This document proposes a learning object approach for e-learning in school education in South Africa. It suggests using learning objects, which are digital entities that can be reused and combined, to design pedagogically sound learning experiences. A learning object on its own provides decontextualized information; the focus should be on establishing relationships between learning objects and learner engagement. This approach is informed by theories of social constructivism and activity theory that emphasize learning as a social and collaborative process mediated by cultural tools. Well-designed learning objects combined with opportunities for interaction and participation can support learning when implemented through a learning management system.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document introduces the Multiple Learning Experiences (M-LExTM) instructional model developed by Tata ClassEdge for K-12 schools. The model is based on the premises that learning has multiple dimensions and should involve multisensory activities. It aims to make the teaching-learning process more experiential and inquiry-oriented. Key aspects of the M-LExTM model include designing multisensory activities to promote different learning dimensions; incorporating group activities and projects; including differentiated activities; and using multimedia judiciously as a teaching aid rather than the primary mode of instruction. The goal is to make classrooms more engaging for students and less focused on passive transfer of information.
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
This document discusses the merits of blended learning, which combines both online and face-to-face instruction. It defines blended learning as strategically integrating live classroom activities and online learning to maximize benefits. Blended learning allows for pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and easy revision. It increases active and peer learning while remaining learner-centered. The author argues blended learning should be more widely adopted by teachers to help students learn and collaborate in a dynamic, flexible environment that increases engagement and motivation.
Using Digital Technology to Create Possible Literate FuturesMarion Piper
1. The document discusses how teachers need to incorporate multiliteracies and technology into their teaching practices to better support student learning and engagement. This requires teachers to become architects of change and rethink their approaches.
2. It provides examples of classroom practices that support multiliteracies, such as understanding students' backgrounds and planning opportunities for possibility thinking. Digital technologies can enhance learning when used as a tool to make content engaging, interactive and relevant.
3. The document envisions what teaching could look like in the future, with learning taking place both indoors and outdoors using a variety of technologies to support collaboration, creativity and personalized learning. Teachers would facilitate learning and monitor student progress through online tools.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document introduces the Multiple Learning Experiences (M-LExTM) instructional model developed by Tata ClassEdge for K-12 schools. The model is based on the premises that learning has multiple dimensions and should involve multisensory activities. It aims to make the teaching-learning process more experiential and inquiry-oriented. Key aspects of the M-LExTM model include designing multisensory activities to promote different learning dimensions; incorporating group activities and projects; including differentiated activities; and using multimedia judiciously as a teaching aid rather than the primary mode of instruction. The goal is to make classrooms more engaging for students and less focused on passive transfer of information.
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
This document discusses the merits of blended learning, which combines both online and face-to-face instruction. It defines blended learning as strategically integrating live classroom activities and online learning to maximize benefits. Blended learning allows for pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and easy revision. It increases active and peer learning while remaining learner-centered. The author argues blended learning should be more widely adopted by teachers to help students learn and collaborate in a dynamic, flexible environment that increases engagement and motivation.
Using Digital Technology to Create Possible Literate FuturesMarion Piper
1. The document discusses how teachers need to incorporate multiliteracies and technology into their teaching practices to better support student learning and engagement. This requires teachers to become architects of change and rethink their approaches.
2. It provides examples of classroom practices that support multiliteracies, such as understanding students' backgrounds and planning opportunities for possibility thinking. Digital technologies can enhance learning when used as a tool to make content engaging, interactive and relevant.
