This document discusses research on using mobile technologies to support learning. It begins by reviewing how ubiquitous computing has enabled new ways to support mobile workers and learners. Three case studies are then described that examine how mobile devices can be used as cognitive tools to scaffold everyday activities and support collaborative learning. Specifically, the studies explore using sentence openers on mobile devices to structure collaboration, designing fine-grained instruction to integrate mobile learning, and examining how deeply structured learning designs impact student outcomes. The document argues that mobile technologies hold potential as cognitive tools to facilitate complex collaborative learning when integrated thoughtfully into pedagogical designs.
Learner Ontological Model for Intelligent Virtual Collaborative Learning Envi...ijceronline
An enacting approach to intelligent virtual collaborative learning model is explored through the lens of critical ontology. This ontological model enables to reuse of the domain knowledge and to make the knowledge explicitly available to the agent working as an Expert System, which uses the operational knowledge in collaborative learning environment. This ontological model used by the agent to identify the preliminary competency level of the user. This environment offers personalized education to each learner in accordance with his/her learning preferences, and learning capabilities. Here the factors considered to identify the learning capability taken are demographic profile, age, family profile, basic educational qualification and basic competency scale. The conception of heuristics is then used by the agent to determine the effectiveness of the learner by referring the different parameters of the learner available in the ontological model.To help getting over this, the paper describes the experience on using an ontological model for collaborative learning to relate and integrate the history of the learner by maintaining the history of learner in collaborative learning environment that will be used by the Multi-Objective Grey Situation Decision Making Theory to infer the understanding level of user and produces the conditional content to the user
Universal Design for Learning (UDL) began as an effort to help learners with disabilities succeed in general education by adapting existing curriculum. Educators realized it was better to design curriculum from the start using UDL principles of multiple means of representation, engagement, and expression. UDL is informed by three brain networks - recognition, strategic, and affective - and provides multiple options to appeal to these networks through representation, expression and engagement. Technology supports effective implementation of UDL by providing flexible tools that appeal to the brain networks.
This document provides a theoretical framework for examining how emergent mobile technologies can be used as cognitive tools to facilitate collaborative learning. It discusses key concepts including distributed cognition, which views cognition as distributed among people, artifacts, and symbols. Cognitive tools are any tools that enhance cognitive processes during thinking and learning. The document also discusses constructivism and the idea that learning involves actively constructing knowledge through social interactions. It provides background on three empirical case studies examining how mobile technologies can support collaborative learning in authentic contexts through structured instructional design.
Does artificial neural network support connectivism’s assumptions?Alaa Al Dahdouh
Connectivism was presented as a learning theory for the digital age and connectivists claim that recent developments in Artificial Intelligence (AI) and, more specifically, Artificial Neural Network (ANN) support their assumptions of knowledge connectivity. Yet, very little has been done to investigate this brave allegation. Does the advancement in artificial neural network studies support connectivism’s assumptions? And if yes, to what extent? This paper addresses the aforementioned question by tackling the core concepts of ANN and matching them with connectivist's assumptions. The study employed the qualitative content analysis approach where the researcher started with purposely selected and relatively small content samples in connectivism and ANN literature. The results revealed that ANN partially supports connectivism’s assumptions but this does not mean that other learning theories such as behaviorism and constructivism are not supported as well. The findings enlighten our understanding of connectivism and where it may be applied.
Honkela.t leinonen.t lonka.k_raike.a_2000: self-organizing maps and construct...ArchiLab 7
This document discusses using self-organizing maps (SOMs) to model constructive learning. It presents two key ideas:
1) SOMs provide a more realistic model of human learning than traditional computer memory models, as they are dynamic, associative, and adapt existing knowledge rather than just storing facts.
2) SOMs can be used in computer-supported collaborative learning environments to help visualize complex concepts and support inquiry-based learning processes. Two examples of using SOMs for these purposes are described.
This document summarizes an article about the design of a computerized physics tutorial created for a Plan B design project. The summary discusses:
1) The project involved building an introductory physics tutorial using information design theory and a context-rich problem about launching an airplane from an aircraft carrier.
2) The tutorial was programmed using Authorware software and follows a structured 5-step problem solving process used by physicists.
3) The final deliverable was an interactive computer tutorial that guides students through solving a physics problem and checking their work, allowing nonlinear navigation through the content.
This document discusses research on using mobile technologies to support learning. It begins by reviewing how ubiquitous computing has enabled new ways to support mobile workers and learners. Three case studies are then described that examine how mobile devices can be used as cognitive tools to scaffold everyday activities and support collaborative learning. Specifically, the studies explore using sentence openers on mobile devices to structure collaboration, designing fine-grained instruction to integrate mobile learning, and examining how deeply structured learning designs impact student outcomes. The document argues that mobile technologies hold potential as cognitive tools to facilitate complex collaborative learning when integrated thoughtfully into pedagogical designs.
Learner Ontological Model for Intelligent Virtual Collaborative Learning Envi...ijceronline
An enacting approach to intelligent virtual collaborative learning model is explored through the lens of critical ontology. This ontological model enables to reuse of the domain knowledge and to make the knowledge explicitly available to the agent working as an Expert System, which uses the operational knowledge in collaborative learning environment. This ontological model used by the agent to identify the preliminary competency level of the user. This environment offers personalized education to each learner in accordance with his/her learning preferences, and learning capabilities. Here the factors considered to identify the learning capability taken are demographic profile, age, family profile, basic educational qualification and basic competency scale. The conception of heuristics is then used by the agent to determine the effectiveness of the learner by referring the different parameters of the learner available in the ontological model.To help getting over this, the paper describes the experience on using an ontological model for collaborative learning to relate and integrate the history of the learner by maintaining the history of learner in collaborative learning environment that will be used by the Multi-Objective Grey Situation Decision Making Theory to infer the understanding level of user and produces the conditional content to the user
Universal Design for Learning (UDL) began as an effort to help learners with disabilities succeed in general education by adapting existing curriculum. Educators realized it was better to design curriculum from the start using UDL principles of multiple means of representation, engagement, and expression. UDL is informed by three brain networks - recognition, strategic, and affective - and provides multiple options to appeal to these networks through representation, expression and engagement. Technology supports effective implementation of UDL by providing flexible tools that appeal to the brain networks.
