D. Wolf 2008

Faculty educational science Didactical design of interactive learning environments What does it mean to me?

me T T T tutors ST ST ST ST ST ST student 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 tutors 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 student 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 students 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Phase 1 Phase 2 Phase 3 © Prof. Dr. Karsten D. Wolf 2006

before: my average course had 30 pages today: 250 - 350 pages, ~90% done by students higher motivation & deeper learning much smaller participation gap cc by Karsten D. Wolf 2008

Education is a matter of power Education is about the question, what the old generation wants from the young generation (Schleiermacher) formal education: top-down approach mass- media: top-down approach user generated content: bottom up, informal settings, self-chosen curriculum, certification by projects done cc by Karsten D. Wolf 2008

Answers today „New“ New Media New didactical ideas Self-organization Participation Facilitating Conversing Empowering A 600 pound gorilla is emerging Educational power balances are shifting Karsten D. Wolf ©2007

FB 12 Erziehungs- und Bildungswissenschaften Didaktische Gestaltung multimedialer Lernumgebungen http://www.ifeb.uni-bremen.de/wolf wolf@uni-bremen.de http://www.zmml.uni-bremen.de/

Potential And Limits Of New Media for Learning and Teaching

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