3. The document envisions what teaching could look like in the future, with learning taking place both indoors and outdoors using a variety of technologies to support collaboration, creativity and personalized learning. Teachers would facilitate learning and monitor student progress through online tools.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
The document describes the ISTEAM program, which stands for Innovation, Science, Technology, Engineering, Art, and Mathematics. The program aims to encourage multidisciplinary learning and innovation through project-based learning. It adds an "I" for innovation to the traditional STEAM model. Over 600 students in Israel are participating in the pilot program, which emphasizes skills like collaboration, problem-solving, and the use of technology. Teachers received extensive training to implement the new curriculum, which focuses on complex, real-world projects cutting across multiple disciplines. Initial evaluations have been positive and the program aims to expand multidisciplinary, innovation-driven education.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
The document discusses digital pedagogy and its role in education. It begins by explaining how technology has influenced learning through digital tools that allow for self-paced, interactive, and personalized learning. This has led to the development of digital pedagogy, which integrates technology into the teaching-learning process in an active way. It then discusses three key aspects of determining the extent of digital pedagogy: 1) identifying one's digital pedagogy orientation; 2) determining the level of digital pedagogy practice; and 3) evaluating digital pedagogy competence through technology skills. Overall, the document emphasizes that digital pedagogy considers technology not just as a learning tool but as an integral part of the pedagog
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
This study aims to assess the effectiveness of e-learning instructional materials on the learning competencies of grade 1 students. The theoretical framework discusses learning theories like behaviorism, cognitivism, and constructivism. An independent variable (instructional materials) and dependent variable (learning competencies) are identified. Research questions focus on competencies before and after using e-materials, determining improvement, and proposing interventions. The study will administer pre- and post-tests to measure the impact of e-materials on students' competencies.
This document presents a model for understanding how digital technologies can best support personalized learning in schools. The model conceptualizes four learning spaces that influence students' education: the personal learning space, teaching space, school space, and living space. These spaces are interrelated and influenced by technologies. The model was validated using data from research projects, which found that technologies can provide feedback, motivation, and opportunities for collaboration. However, teachers and students may have differing comfort levels with technologies and understandings of personalized learning. Recommendations include better aligning perceptions across learning spaces to effectively use digital tools for personalization.
4Principles of Instructional TechnologyLearning Object.docxalinainglis
This document provides an overview of key concepts related to teaching and learning, including:
- It defines terms like education, schooling, curriculum, instruction, assessment, formal vs informal learning.
- It discusses theories of learning like behaviorism, cognitivism, constructivism and how they influence a teacher's approach to technology.
- It introduces the TPACK framework for integrating technology into teaching based on technological pedagogical content knowledge.
This document discusses developing a learning theory for teaching "digital natives" or young students in the digital age. It notes that traditional learning theories may not fully address how technology has changed learning needs and styles. The document advocates for a theory that blends traditional knowledge, basic skills, technology literacy, and critical thinking to prepare students for lifelong learning. It also emphasizes the importance of balancing digital learning with in-person interactions and outdoor experiences to prevent addiction to screens. Effective teaching requires intentionality, classroom management, direct instruction, and using technology judiciously to reinforce lessons and develop digital skills.
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
The Multiple Learning Experiences (M-LEx™) Model – A Holistic Approach to Edu...Tatainteractive1
http://www.tatainteractive.com/ : We should recognize the porous borders that compartmentalize different subjects. We should acknowledge the differences in aptitude and provide room for each child to build on his or her strengths. Visit http://www.tatainteractive.com/ for more.o the complexity and choices.
This document provides an overview of educational technology and its role in learning. It discusses how technology can be used as both a tool for delivering content as well as a tool for facilitating constructive and collaborative learning. Some key points made include:
- Technology allows for knowledge sharing and access to up-to-date information but can also enable ideological propaganda and other exploitative uses if not used properly.
- It can be used to engage students in active and authentic learning or to simply deliver pre-determined content.
- When used effectively, technology has been shown to increase student learning, understanding, achievement, and motivation while supporting skills like critical thinking.
- Examples of technologies discussed include computers, speakers, cellphones and their
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
The document discusses several challenges faced in implementing the Smart School initiative in Malaysia. Key challenges include:
1) Smart school teacher development, as some teachers lack formal ICT training and prefer traditional teaching methods. Intensive ICT training for teachers is needed.
2) Students not understanding smart school concepts as they are used to the existing education system. More work is required to help students adapt to the new smart school approach.
3) Financial costs associated with transforming schools, upgrading facilities, and introducing new technologies have placed a burden on the government budget.
The document discusses initiatives for Smart Schools in Malaysia. It provides details on:
1) Smart School initiatives which focused on pedagogical changes for teachers and new teaching strategies that are more engaging for students.
2) Smart School teaching materials that meet instructional needs, are cost-effective, and support different learning styles.
3) The Smart School curriculum incorporates elements to help students develop holistically in areas like communication, social skills, problem solving, and values.