This document provides a theoretical framework for examining how emergent mobile technologies can be used as cognitive tools to facilitate collaborative learning. It discusses key concepts including distributed cognition, which views cognition as distributed among people, artifacts, and symbols. Cognitive tools are any tools that enhance cognitive processes during thinking and learning. The document also discusses constructivism and the idea that learning involves actively constructing knowledge through social interactions. It provides background on three empirical case studies examining how mobile technologies can support collaborative learning in authentic contexts through structured instructional design.
Does artificial neural network support connectivism’s assumptions?Alaa Al Dahdouh
Connectivism was presented as a learning theory for the digital age and connectivists claim that recent developments in Artificial Intelligence (AI) and, more specifically, Artificial Neural Network (ANN) support their assumptions of knowledge connectivity. Yet, very little has been done to investigate this brave allegation. Does the advancement in artificial neural network studies support connectivism’s assumptions? And if yes, to what extent? This paper addresses the aforementioned question by tackling the core concepts of ANN and matching them with connectivist's assumptions. The study employed the qualitative content analysis approach where the researcher started with purposely selected and relatively small content samples in connectivism and ANN literature. The results revealed that ANN partially supports connectivism’s assumptions but this does not mean that other learning theories such as behaviorism and constructivism are not supported as well. The findings enlighten our understanding of connectivism and where it may be applied.
Honkela.t leinonen.t lonka.k_raike.a_2000: self-organizing maps and construct...ArchiLab 7
This document discusses using self-organizing maps (SOMs) to model constructive learning. It presents two key ideas:
1) SOMs provide a more realistic model of human learning than traditional computer memory models, as they are dynamic, associative, and adapt existing knowledge rather than just storing facts.
2) SOMs can be used in computer-supported collaborative learning environments to help visualize complex concepts and support inquiry-based learning processes. Two examples of using SOMs for these purposes are described.
This document summarizes an article about the design of a computerized physics tutorial created for a Plan B design project. The summary discusses:
1) The project involved building an introductory physics tutorial using information design theory and a context-rich problem about launching an airplane from an aircraft carrier.
2) The tutorial was programmed using Authorware software and follows a structured 5-step problem solving process used by physicists.
3) The final deliverable was an interactive computer tutorial that guides students through solving a physics problem and checking their work, allowing nonlinear navigation through the content.
This document summarizes key research on using information and communication technology (ICT) in science education. It finds that ICT can enhance science teaching and learning in several ways, such as making lessons more engaging, allowing more time for analysis by automating data collection, and enabling project-based learning. However, teachers need training to effectively integrate ICT pedagogically and ensure it supports learning objectives. While research covers some applications and age groups well, more study is still needed in other areas, such as primary science and newer technologies.
The document discusses mobile learning and provides background on the presenter, Jari Laru. It then outlines Laru's presentation, which includes:
1) An overview of the hype cycle for mobile technologies according to Gartner.
2) Examples of early visions and research on mobile learning from the 2000s.
3) A discussion on how the classroom is changing with technology and examples of 21st century classrooms.
4) A request for participants in the seminar to discuss the typical learning environment in their schools.
5) An overview of the theoretical framework for mobile learning, including distributed cognition and changes to the teacher's role.
DESIGNING A WORKING MEMORY CAPACITY TEST FOR COGNITIVE-FRIENDLY TANGIBLE MULT...ijma
This document describes the design of a working memory capacity test called "objects-span tri-tasks" for preschoolers using a new genre of multimedia called tangible multimedia. Tangible multimedia augments traditional digital multimedia with physical tangible objects. The test assesses both the storage and manipulation functions of working memory, which are important for academic skills. It includes three tasks - the third engages long-term memory to support working memory operations. Tangible multimedia may enhance preschoolers' working memory capacity by using cognitively appropriate tangible objects and stimulating three sensory channels simultaneously as prescribed by human memory theories. The test and tangible multimedia are grounded in theories of working memory including the unified theory presented, which integrates aspects of Atkinson and
DESIGNING A WORKING MEMORY CAPACITY TEST FOR COGNITIVE-FRIENDLY TANGIBLE MULT...ijma
A working memory capacity (WMC) test called “objects-span tri-tasks” is designed for preschoolers
undergoing treatment using a new genre of multimedia, tangible multimedia, created by the authors. It tests
the dual-functions of the preschoolers’ working memory (WM), namely storage and manipulation capacity,
essential in supporting academic skills. The third task in the test is the overt setting of task engaging the
long-term memory that supports the operation of WM. Tangible multimedia potentially enhances the WMC
of preschoolers to a considerable extent because firstly, it uses tangible objects that are cognitively
appropriate to the “preoperational” stage of preschoolers, and secondly, it simultaneously stimulates three
main sensory channels, prescribed as equally crucial in knowledge acquisition in human memory theories.
A pragmatic significance of the research is that it deepens the scope of multimedia research by looking into
the aspect of cognitive structure which is rarely conducted in the multimedia realm. It also demonstrates an
important step forward in multimedia research by relating WMC to the newly explored tangible
multimedia, which could determine the real capability and value of such system. This paper starts off by
discussing the underlying theories that contribute to the formation of the system and test, followed by its
procedure, and a brief report of a case study
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
John Sweller's cognitive load theory focuses on the limitations of working memory during instruction. It describes three types of cognitive load - intrinsic, extraneous, and germane - that instructional design should seek to manage. The goal is to reduce extraneous load and increase germane load in order to not overwhelm working memory and optimize learning. Technology can help apply this theory by integrating multiple information sources and providing worked examples, but instructors must avoid distracting elements that increase extraneous load.
Integrating an intelligent tutoring system into a virtual worldParvati Dev
The project goal was to provide effective training to medical professionals on the SALT Triage Protocol, and to improve communication between medical professionals and military during disaster situations.
Intelligent tutoring systems (ITS) for online learningBrandon Muramatsu
The document summarizes an presentation about adding intelligent tutoring systems (ITS) to online courses to improve quality. An ITS can make exercises more complex and dynamically scaffolded. It also replaces traditional assessments with stealth assessment based on a model of the student's competencies. Research shows that tutoring which provides more frequent interaction, such as feedback on substeps of problem solving, is generally more effective than less interactive tutoring like feedback only on answers. An ITS aims to keep students operating within their zone of proximal development by continuing instruction until mastery is achieved. However, ITS also have limitations like not being suitable for all learners and having high initial development costs.
1) The document proposes a theoretical framework based on activity theory to holistically study ICT in schools. It argues ICT must be studied within the broader sociocultural context and activities it is situated in, not in isolation.
