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Web Enhanced Learning / Teaching  Ania Lian (PhD)
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Examples of educational web-resources
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],More examples of educational web-resources
What are we to do with these resources?
 
Computers are of value when our lives resonate with the potential that they offer.
[object Object],[object Object],[object Object],[object Object],CONTENT
[object Object],[object Object],CONTENT
A Web-enhanced instruction  provides  instant  and varied collaboration  forums , which may promote […] cognitive flexibility by  criss-crossing domains  (Spiro, Vispoel, Samarapunguan, & Boerger, 1987).  Another possible advantage is readily accessible  shared learning contexts  (Bransford & Johnson, 1972). In addition, captured communications in cases allow for reflection and elaborated planning (Andrews, 1997).  Collaboration, cognitive flexibility, shared learning, and reflection  are known factors that, over time, can contribute to progression along the continuum from novice to expert (Berliner, 1986 ) From: Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction Lanna Andrews University of San Francisco
2. What are we told? – Practice Please suggest: ………….. CONTENT
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
“ Due to the structure of WebCT, the researcher / instructor was able to note the amount of time each student was working online and follow the chat group discussion threads”  CONTROL From: Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction Lanna Andrews University of San Francisco
3. What do we need to do? - Truth Please suggest: ………….. CONTENT
We are organic, social beings.  We connect to realise our nature, not to be regulated and thus reduced to the image of existence produced by the regulators.
Web-Enhanced Learning Environment Strategies , or WELES, are models illustrating how Web-based resources can be used  to enhance instruction. Pedagogic Task:   What would these models be? For example, are webquests such models?
Web-Enhanced Learning Environment Strategies, or WELES, are opportunities made available to students  to enhance their participation in the real world with  Web-based tools .  (Ania Lian)  Pedagogy: Focus on strategies enabling students to engage, relate to, impact upon the real world, i.e. the world larger than classroom.
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pedagogy: Focus on strategies enabling students to engage, relate to, impact upon the real world, i.e. the world larger than classroom.   Learning is a function of negotiation between students and ???
Pedagogy: Focus on strategies enabling students to engage, relate to, impact upon the real world, i.e. the world larger than classroom.   Nobody is in control. Learning is a function of negotiation between students and life (contexts of their engagement).
WEB-ENHANCED LEARNING ENVIRONMENT STRATEGIES   PSU Model
The design  of your Home Page of resources does matter. The design is to help students to find quickly relevant assistance and exercises. The example below does not show a clear and easy structure.
[object Object],[object Object],[object Object],[object Object],Objectives
Learning is not about acquisition of new knowledge. It is about reorganizing what is known by the student and, as a result, creating new knowledge, new perceptions. The need for this re-organisation of perception arises due to students experiencing tension in the understandings which inform their actions.  Thus, for the pedagogue, the issue is not to  give  knowledge to students but to challenge students for new forms of knowledge to have the opportunity to emerge. On learning and teaching relationship
The learning process ,[object Object],[object Object],[object Object],[object Object]

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Web Enhanced Teaching

  • 1. Web Enhanced Learning / Teaching Ania Lian (PhD)
  • 2.
  • 3.
  • 4. What are we to do with these resources?
  • 5.  
  • 6. Computers are of value when our lives resonate with the potential that they offer.
  • 7.
  • 8.
  • 9. A Web-enhanced instruction provides instant and varied collaboration forums , which may promote […] cognitive flexibility by criss-crossing domains (Spiro, Vispoel, Samarapunguan, & Boerger, 1987). Another possible advantage is readily accessible shared learning contexts (Bransford & Johnson, 1972). In addition, captured communications in cases allow for reflection and elaborated planning (Andrews, 1997). Collaboration, cognitive flexibility, shared learning, and reflection are known factors that, over time, can contribute to progression along the continuum from novice to expert (Berliner, 1986 ) From: Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction Lanna Andrews University of San Francisco
  • 10. 2. What are we told? – Practice Please suggest: ………….. CONTENT
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  • 13. “ Due to the structure of WebCT, the researcher / instructor was able to note the amount of time each student was working online and follow the chat group discussion threads” CONTROL From: Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction Lanna Andrews University of San Francisco
  • 14. 3. What do we need to do? - Truth Please suggest: ………….. CONTENT
  • 15. We are organic, social beings. We connect to realise our nature, not to be regulated and thus reduced to the image of existence produced by the regulators.
  • 16. Web-Enhanced Learning Environment Strategies , or WELES, are models illustrating how Web-based resources can be used to enhance instruction. Pedagogic Task: What would these models be? For example, are webquests such models?
  • 17. Web-Enhanced Learning Environment Strategies, or WELES, are opportunities made available to students to enhance their participation in the real world with Web-based tools . (Ania Lian) Pedagogy: Focus on strategies enabling students to engage, relate to, impact upon the real world, i.e. the world larger than classroom.
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  • 19. Pedagogy: Focus on strategies enabling students to engage, relate to, impact upon the real world, i.e. the world larger than classroom. Learning is a function of negotiation between students and ???
  • 20. Pedagogy: Focus on strategies enabling students to engage, relate to, impact upon the real world, i.e. the world larger than classroom. Nobody is in control. Learning is a function of negotiation between students and life (contexts of their engagement).
  • 21. WEB-ENHANCED LEARNING ENVIRONMENT STRATEGIES PSU Model
  • 22. The design of your Home Page of resources does matter. The design is to help students to find quickly relevant assistance and exercises. The example below does not show a clear and easy structure.
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  • 24. Learning is not about acquisition of new knowledge. It is about reorganizing what is known by the student and, as a result, creating new knowledge, new perceptions. The need for this re-organisation of perception arises due to students experiencing tension in the understandings which inform their actions. Thus, for the pedagogue, the issue is not to give knowledge to students but to challenge students for new forms of knowledge to have the opportunity to emerge. On learning and teaching relationship
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