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
This document discusses educational technologies that instructors use to teach students. It describes a framework with five principles for developing collaborative learning designs: 1) teachers design learning, 2) design worthwhile work, 3) design assessment, 4) foster relationships, and 5) improve practice with peers. The document provides examples of technologies like G Suite and gamification software. It also contrasts teacher-centered methods like lectures with student-centered approaches and the use of high-tech vs low-tech tools. Overall, the document advocates for innovative pedagogies and tailoring instruction to different learner needs.
This document discusses past and present paradigm shifts in education and explores potential future learning paradigms in light of entering the knowledge era. It notes that learning processes are still based on a content-driven paradigm but that information and communication technologies are profoundly impacting knowledge production and learning. Going forward, institutions should focus on enabling learners to navigate information and knowledge rather than providing content, and teachers should become coaches to help learners navigate available information and knowledge. This exploration of new learning paradigms anticipates the significant impact of the emerging knowledge economy on how people deal with information and learning.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
The document provides instructions for submitting a paper writing request to the website HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attach a sample work.
3. Writers will bid on the request and the customer will choose a writer based on qualifications.
4. The customer will receive the paper and authorize payment if satisfied or request revisions.
5. HelpWriting.net guarantees original, high-quality content and full refunds for plagiarism.
13 Original Colonies Essay. Online assignment writing service.Darian Pruitt
The document provides instructions for using a writing assistance website to have papers written. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a form with assignment details and attach samples. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. The purpose is to outline the process for having assignments written by third parties on the site.
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The document describes the ISTEAM program, which stands for Innovation, Science, Technology, Engineering, Art, and Mathematics. The program aims to encourage multidisciplinary learning and innovation through project-based learning. It adds an "I" for innovation to the traditional STEAM model. Over 600 students in Israel are participating in the pilot program, which emphasizes skills like collaboration, problem-solving, and the use of technology. Teachers received extensive training to implement the new curriculum, which focuses on complex, real-world projects cutting across multiple disciplines. Initial evaluations have been positive and the program aims to expand multidisciplinary, innovation-driven education.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
The document discusses digital pedagogy and its role in education. It begins by explaining how technology has influenced learning through digital tools that allow for self-paced, interactive, and personalized learning. This has led to the development of digital pedagogy, which integrates technology into the teaching-learning process in an active way. It then discusses three key aspects of determining the extent of digital pedagogy: 1) identifying one's digital pedagogy orientation; 2) determining the level of digital pedagogy practice; and 3) evaluating digital pedagogy competence through technology skills. Overall, the document emphasizes that digital pedagogy considers technology not just as a learning tool but as an integral part of the pedagog
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
This study aims to assess the effectiveness of e-learning instructional materials on the learning competencies of grade 1 students. The theoretical framework discusses learning theories like behaviorism, cognitivism, and constructivism. An independent variable (instructional materials) and dependent variable (learning competencies) are identified. Research questions focus on competencies before and after using e-materials, determining improvement, and proposing interventions. The study will administer pre- and post-tests to measure the impact of e-materials on students' competencies.
This document presents a model for understanding how digital technologies can best support personalized learning in schools. The model conceptualizes four learning spaces that influence students' education: the personal learning space, teaching space, school space, and living space. These spaces are interrelated and influenced by technologies. The model was validated using data from research projects, which found that technologies can provide feedback, motivation, and opportunities for collaboration. However, teachers and students may have differing comfort levels with technologies and understandings of personalized learning. Recommendations include better aligning perceptions across learning spaces to effectively use digital tools for personalization.
4Principles of Instructional TechnologyLearning Object.docxalinainglis
This document provides an overview of key concepts related to teaching and learning, including:
- It defines terms like education, schooling, curriculum, instruction, assessment, formal vs informal learning.
- It discusses theories of learning like behaviorism, cognitivism, constructivism and how they influence a teacher's approach to technology.
- It introduces the TPACK framework for integrating technology into teaching based on technological pedagogical content knowledge.
This document discusses developing a learning theory for teaching "digital natives" or young students in the digital age. It notes that traditional learning theories may not fully address how technology has changed learning needs and styles. The document advocates for a theory that blends traditional knowledge, basic skills, technology literacy, and critical thinking to prepare students for lifelong learning. It also emphasizes the importance of balancing digital learning with in-person interactions and outdoor experiences to prevent addiction to screens. Effective teaching requires intentionality, classroom management, direct instruction, and using technology judiciously to reinforce lessons and develop digital skills.