2) The framework uses an activity system as the unit of analysis, where an individual's goal-directed activity is mediated by tools and signs within the sociocultural setting. This allows observing how settings and cognition shape and are shaped by ICT tools.
3) Adopting this framework allows considering how ICT mediates activities in learning environments and how its use integrates into discourse and develops higher-order thinking, rather than just focusing on ICT itself.
British journal of educational technology vol 33 no 4 2002 411haramaya university
This document proposes a theoretical framework for studying ICT in schools using a sociocultural perspective. It argues that ICT must be studied within the broader context in which it is used, not in isolation. The framework is based on activity theory, with the activity system as the unit of analysis. An activity system includes the subject, object, community, rules, division of labor, and tools. ICT is considered one tool that mediates activity. Situating ICT use within an activity system provides insights into how human cognition is distributed and considers the social and historical context of ICT integration. The activity system is further situated within broader ecological contexts using Cole's "garden as culture" metaphor to understand the interdependence between
Milad saad presentation introduction of tpack xl2Effat Nashat
This document introduces TPACK-XL, an elaborated model of ICT-TPCK (Information and Communication Technology - Technological Pedagogical Content Knowledge) to conceptualize preservice teachers' knowledge base for integrating technology into teaching. ICT-TPCK includes knowledge of technology, pedagogy, content, learners, and context. The author analyzes how these knowledge constructs overlap to form 31 constituent knowledge areas and proposes "TPACK-XL" to highlight the cross-disciplinary nature of preservice teachers' knowledge required for technology integration.
This document describes a study that examines the use of teachable agents to promote scientific reasoning and learning. It presents Betty, a teachable agent system that combines learning by teaching with self-regulated learning feedback. Betty allows students to teach a virtual agent called Betty by creating concept maps. Students can then query Betty and give it quizzes to evaluate what it has learned. The study found that teachable agents like Betty can help students develop structured knowledge, take responsibility for teaching, and improve their meta-cognitive and self-regulation skills when monitoring the agent's learning progress. Betty provides prompts to encourage students to reflect on their own understanding as they teach the agent. The goal is to develop Betty as a teachable agent that can
Knowledge maps for e-learning. Jae Hwa Lee, Aviv Segev
Maps such as concept maps and knowledge maps are often used as learning materials. These maps havenodes and links, nodes as key concepts and links as relationships between key concepts. From a map, theuser can recognize the important concepts and the relationships between them. To build concept orknowledge maps, domain experts are needed. Therefore, since these experts are hard to obtain, the costof map creation is high. In this study, an attempt was made to automatically build a domain knowledgemap for e-learning using text mining techniques. From a set of documents about a specific topic,keywords are extracted using the TF/IDF algorithm. A domain knowledge map (K-map) is based onranking pairs of keywords according to the number of appearances in a sentence and the number ofwords in a sentence. The experiments analyzed the number of relations required to identify theimportant ideas in the text. In addition, the experiments compared K-map learning to document learningand found that K-map identifies the more important ideas
The document provides information about a workshop on Computer Practice from N4 to N6. It introduces the presenter, Bertie Buitendag, and outlines the following:
- An overview of the Computer Practice curriculum from N4 to N6.
- A focus on the introductory level (N4) course.
- Details on assessments and examinations (ICASS).
- Teaching time and course offerings.
- Resources available for lecturers and teachers.
Designing for Change: Mash-Up Personal Learning EnvironmentseLearning Papers
Authors:Fridolin Wild, Felix Mödritscher, Steinn E. Sigurdarson.
Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments.
A Review on Mobile Cloud Learning In Higher EducationIJERA Editor
Versatile cloud taking in, a blend of portable learning and distributed computing, is a moderately new idea that
holds significant guarantee for future advancement and conveyance in the instruction parts. Distributed
computing offers portable realizing some assistance with overcoming deterrents identified with versatile
processing. The principle center of this paper is to investigate how distributed computing changes conventional
versatile learning. A contextual analysis of the use of Moodle in the cloud by means of portable learning in
Khalifa University was directed.
The document summarizes two research articles about technological determinism in educational technology. Oliver argues that educational technology research often overemphasizes the causal impact of technology. Ng'ambi proposes a transformative pedagogical model for effective technology use that leverages distributed intelligence and expertise through five phases: setting an educational goal, facilitating student creation using emerging technologies, student presentation and recording, student reflection, and considering future technology use. The conclusion is that technology should not be viewed as deterministically impacting outcomes, and critical examination of how and why technology is used is important.
This document discusses classifying user preferences of web learning systems using a neural network with genetic algorithm optimization. It begins with an abstract describing using cognitive attributes from user questionnaires to train classifiers to identify areas for improving a web learning system's layout. A multilayer perceptron neural network was proposed to classify user preferences, and genetic algorithm was used to optimize the neural network parameters to improve performance. 182 students were given questionnaires assessing their cognitive responses to known and unknown subjects on a learning website to collect training data for the proposed genetically optimized neural network classifier.
This study investigated the effects of using a graphical calculator (Microsoft Math Tool) on students' performance in linear functions. Ninety-eight students from two schools participated, with one group receiving instruction using the graphical calculator (experimental group) and the other receiving traditional lecture-based instruction (control group). Pre-tests showed no significant difference between the groups. Post-test results revealed significantly higher scores for the experimental group compared to the control group, suggesting that using graphical calculators can improve students' understanding of linear functions and performance on related tasks. The study recommends integrating graphical calculators into mathematics instruction.
Investigate E-Learning with Subject-Scientific Learning Theory. Benefits and ...Petra Grell
The document discusses subject-scientific learning theory and its differences from prevalent eLearning research. Subject-scientific learning theory focuses on the learner's perspective and interests, and understands learning as connected to overcoming obstacles in everyday life. It views learners as resisting imposed teaching and instead learning meaningful topics from each other. Research applying this theory to eLearning found learners resisting standardized learning environments that did not match their interests.
This document summarizes key research on using information and communication technology (ICT) in science education. It finds that ICT can enhance science teaching and learning in several ways, such as making lessons more engaging, allowing more time for analysis by automating data collection, and enabling project-based learning. However, teachers need training to effectively integrate ICT pedagogically and ensure it supports learning objectives. While research covers some applications and age groups well, more study is still needed in other areas, such as primary science and newer technologies.
The document discusses mobile learning and provides background on the presenter, Jari Laru. It then outlines Laru's presentation, which includes:
1) An overview of the hype cycle for mobile technologies according to Gartner.
2) Examples of early visions and research on mobile learning from the 2000s.
