Inspire summer school learning scenarios

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Inspire summer school learning scenarios

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

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