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
The Multiple Learning Experiences (M-LEx™) Model – A Holistic Approach to Edu...Tatainteractive1
http://www.tatainteractive.com/ : We should recognize the porous borders that compartmentalize different subjects. We should acknowledge the differences in aptitude and provide room for each child to build on his or her strengths. Visit http://www.tatainteractive.com/ for more.o the complexity and choices.
This document provides an overview of educational technology and its role in learning. It discusses how technology can be used as both a tool for delivering content as well as a tool for facilitating constructive and collaborative learning. Some key points made include:
- Technology allows for knowledge sharing and access to up-to-date information but can also enable ideological propaganda and other exploitative uses if not used properly.
- It can be used to engage students in active and authentic learning or to simply deliver pre-determined content.
- When used effectively, technology has been shown to increase student learning, understanding, achievement, and motivation while supporting skills like critical thinking.
- Examples of technologies discussed include computers, speakers, cellphones and their
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
The document discusses several challenges faced in implementing the Smart School initiative in Malaysia. Key challenges include:
1) Smart school teacher development, as some teachers lack formal ICT training and prefer traditional teaching methods. Intensive ICT training for teachers is needed.
2) Students not understanding smart school concepts as they are used to the existing education system. More work is required to help students adapt to the new smart school approach.
3) Financial costs associated with transforming schools, upgrading facilities, and introducing new technologies have placed a burden on the government budget.
The document discusses initiatives for Smart Schools in Malaysia. It provides details on:
1) Smart School initiatives which focused on pedagogical changes for teachers and new teaching strategies that are more engaging for students.
2) Smart School teaching materials that meet instructional needs, are cost-effective, and support different learning styles.
3) The Smart School curriculum incorporates elements to help students develop holistically in areas like communication, social skills, problem solving, and values.
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
This document discusses educational technologies that instructors use to teach students. It describes a framework with five principles for developing collaborative learning designs: 1) teachers design learning, 2) design worthwhile work, 3) design assessment, 4) foster relationships, and 5) improve practice with peers. The document provides examples of technologies like G Suite and gamification software. It also contrasts teacher-centered methods like lectures with student-centered approaches and the use of high-tech vs low-tech tools. Overall, the document advocates for innovative pedagogies and tailoring instruction to different learner needs.
This document discusses past and present paradigm shifts in education and explores potential future learning paradigms in light of entering the knowledge era. It notes that learning processes are still based on a content-driven paradigm but that information and communication technologies are profoundly impacting knowledge production and learning. Going forward, institutions should focus on enabling learners to navigate information and knowledge rather than providing content, and teachers should become coaches to help learners navigate available information and knowledge. This exploration of new learning paradigms anticipates the significant impact of the emerging knowledge economy on how people deal with information and learning.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
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An Instructional Design Model For E-Learning In School Education
1. An Instructional Design Model for e-Learning in School Education
Osman Sadeck
WCED: Metropole South Educational District, South Africa
ABSTRACT
We have created a range of tools and technologies that could assist learning. The nature of these
creations in the digital age has prompted us to look at learning as ‘e-Learning’. Our encounters with
digital information, processes and systems make it inevitable that our school education ought to
prepare us to effectively engage in this digital era. School education is instutionalised and is
characterised by a face-to-face (f2f), traditional teaching and learning in a controlled milieu. This
paper suggests that a Learning Object Approach be used as the primary instructional design, for e-
Learning at schools. This implies the establishment of relationships between learning object and
learning to provide coherent pedagogically sound learning experiences.
Keywords: e-Learning; Learning Object; Learning Object Approach; Digital Entities; Learning;
Pedagogy; Social Learning; Cultural Tools; Community of Practice.
INTRODUCTION
Educational structures of schools do not adequately reflect societal changes. The introduction and
integration of digital technologies in society impacts significantly, on how education responds to its
permeation in our schools. Some of the most significant contributions of the digital age are the
increased opportunities for social interaction, access to information and the reconceptualisation of
time and space. Its effects are that the social context for learning has transformed. Schools need to
reconsider its educational structures, particularly teaching and learning using technologies.