3) A discussion on how the classroom is changing with technology and examples of 21st century classrooms.
4) A request for participants in the seminar to discuss the typical learning environment in their schools.
5) An overview of the theoretical framework for mobile learning, including distributed cognition and changes to the teacher's role.
DESIGNING A WORKING MEMORY CAPACITY TEST FOR COGNITIVE-FRIENDLY TANGIBLE MULT...ijma
This document describes the design of a working memory capacity test called "objects-span tri-tasks" for preschoolers using a new genre of multimedia called tangible multimedia. Tangible multimedia augments traditional digital multimedia with physical tangible objects. The test assesses both the storage and manipulation functions of working memory, which are important for academic skills. It includes three tasks - the third engages long-term memory to support working memory operations. Tangible multimedia may enhance preschoolers' working memory capacity by using cognitively appropriate tangible objects and stimulating three sensory channels simultaneously as prescribed by human memory theories. The test and tangible multimedia are grounded in theories of working memory including the unified theory presented, which integrates aspects of Atkinson and
DESIGNING A WORKING MEMORY CAPACITY TEST FOR COGNITIVE-FRIENDLY TANGIBLE MULT...ijma
A working memory capacity (WMC) test called “objects-span tri-tasks” is designed for preschoolers
undergoing treatment using a new genre of multimedia, tangible multimedia, created by the authors. It tests
the dual-functions of the preschoolers’ working memory (WM), namely storage and manipulation capacity,
essential in supporting academic skills. The third task in the test is the overt setting of task engaging the
long-term memory that supports the operation of WM. Tangible multimedia potentially enhances the WMC
of preschoolers to a considerable extent because firstly, it uses tangible objects that are cognitively
appropriate to the “preoperational” stage of preschoolers, and secondly, it simultaneously stimulates three
main sensory channels, prescribed as equally crucial in knowledge acquisition in human memory theories.
A pragmatic significance of the research is that it deepens the scope of multimedia research by looking into
the aspect of cognitive structure which is rarely conducted in the multimedia realm. It also demonstrates an
important step forward in multimedia research by relating WMC to the newly explored tangible
multimedia, which could determine the real capability and value of such system. This paper starts off by
discussing the underlying theories that contribute to the formation of the system and test, followed by its
procedure, and a brief report of a case study
What shapes what? Technologies and their relationship to learningMartin Oliver
Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
John Sweller's cognitive load theory focuses on the limitations of working memory during instruction. It describes three types of cognitive load - intrinsic, extraneous, and germane - that instructional design should seek to manage. The goal is to reduce extraneous load and increase germane load in order to not overwhelm working memory and optimize learning. Technology can help apply this theory by integrating multiple information sources and providing worked examples, but instructors must avoid distracting elements that increase extraneous load.
Integrating an intelligent tutoring system into a virtual worldParvati Dev
The project goal was to provide effective training to medical professionals on the SALT Triage Protocol, and to improve communication between medical professionals and military during disaster situations.
Intelligent tutoring systems (ITS) for online learningBrandon Muramatsu
The document summarizes an presentation about adding intelligent tutoring systems (ITS) to online courses to improve quality. An ITS can make exercises more complex and dynamically scaffolded. It also replaces traditional assessments with stealth assessment based on a model of the student's competencies. Research shows that tutoring which provides more frequent interaction, such as feedback on substeps of problem solving, is generally more effective than less interactive tutoring like feedback only on answers. An ITS aims to keep students operating within their zone of proximal development by continuing instruction until mastery is achieved. However, ITS also have limitations like not being suitable for all learners and having high initial development costs.
1) The document proposes a theoretical framework based on activity theory to holistically study ICT in schools. It argues ICT must be studied within the broader sociocultural context and activities it is situated in, not in isolation.
2) The framework uses an activity system as the unit of analysis, where an individual's goal-directed activity is mediated by tools and signs within the sociocultural setting. This allows observing how settings and cognition shape and are shaped by ICT tools.
3) Adopting this framework allows considering how ICT mediates activities in learning environments and how its use integrates into discourse and develops higher-order thinking, rather than just focusing on ICT itself.
British journal of educational technology vol 33 no 4 2002 411haramaya university
This document proposes a theoretical framework for studying ICT in schools using a sociocultural perspective. It argues that ICT must be studied within the broader context in which it is used, not in isolation. The framework is based on activity theory, with the activity system as the unit of analysis. An activity system includes the subject, object, community, rules, division of labor, and tools. ICT is considered one tool that mediates activity. Situating ICT use within an activity system provides insights into how human cognition is distributed and considers the social and historical context of ICT integration. The activity system is further situated within broader ecological contexts using Cole's "garden as culture" metaphor to understand the interdependence between
Milad saad presentation introduction of tpack xl2Effat Nashat
This document introduces TPACK-XL, an elaborated model of ICT-TPCK (Information and Communication Technology - Technological Pedagogical Content Knowledge) to conceptualize preservice teachers' knowledge base for integrating technology into teaching. ICT-TPCK includes knowledge of technology, pedagogy, content, learners, and context. The author analyzes how these knowledge constructs overlap to form 31 constituent knowledge areas and proposes "TPACK-XL" to highlight the cross-disciplinary nature of preservice teachers' knowledge required for technology integration.
This document describes a study that examines the use of teachable agents to promote scientific reasoning and learning. It presents Betty, a teachable agent system that combines learning by teaching with self-regulated learning feedback. Betty allows students to teach a virtual agent called Betty by creating concept maps. Students can then query Betty and give it quizzes to evaluate what it has learned. The study found that teachable agents like Betty can help students develop structured knowledge, take responsibility for teaching, and improve their meta-cognitive and self-regulation skills when monitoring the agent's learning progress. Betty provides prompts to encourage students to reflect on their own understanding as they teach the agent. The goal is to develop Betty as a teachable agent that can
Knowledge maps for e-learning. Jae Hwa Lee, Aviv Segev
Maps such as concept maps and knowledge maps are often used as learning materials. These maps havenodes and links, nodes as key concepts and links as relationships between key concepts. From a map, theuser can recognize the important concepts and the relationships between them. To build concept orknowledge maps, domain experts are needed. Therefore, since these experts are hard to obtain, the costof map creation is high. In this study, an attempt was made to automatically build a domain knowledgemap for e-learning using text mining techniques. From a set of documents about a specific topic,keywords are extracted using the TF/IDF algorithm. A domain knowledge map (K-map) is based onranking pairs of keywords according to the number of appearances in a sentence and the number ofwords in a sentence. The experiments analyzed the number of relations required to identify theimportant ideas in the text. In addition, the experiments compared K-map learning to document learningand found that K-map identifies the more important ideas
The document provides information about a workshop on Computer Practice from N4 to N6. It introduces the presenter, Bertie Buitendag, and outlines the following:
- An overview of the Computer Practice curriculum from N4 to N6.