Technology should not drive the process. Sound pedagogies should lead and appropriate technology
follow. If schools continue to resist structural changes, learners will be ill prepared for the world they
live in.
Every country goes through its own developmental stages and South Africa is experiencing its unique
developmental evolution. Whilst we draw on existing models, practices, research and experiences, we
have to determine our own models, approaches and operational strategies. Should we begin with ICT
integration, e-Teaching or e-Learning? Should we be considering m-Learning, podcasting, m-
Technologies, Learning Management Systems (LMS’s), Learning Object Management Systems
(LOM’s) or Open Educational Resources (OER’s)?
School education in South Africa is structured and organised on levels that include; content
specification, assessment items, time based syllabi, time based engagement and to a certain degree,
some specific learning approaches. Given the intricacies of school education, the approach
suggested in this paper is a learning object approach. This paper suggests learning with and through
digital technologies, towards a pedagogy before technology model. It assumes the possibility to
progress from simple models using ICT to access information and present work in face to face (f2f)
situations, to, encompassing sophisticated models based on a means of addressing a range of
learning options in blended (hybrid) f2f/online interactions.
The ‘concept’ of the learning object approach is not new, however its suggestion for e-Learning at
school level (Grades R-12) in South African schools is relatively new. Teachers are known to ‘break
and build’, i.e. take apart textbooks, modules, courses and repurpose them to suit their context. In
effect, they use ‘objects’ to build learning experiences. These experiences however are largely
aligned with traditional teaching, based on the acquisition metaphor. In recent years, learning is
increasingly being accepted as a process (participation metaphor) rather that an act of acquisition.
(Sfard 1998)
2. LEARNING OBJECT
One particular theorical position regarding learning object of note is that it is a digital entity that is
predisposed to be used, reused, referenced and/or aggregated during technology-supported learning
in multiple instructional contexts. They are understood to function in three primary ways, i.e. they may
be guiding (through mentorship, apprenticeship); problem based (opportunities to construct, create,
innovate and scaffold); or complimentary (supportive material e.g. presentations, glossaries) (Busetti
et al 2005). A learning object itself is essentially decontextualised information. As such, they should
not be tied into any particular course offering, nor confined to any subject discipline, grade or age.
The characteristics of reusability, aggregation and decontextualisation make learning object amenable
for the Learning object Approach. Learning object can and often are combined to make up modules,
courses and individual learning experiences. This is sometimes referred to as content packaging.
(Wisc-ORC; L'Allier 1997 in Polsani 2003; Polsani 2003; Reigeluth & Nelson 1997, in Wiley1
2002;
McGreal 2004; Koper in Laurillard & McAndrew 2003; Rehak & Mason in Laurillard & McAndrew
2003; Learning in McGreal 2004; Hodgins 2000)
How does a learning object contribute to learning? It is not the magical ‘black box’ syndrome, but
about relationships between the learning object and the learner. According to Polsani (2003), a
learning object without form or relation is merely a media asset. When a single type object (graphic of
a country’s flag) is transformed from a picture (possessing form only), into “an object of
understanding” a relationship begins to emerge between the user and the learning object through an
interaction with the digital asset. E.g. the flag could be the springboard for discussing the historical
background of a country. Information according to Sveiby (1997, in Nurmi & Jaakkola 2005), is
meaningless, and only becomes meaningful knowledge when it is interpreted by individuals through
cognitive efforts.
Downes (2003, in McGreal 2004) notes that what counts as a learning object “can only be determined
by its use, not by its nature”. This refers to the pedagogical value a learning object might possess in
use. As context & learning aims differ, any given learning object possesses a pedagogical range.
Literature cautions that, although sound pedagogical principles inform learning object, metadata
should not stipulate any intended use or measuring mechanism that is “coded by any specific
teaching methodology or instructional theory”. Such referencing it is believed would restrict the
learning object’ reusability, as intention and assessment should be determined by the instructional
situation and not driven by the learning object itself (L'Allier in Polsani 2003).
Drawing from this one might recognise that a learning object in itself is merely a tool in the learning
process. Learning opportunities and learning experiences need to be facilitated or designed. The
pedagogical value of a learning object and a learning object approach is determined by the context of
its use and application. Consequently, design for the learning object approach must foreground
learning theories that foster relationships between the learning object and engagement. The design of
engagement should pay attention to the possible ways in which learning could come about.