- A focus on the introductory level (N4) course.
- Details on assessments and examinations (ICASS).
- Teaching time and course offerings.
- Resources available for lecturers and teachers.
Designing for Change: Mash-Up Personal Learning EnvironmentseLearning Papers
Authors:Fridolin Wild, Felix Mödritscher, Steinn E. Sigurdarson.
Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments.
A Review on Mobile Cloud Learning In Higher EducationIJERA Editor
Versatile cloud taking in, a blend of portable learning and distributed computing, is a moderately new idea that
holds significant guarantee for future advancement and conveyance in the instruction parts. Distributed
computing offers portable realizing some assistance with overcoming deterrents identified with versatile
processing. The principle center of this paper is to investigate how distributed computing changes conventional
versatile learning. A contextual analysis of the use of Moodle in the cloud by means of portable learning in
Khalifa University was directed.
The document summarizes two research articles about technological determinism in educational technology. Oliver argues that educational technology research often overemphasizes the causal impact of technology. Ng'ambi proposes a transformative pedagogical model for effective technology use that leverages distributed intelligence and expertise through five phases: setting an educational goal, facilitating student creation using emerging technologies, student presentation and recording, student reflection, and considering future technology use. The conclusion is that technology should not be viewed as deterministically impacting outcomes, and critical examination of how and why technology is used is important.
This document discusses classifying user preferences of web learning systems using a neural network with genetic algorithm optimization. It begins with an abstract describing using cognitive attributes from user questionnaires to train classifiers to identify areas for improving a web learning system's layout. A multilayer perceptron neural network was proposed to classify user preferences, and genetic algorithm was used to optimize the neural network parameters to improve performance. 182 students were given questionnaires assessing their cognitive responses to known and unknown subjects on a learning website to collect training data for the proposed genetically optimized neural network classifier.
This study investigated the effects of using a graphical calculator (Microsoft Math Tool) on students' performance in linear functions. Ninety-eight students from two schools participated, with one group receiving instruction using the graphical calculator (experimental group) and the other receiving traditional lecture-based instruction (control group). Pre-tests showed no significant difference between the groups. Post-test results revealed significantly higher scores for the experimental group compared to the control group, suggesting that using graphical calculators can improve students' understanding of linear functions and performance on related tasks. The study recommends integrating graphical calculators into mathematics instruction.
Investigate E-Learning with Subject-Scientific Learning Theory. Benefits and ...Petra Grell
The document discusses subject-scientific learning theory and its differences from prevalent eLearning research. Subject-scientific learning theory focuses on the learner's perspective and interests, and understands learning as connected to overcoming obstacles in everyday life. It views learners as resisting imposed teaching and instead learning meaningful topics from each other. Research applying this theory to eLearning found learners resisting standardized learning environments that did not match their interests.
This document discusses various theories that are relevant to e-learning, including behaviorism, cognitivism, constructivism, and social presence theory. It also addresses e-learning models, e-moderating, components of effective e-learning, whether e-learning should be technology-led or theory-led, and the need for theoretical foundations in e-learning design. Key sources are referenced at the end.
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
Human resource management encompasses activities related to managing an organization's workforce, including recruiting, selecting, developing, and compensating employees. Theories of HRM have evolved over time from a classical focus on tasks and control to a humanistic focus on relationships and participation. Modern HRM theories aim to integrate concerns for both production and people. Key humanistic theories include human relations theory based on the Hawthorne Studies, Barnard's emphasis on communication and cooperation, and McGregor's Theory Y of positive human motivation. Human resources theory, including Likert's systems model and Blake and Mouton's managerial grid, further developed these ideas.
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3) Social Learning Theory, which emphasizes learning through observation and imitation of models.
4) Social Constructivism, where knowledge is actively constructed through social and contextualized processes.
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2) Constructivist theories which see learning as an active process where learners construct new understanding based on their existing knowledge and experiences.
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This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
AEC 150 Capstone Integrated Skills Research Paper Feedback Gu.docxarnit1
AEC 150 Capstone Integrated Skills
Research Paper Feedback Guide
Student _________Rakan___________________________________ Date Draft: ______________________ / Revision: ______________________
Skills
Points Possible
Draft Points
Draft Comments
Revision Points
Revision Comments
Content
· Introduction is interesting and appropriate, includes research question
· Clear and thoughtful thesis statement
· Background paragraph defines terms, prepares reader for the paper
· Body paragraphs include: topic sentences, supporting evidence (quotes), concluding sentences
· Counterargument is well thought out and refutation is clear and related to counter argument (with evidence/quotes)
· Conclusion includes a brief summary and wraps up the paper with mirror, challenge, or implications for the future
40
20
It’s really confusing what you mean by ICT (or just using technology in the classroom?) Just see if you can clarify your hook…
Showing two sides is vague and there’s not research question…and since there’s no research question, the thesis doesn’t really make sense…
Some things in the background need clear citations…
Definition of terms like a glossary? Look at the examples again…
It almost seems like whoever wrote the first four or five pages wasn’t in class with us when we worked on how to integrate a quote, how to explain and cite a quote and the format of an argumentative paragraph (topic sentence, discussion, example, analysis, conclusion…)…lots of claims have no citations…
Organization
· Ordering of support is appropriate (saves the best reason for last)
· Coherence (use of transition techniques between paragraphs and transitions between ideas; everything clearly ties back to the thesis statement)
10
5
Watch your indenting…your topic sentences need to be clear topic sentences…and it needs to be clear what your real arguments are…transitions between paragraphs and ideas make your paper even more confusing because they’re not related to the thesis statement (which isn’t clear either)…This is an argumentative essay with a background paragraph…it’s what you’ve done before…
Format/Citations
· Accurate citation of sources
· Gives credit to original source when quoting a quote
· Quotes integrated into text smoothly
· Quotes adequately explained/have context
· APA formatting is correct and consistent
· Reference page is in proper format and accurate
15
7
APA formatting is close, but not quite right…
Orphan quotes in the introduction…
Also, no block formatting…I fixed the first paragraph, so you can fix the rest…
Quotes not cited or integrated properly…sometimes the word (quote) but no quote?