Conventional learning systems are built on theories and models, so e-Learning systems should be
informed by appropriate instructional design and theories.
LEARNING OBJECT APPROACH
In practice, one or more learning object are selected, aggregated (combined) and sequenced to
support purposeful learning (Learning in McGreal 2004). The support for learning may be structured,
semi-structured or ill structured in sophisticated or reductionist models. This is to allow for flexible
instructional methods and self determined learning. The initial selection of a particular learning object
in ‘school education’ will depend on two factors: a curriculum need and a learner need. The
curriculum need is merely to help contextualise the learning experience. The learner need will
determine which ‘other’ learning object will be selected to benefit the learner. Sometimes a learning
object may be presented more than once or learning object seemingly unrelated may be included.
Selection represents a deliberate design decision in the instructional design process to accommodate
among other aspects, the levels of understanding of the learners, satisfy identified learning
preferences, scaffold learning, address learning difficulties, etc. People have a unique blend of
intelligences and the challenge is how to best take advantage of the uniqueness (Smith 2002). If the
3. learning objects are to be packaged into a module or course there is a need to sequence them.
Sequencing should not be considered a bad thing. Following Gagne’s learning/instructional theory,
one cannot adequately plan instruction without constructing a learning hierarchy. Learning is thought
to be less effective through discovery learning, if the learners are found to lack pre-requisite
knowledge and the experiences are not structured (Gagne Education 2006). Sequencing should also
not be viewed as sequential or algorithmic. They may include a series of loops depending on the
teaching strategy adopted by the teacher or preferred by the learners. Whatever the model we
consider for e-Learning at school level, the instructional design will essentially be built on the
concepts of aggregation, sequencing, relationships and engagement.
E.g., a teacher wants to teach the learners how to calculate averages. The actual learning needs are
cognitive and mechanical processes that contribute to an understanding of ‘how to’. A learning object
focussed on averages could be selected. This could be of a single, combined intact or combined
modifiable type. As the process of calculating averages implies the addition of a set of values, and,
the division of the result by the number of values presented, counting, addition and division may be
considered pre-requisites. Should learners not possess these pre-requisites then additional learning
object focussing on these may be included. The teacher may determine the sequencing design of the
various learning object, or the learner may be allowed access to the entire range of learning object to
use as needed.
Up to now, the concept of the learning object approach appears ordinary and to many may not
represent anything new. This is true in many respects; however, its suggestion for e-Learning does
propose a particular pedagogical approach as the tools, language and mediation are different. It is the
essential aspects inherent in learning theories that hedge the chances of learning taking place, e.g.
communication, collaboration, co-operation, participation, action , construction, scaffolding. The
launch pad for this is that a relationship must be established between the learning object and the
activities to support its use. Use in line with the writings of Laurillard, Vygotsky, Engeström’s and
others operates on both the individual and social levels.
For the purposes of learning, design and management, one might consider the deployment of a
Learning Management Systems (LMS) for the learning object approach. LMS’s support the
educational process, whilst learning objects provide the educational content. e- Learning I believe
suggest a default mode of interaction as it brings together humans and technology in a symbiotic
relationship. LMS’s are know to be very useful in the delivery and engagement phase of learning
object, as they provide access to e-Learning experiences (Allegra et al 2008). They present a range
of tools and technologies to facilitate collaboration, co-operation, feedback, practice, application,
communities of practice, tracking, resource sharing, accessing, downloading, etc.
In a report on ‘Problems Underlying the Learning object Approach’ Jaakkola & Nurmi (2005), the use
and function of learning object was in many instances seen as to transmit content from learning object
to learner, who acquired the content and prescribed knowledge passively and reproduced it when
required. They also stated that the content was seen as the object of learning itself. Where the
learning object approach was concerned, they were of the opinion that it resembles programmed
instruction akin to Skinner (1954) and Blooms taxonomy (1956), and instructional design of Merril
(1998)
Further to this Allegra et al (2008) note that objections raised to the use of learning object in schools
context was based on the learning object “lacking pedagogical aspects”, with “no references to the
educational context or to the didactic process in which the learning object can be used” .
It would appear that the use or inappropriate use of learning objects could be attributed to
epistemological assumptions of learning, varied understanding of what learning object are and their
use in learning, and possibly poor design choices. Such aspects could be rectified in professional
development initiatives.
THEORICAL UNDERPINNING OF THE LEARNING OBJECT APPROACH
Emerging from the learning object approach specific models and approaches will be focussed on in
this section.
4. The potential to learn exist, be it alone or collaboratively, using old or new methods, from books or
online. Established learning theories (perspectives) and pedagogy/andragogy are challenged to
accommodate new language, tools and technologies. Teaching has become less central in the
educative process. Relationship between learner and knowledge as well as learner and teacher is re-
conceptualised, and this implies different work practices for all.
Implicit in e-Learning is learning (action), by people (learners), using technologies for the purposes of
learning goals (knowledge), which play out in social settings. Hence, relationships ought to exist
among the various elements. Activity theory espouses that people engage with learning aimed at a
specific goal or object, i.e. there is a purpose for this learning activity. Learning is progressed using
tools and language (cultural artefacts), in collaboration with other (social/community).This is realized
through some material activity (doing something), all of which is influenced by rules and shared
responsibilities (Engeström 1987, Cole & Engeström 1994 in Engeström et al 1999, Lindblom &
Ziemke 2003).
Learning is a conscious act, a conscious decision to do something to make sense of the world. It is
characterised by processes that are biologically enabled and generatively played out in search of
knowledge for the purposes of praxis. It essentially involves testing ideas by questioning,
experimenting, exploring and refining so that it may be confirmed, denied or falsified thus generating
new knowledge or understanding. When people learn two processes are at play: assimilation and
accommodation. If something does/does not gel with a current view/thinking, or, make/not make
sense, then the individual ‘assimilates’ (adopts these experiences as part of their learned
experiences). The individual may then ‘accommodate’ (changes their current view) by taking on the
new. These processes in effect refer to adaptation, which is a fundamental biological process that
combines the side of assimilation and accommodation. (Piaget in Atherton 2005)
Drawing from Laurillard’s (2002) conversational framework, teachers and learners must interact
through some medium be it f2f, online or a blend of both. There needs to be opportunities for dialogue
to take place, be it internally in the learner, externally with the learning materials, or with others in the
learning process. Iterative dialogue and actions must take place somewhere. In an e-Learning
context, could we consider this somewhere to be online, through digital technologies, or through a
LMS?
According to Vygotsky, social and psychological processes are shaped by cultural tools and language
and through mediation (Vygotsky, 1934/1978 in Smith 2006, John-Steiner & Mahn 1996). This
conceptualisation strongly suggests an intellectual being as dynamic and flexible, which in an ideal
socio-cultural environment may experience cognitive growth. In an ‘e’ environment we find that the
tools are the various technologies and media, and that the ‘e’ environment requires that learners be
initiated into communities to understand its semantic structure. They in turn should be afforded
legitimate peripheral participation (LPP) and as time progresses become full participants in the
community, progressively moving from the peripheral to the centre (Lave & Wenger 1991).
A human individual, according to Vygotsky (in Nicholl 2004), never reacts merely directly (or merely
with inborn reflects) to the environment. The relation between the human agent and the object is
mediated by cultural means and artefacts. During socialization, an individual internalize, by
participating in common activities with other humans through language, technical artefacts according
to the norms and modes of interaction. In an ‘e’ environment, technologies are the tools, language is
the cultural offspring of e-Learning. Goal directed common activities include collaboration,
cooperation, discussions, doing and reflecting.
Scaffolding is an acquired instructional method constructed by us to symbolise the potential to build
upon sound existing different levels of knowledge and skills. Learning is first internalised as individual
knowledge that can potentially develops over time. Piaget, Bruner, Vygotsky, Papert, Dewey, Berliner,
and Gagne` (in Roblyer 2003) all speak to sequential intellectual development as an iterative process
through collaborative means. Brunner (1973) and Dauydov (1995) supported guided activities in
coherence with constructivist and collaborative theories where learners are active participants in
knowledge construction. A case for guided collaborative learning seems to emerge from these
theorists.