Some arguments don’t even have citations…some quotes used more than once…oof!
Watch formatting on the reference page as well (check the models for when to indent)
Grammar Mechanics/ Sentence Structure
· Verbs
· Nouns
· Prepositions/articles
· Adjective/adverbs
· Spelling/punctuation/capitaliza ...
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The core models of instructional design that are discussed are Bloom's taxonomy, which categorizes different types of learning objectives, and the ADDIE model, which provides a systematic process for creating instructional
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Relationships between learning theory and e learning theory (oistein gjovik)
1. Connections between learning theory and e-learning
theory
Øistein Gjøvik, NTNU
Introduction
In this paper, I will focus on the use of ICT for learning mathematics. The paper can
be seen as a preliminary clarification of the theoretical framework I will be using in
my study. I will briefly define e-learning, and recapitulate the technology-inspired
terminologies of instrumental genesis and webbing. I will also summarise some main
points of the learning theories that I have considered using in my project. Finally I
will attempt to look at the learning theories, together with the use of ICT, and see how
these can feed into my preliminary research questions and research project.
Throughout, I will have in mind that learning in this situation is e-learning and that
there is some kind of digital tool involved in the educational setting.
What is e-learning?
The increasing use of ICT in schools has led to the belief that there is something
special about the digital learning tools, and it has been compared to other specially
influential technologies:
Perhaps there is something in the technology related to the computer that makes it a
very peculiar artifact, which makes it similar to a basic technology like writing.
(Mariotti 2002, p.696)
I want to use an alternative to the term ICT because, as it turns out, this is a rather
elusive concept, and I want to stress that tools are used for learning. Some people
have reacted to the technology and technical terms being used somewhat arbitrarily:
More fundamentally, the literature displays no uniformity regarding how ‘the
computer’ is conceived, and what is taken as the role of software. (Noss and Hoyles
1996, p.142)
Landing on an e-learning definition everybody can agree upon is not an easy issue,
and several definitions exist. I turn to (Powell, Knight et al. 2003) to find the
following figure (by Markos Tiris) and definitions, these being the definitions used by
BECTA1 and being fairly accepted terms:
Fig. 1
1
British Educational Communication and Technology Agency: http://www.becta.org.uk/
1
2. Model of e-learning (Powell, Knight et al. 2003)
Here, IT is the concrete equipment; this could be computers or calculators together
with skills for using them, for example, typing a letter in a word processor is IT. ICT
is what you get when you connect pieces of IT in some manner. Examples are
searching for online documents and e-mailing. If, in addition, ICT is used in education
in some sense, for example, managing an educational institution, it is called ILT
(Information and Learning Technology). Finally, e-learning is the part of ILT that is
occupied with teaching and learning (and not with the organization of education).
There is a distinction to be made between e-learning and online education. E-learning
is more content-oriented, and may or may not include online activities, while online
education focuses more on communication between learners and tutors.
E-learning can still, in its everyday-use, involve as diverse activities as having a video
conversation with a peer on another continent, as well as pondering a geometrical
theorem with Cabri Geometry in solitude. This indicates that in addition to the term elearning we will also have to clarify more precisely what kind of tools are being used
all along.
E-learning equipment stands between the students and the knowledge that students are
supposed to learn in one way or the other. Accordingly, we are led to focus on the
mediation of knowledge with these tools.2 How does one get to know something with
technology? How do students e-learn something? The first obstacle is getting to know
the tools. This has lead to the concept of an instrument, and one way of looking at the
process of tools and usage together becoming an instrument, is through the concept of
instrumental genesis.
Instrumental genesis
As mentioned when defining e-learning, technology consists of equipment together
with skills for using them. A way of connecting utilization schemes and tool is by way
of instrumental genesis. The concept of instrumental genesis is central to discussing
use of computers or calculators in education. This concept is discussed in (Artigue
2002) and it is elaborated on in for instance (Hoyles, Noss et al. 2004). According to
Artigue, there is a dialectic in which the learner and the artifact, that is, the physical
tool being considered are mutually constituted in action. This is called instrumental
genesis and includes the instrumentalisation where the subject shapes the artifact for
specific uses, and the instrumentation, where the subject is shaped by interacting with
the artifact.
Note that only part of the tool/artifact is incorporated in the overall instrument, i.e. we
can not be expected to know all the possibilities of one particular artifact.
2
This can be referred to as Computationally Mediated Mathematical Knowledge (CMMK).
2
3. In stru m e n t
I n s t r u m e n t a l is a t io n
U t iliz a t io n s c h e m e s
I n s t r u m e n t a l g e n e s is
A r t if a c t
I n s t r u m e n t a t io n
Fig.2
Instrumental genesis
Based on figure in (Strässer 2003, p.33)
One example of an instrumented technique is the windowing scheme, where students
were to draw a graph from a certain given function, and then goes hunting for a
suitable window to view the graph on screen (Artigue 2002). This is one example of
instrumented knowledge. One reason that using digital technologies in education has
not evolved to the extent that one earlier expected is the underestimation of the
complexity of these instrumentation processes (Artigue 2000, p.9).
Instrumental genesis is not restricted to merely digital devices; it is also one way of
looking at, say, pupils’ instrumentations of textbooks. Take, for instance, a student
noting that he or she can find answers to exercises in the back of the textbook. This is
instrumentalisation. The book is being readied for becoming an instrument. Using the
answers at the back before doing en exercise is now shaping the way the student uses
the textbook. This is then one particular utilization scheme for this student.
I now consider e-learning tools as mediators of mathematical knowledge.
Mediation
It seems that focusing on mediation of knowledge will be important for considering elearning or studying pupils in computationally rich environments.
A
B
Fig. 3
Computer as mediator of knowledge
(based on Figure 1.2 in (Noss and Hoyles 1996, p.6)
3
4. When interpreting how students use autoexpressive3 artifacts like computers, we not
only get access to see students’ expression of mathematical ideas and knowledge, but
we may also gain insight into more general aspects of the learning process, like
cultural influences, gender issues, identity, and how they affect students constructions
of mathematical concepts.
Focusing on mediation of knowledge, means we consider the ‘something’ standing
between the individual learner or the learner-in-social action and the knowledge
intended to be learned. An important concept within this is the metaphor of webbing.