5. In the learning process, particularly in an ‘e’ environment the concept of interactivity is used
extensively. It is generally suggested that effective learning results from learners being ‘active’. There
are two levels of interactivity (Bates & Poole 2003), i.e. individual interaction of the learner with the
learning material or stimulus, and, the second is the interaction between two or more people about the
learning material or stimulus. Both kinds of interactivity are important and there should not be an
either or choice. This aspect of interactivity is significant in the learning object approach suggested in
this paper as it proposes interactivity on both these levels. The considerations from this for e-Learning
at school level rests on us looking at the content (learning materials), the learning most appropriate
for these concepts/knowledge in the learning material (specifically for individual & collaborative
learning), the interaction between learners themselves and with the teachers, and a system to enable
this to happen.
A range of approaches presented in e-Learning literature represent organisational structuring or
logistical systems to operationalise e-Learning and pay attention to pedagogies, technologies or both.
A common thread in the approaches and models places learning, drawn from various perspectives,
as central. Learning in turn is drawn from the vast literature on learning theories (views). These
learning perspectives are acknowledged to reside in the domain of ‘direct instruction’ (grounded in
behaviourism & information processing) and ‘constructivism’ (grounded in social cognition). Within an
‘e’ environment, individual learning, social learning, engagement, dialogue and action appear to be
central in these systems.
The learning object approach requires that teachers in collaboration with the learners design e-
Learning opportunities and experiences for their learners. Should this be considered a problem or a
challenge? Consider, as (Laurillard & McAndrew 2003) state that, if we continue teaching traditionally
using textbooks and propriety software, we cede to others influence over the nature of learners
learning. The learning object approach allows for teachers and learners to decide on the nature of
learning. It is unlikely that any learning activity inclusive of method, content & assessment will be
suited to every learner. However if we consider the essence of the content at conceptual level as in a
learning object, then the permutations of its use is more amenable to be used in a design to suit
individual needs as they are identified. Teaching will then become less of a mediation of materials and
methods, and in e-Learning begin to take on its own personality and identity.
Whilst some might consider the learning object approach fragmented, consider that in a negotiated
and well designed e-Learning experience:
• A learner is offered a planned path (self determined or teacher determined) which, also allows
the option to learn other ‘things’ not necessarily in the course,
• to be able to access learning as part of a learning community so as to enhance cognitive
development and,
• have access to learning traditionally considered to be higher level or lower level is available to
all should they need or want it.
CONCLUSION
The learning object approach represents a ‘new’ perspective, particularly in school education. The
intention is not to replace existing approaches but rather, through a process of assimilation and
accommodation seek to progress e-Learning at school education through a critical evaluation of the
use of learning object.
We need to:
• Consider the micro-view of learning object, i.e. what they are, what they seek to do, how they
operate, how relationships may be formed between them and learning.
• Consider technologies and tools that facilitate learning through social interaction by employing
social software.
• Consider the meta-view of didactical approaches and systems to enable and manage e-
Learning.
• Progress from instructivist to constructivist, from text based to multimedia, from reception to
activity& experimentation and from passive to collaborative.
6. The physical classroom, if viewed from the works of Vygotsky, Wenger and others, would possibly be
a cluster of desks, and sufficient work space for peer interaction, collaboration, and small group
instruction. The instructional design of material to be learned would be structured to promote and
encourage student interaction and collaboration so that it suits the physical environment. Perhaps the
classroom of today and the future should become a community of learning space representing an ‘e’
classroom.
What can the learning object approach offer?
• a move towards the participation metaphor,
• personal growth where:
o learners begin to learn by working independently and with others,
o through self determination of what and how they would like to learn,
o by self pacing their own development,
o by beginning to initiate themselves into the community of learning & progressively
moving from the periphery towards the centre,
o by determining their individual movement with the zone of proximal development.
The building of e-learning environments is suggested based on the following:
• knowledge availability should lean towards e-Information and learners should be inducted into
the e-World through its dynamic language and tools,
• access to learning should be provided through well structured learning experiences (blended
online and f2f) through,
• flexible models that factor in the exponential rate of developments (of learners and
technologies) and,
• that e-Learning be driven by pedagogical principles rather than technologies
“What we teach is inextricably embedded in how we teach; what students learn is inextricably
embedded in how they learn” (Laurillard & McAndrew 2003). This means that we have the possibility
and opportunity to actively engage in the design processes for e-Learning, by exploring the use of
technologies in the educative process.
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