Webbing
Starting with Vygotsky’s appreciated zone of proximal development, ZPD, we find
this stated as:
The distance between the actual developmental level as determined by independent
problem solving and the level of potential development as determined through
problem solving under adult guidance or in collaboration with more capable peers
((Vygotsky 1978, p.86) as quoted in (Chaiklin 2003, p.40))
Imagining we exchange the human tutor in Vygotsky’s quote, with a digital tool like a
computer. This will sort of be ‘translating’ Vygotsky’s ZPD into the world of elearning. Where the teacher or more capable peer up to now has been seen as a person
providing scaffolding for the student, we are now shifting focus from scaffolding for a
child to voyage safely into the zone, to webbing, indicating shifting perspective from
teaching to learning and from restricting what can be learned to opening it wide up.
The fact that this term is inspired the world of the Internet is not coincidal, as the
structure found in webbing resembles that of the Internet.
We find in (Noss and Hoyles 1996, p.108) an introduction to this concept of webbing.
In the hunt for a metaphor of a support system, Hoyles and Noss seek a system that
can extend the concept of scaffolding and also be as applicable to mathematics
teaching as basket weaving. They want the metaphor to capture the following:
•
•
•
•
it is under the learner’s control;
it is available to signal possible user paths rather than point towards a unique directed
goal;
the structure of local support available at any time is a product of the learner’s current
understandings as well as the understandings built by others into it;
the global support structure understood by the user at any time emerges from
connections which are forged in use by the user. (ibid)
They further elaborate this with
“The idea of webbing is meant to convey the presence of a structure that learners can
draw upon and reconstruct for support – in ways that they choose as appropriate for
their struggle to construct mathematical meanings.” (ibid)
We can turn to CabriMathematics for an example of webbing. Given two mirrored
objects, students in a teaching experiment were to find where the mirror line was. The
students constructed the mirror line in an unusual way, dragging4 objects on screen
until they coincided. The observation the participants make is only meaningful, and
3
Meaning that the medium includes a language as well as elements to talk of the language itself.
This is a technical computer-term, involving moving objects on screen with peripheral devices like a
mouse.
4
4
5. the mirror line, is only constructible in this manner when webbed from the Cabri
MicroWorld (see (Papert 1980) for the introduction to MicroWorlds), and the
teachers’ challenge is connecting the CabriProof to a mathematical proof.
E-learning and individual perspectives
So far, I have defined what kind of artifacts we are considering in my study and what
kind of processes subjects goes by to get to grip with these artifacts and knowledge
mediated by them. I now consider one part of the learning theoretical framework I
will take on, the individual perspective. Speaking of an individual perspective on
learning, the theory (or philosophy) of constructivism needs to be clarified.
Sorting out constructivism
Constructivism is a theory of knowing and learning, and not one of teaching. There
are two main strands of constructivism, radical constructivism and social
constructivism. These are usually presented as a collection of tenets (depending on
what literature one consults, slightly different wordings may appear):
1. Knowledge is not passively accumulated, but rather, is the result of active
cognizing by the individual (Glaserfeld 1989, p.162)
Accepting the first tenet only, results in what is known as weak constructivism or
trivial constructivism. The second tenet is usually split in two:
2. The function of cognition is an adaptive process that functions to make an
individual’s behavior more viable given a particular environment.
3. Cognition serves the subject’s organization of the experiential world, not the
discovery of an objective ontological reality. (von Glaserfeld, as quoted in
(Jaworski 1994, p.16)
Accepting only the second tenet results into what is known as cognitive
constructivism. The radical constructivism, as founded by Ernst von Glaserfeld
embraces all of these tree tenets. A fourth tenet has been added due to recent research:
4. Knowing has its roots in both biological/neurological construction, and social,
cultural, and language based interactions. (Dewey, 1916/1980; Garrison,
1997,1998; Gergen, 1995; Maturana & Varela, 1992 as quoted in (Doolittle
1999)).
Also embracing this fourth tenet leads to social constructivism. The differences
between the strands of constructivism are not sharp, as can be seen in a quote from
von Glaserfeld:
The present interest among educational researchers and philosophically inclined
psychologists in social interaction and its role in the process of learning need not pit
them against radical constructivism. This topic certainly requires investigation and its
investigation should not be hampered by the unwarranted fabrication that there is a
conceptual contradiction between the principle of subjective cognitive construction
and the experiential reality of the phenomena that are called social. (Glaserfeld 2000,
p.6)
Central to any timbre of constructivism are the concepts of assimilation and
accommodation as outlined in for instance (Glaserfeld 1995a, pp.62-66). According to
von Glaserfeld, assimilation is the way we make the world fit into what expectations
and mental concepts we might have, while accommodation is the operation of
adapting ourselves, encountering conflicts between expectations and experiences.
Influences on e-learning and teaching
5
6. Embracement of constructivism has lead to changes in teachers’ pedagogical beliefs.
The instructionism earlier known to be the dominant educational praxis, has evolved
towards constructionism, the pedagogical outcome of having a constructivist
rationale, introduced in (Papert 1993, chapter 7).
Doolittle has listed eight pedagogical recommendations as the result of having a
constructivist theoretical background, and these are pedagogical principles
independent of strand of constructivism:
1.
2.
3.
4.
5.
6.
7.
8.
Learning should take place in authentic and real-world environments
Learning should involve social negotiation and mediation
Content and skills should be made relevant to the learner
Content and skills should be understood within the framework of the learner’s
prior knowledge
Students should be assessed formatively, serving to inform future learning
experiences
Students should be encouraged to become self-regulatory, self-mediated, and selfaware.
Teachers serve primarily as guides and facilitators of learning, not instructors.
Teachers should provide for and encourage multiple perspectives and
representations of content (Doolittle 1999).
Doolittle continues, explaining the effectiveness and usefulness of online education in
these recommendations and arguing for the benefit of the technology. For example, he
claims that online education (he does not distinguish online education and e-learning
and in my opinion, the latter would here be a more suited practical context) gives a
multitude of relevant activities, environments and settings for students to experiment
within or work on. A subtle point here is that computers really could not give realworld environments, but offer simulations of some sort. Also, there are fruitful
analogies to be drawn between interacting in MicroWorlds and practical, everyday
activities (Noss and Hoyles 1996, p.105)
Taking, as an example, the batteries episode, from (Cobb 2002, Appendix), where
students use a statistics minitool for reasoning about the lifespan of batteries, we see
that an educational situation has a context relevant to the learners, students become
engaged in social interaction and the teacher in this episode serve as a guide and
discussion facilitator.
E-learning changes education, and changes already reported are teachers’ raised
expectations of pupils, a more student-centered pedagogy with small-group and
independent student work and greater willingness for teachers to experiment (as
summarized in (Jarrett 1998)). This could be taken to mean that the incorporation of
e-learning in schools leads to a constructivist pedagogy. Indeed, this was also one of
Papert’s hopes for future education.
E-learning comes equipped with new experiential realities to ponder, and therefore,
new ways for students to construct knowledge. Different computer software,
computer activities and graphic calculators give students new ways of perceiving
mathematics. Software like Cabri Geometry5 has often been called cognitive tools, as
they give students direct access to mathematics. However, the relation to what many
may think of as real mathematics may be changing because of the introduction of new
technology:
5
http://education.ti.com/us/product/software/cabri/features/features.html
6
7. Focusing on technology draws attention to epistemology: for new technologies – all
technologies – inevitably alter how knowledge is constructed and what it means to
any individual. This is as true for the computer as it is for the pencil, but the newness
of the computer forces our recognition of the fact. There is no such thing as
unmediated description: knowledge acquired through new tools is new knowledge,
MicroworldMathematics is new mathematics. (Noss and Hoyles 1996, p.106)
For example, it is not always clear what are the connections between
LOGOmathematics and traditional school mathematics. Students in a LOGO
MicroWorld, given a series of tasks may produce and construct a lot of mathematics,
but it can take on different shapes and formulations than traditional textbooks provide.
E-learning from a social perspective
It is not easy to give a coherent summary of a social theory for learning. Consider
Wenger’s four principles for a social theory of learning:
1. We are all social creatures, and this is a central aspect to learning
2. Knowing means competence in a variety of appreciated domains
3. Knowing is connected to participating and active engagement
4. Learning should produce meanings, the possibility to perceive the world as
meaningful (Wenger 1998)
Influences on e-learning and teaching
When interpreting students’ mathematical meaning-making, adopting a socio-cultural
perspective will force us into considering the role of the computer as a cultural
artifact. Computers, technology, e-learning, ICT, online education, M-learning
(mobile learning), they are all an increasing part of society and culture, and students
may be motivated for e-learning because of the way knowing is connected to
participating and belonging to a community of practice or microculture. Also having
competence in appreciated domains is important, according to Wenger’s second tenet,
and the way technology has grown into the world gives us good reason to consider
matters like these.
Meanings taken-as-shared has a different impact within the scope of e-learning,
considering meanings can be shared among a wider audience geographically and
developmental-wise, compared to what an institutional setting would do.
Considering that participating (and belonging) is an aspect of learning from a social
perspective we also should consider gender issues, and building of an identity. Also,
the (increasing) presence of computers in schools has transformed what is
mathematical knowledge, and perhaps will cultural changes due to e.learning
transform traditional teaching and learning as we know it even further:
I believe that the computer presence will enable us to so modify the learning
environment outside the classroom that much if not all the knowledge schools
presently try to teach with such pain and expense and such limited success will be
learnt as the child learns to talk painlessly, successfully and without organized
instruction. (Papert 1980, p.8)
Regarding enculturation into a community of practice, the ways e-learning enters the
arena may influence students’ degree of belonging to such a community. For instance,
instrumented knowledge, say, the windowing scheme example given earlier, can
7
8. perhaps be compared to and e-learning version of street mathematics, and may not
gain the same status as what is considered school mathematics.
The community does not have to be that of a classroom microculture either. Managing
to use mathematics by way of ICT in practice is a much sought skill in many different
job situations. Examples are spread sheets, architectural drawing, managing staff, etc.
Coordinating individual and social theories
We don’t have to choose between social or individual theories of learning. Adopting a
social point of view in research, does not mean denial of individuals’ constructions. In
the same vein, adopting an individualist point of view does not mean the denial of
social interaction and cultural influence. Social interaction is one of the ways of
gaining experiential material for individual construction, and we also see there the
blurred distinction between radical constructivism and social constructivism.
The dispute between the two perspectives considered here, can probably best be seen
in the Steffe/Lermann debate, with the statement:
I will suggest that it does not do justice to the implications of cultural psychology,
indeed that it cannot do so; that the assumption of complementarity leads to
incoherence; and as a consequence, that mathematics education would benefit from
abandoning constructivism as a view of how people learn. (Lerman 1996, p.133)
According to (Cobb 1994), what is meant by bringing theories together, is that in
interpreting educational situations, sometimes it is fruitful to let the cultural-historical
setting play the background of the situation and the individual constructions be the
focus of the situation. In other situations, the opposite might be the most illuminating
way of considering the situation:
The discussion of Rogoff’s, von Glaserfeld’s, Saxe’s and Steffe’s work indicates that
sociocultural analyses involve implicit cognitive commitments, and vice versa. It is as
if one perspective constitutes the background against which the other comes to the
fore. (Cobb 1994, p.18)
As an example, consider (Cobb 1994) where Cobb interprets the way the Oksapmin
learn their special way of counting with their body.
The constructivist analysis circumvents this difficulty by stressing that rather than
internalizing a cultural form that appears to be pregiven, the novice reorganizes his or
her own activity. (…) By the same token, the sociocultural perspective complements
the constructivist perspective by emphasizing that the novice trader reorganizes his or
her counting activities while attempting to achieve goals that emerge in the course of
his or her participation in the practice of economic exchange. (ibid)
Looking at e-learning in a similar manner; take the instrumental genesis, this is most
naturally viewed from an individual perspective. An individual constructs his or her
own instrument by interaction with the artifact. Then the focus can be seen as that of a
constructivist, the process of learning mathematics is one that takes place alongside
and after the student’s instrumentation processes. Seen from a socio-cultural
perspective, the instrumental genesis itself, and the learning of mathematics with this
artifact, is a way of becoming a participant in a community of practice.
8
9. My research project
My research project concerns the learning of mathematics through the aid of elearning tools. In particular, the parAbel website6 will be a key data source, and
perhaps other artifacts will be considered. The website will consist of mathematical
activities and games, learning material and possibilities for online collaboration. The
intention is to make the entire curriculum of mathematics (and later on physics and
chemistry) available through the website.
My preliminary main research question is
How can digital tools influence on students’ mathematical learning?
This very wide question immediately spawns a series of sub questions:
•
•
•
How does gender influence CMMK?
How does the timing of incorporation of digital tools into the learning process
influence students’ understanding of mathematical concepts?
How does the instrumental genesis of the digital tools influence students’
understanding of mathematical concepts?
Seeing the websites as a collection of MicroWorlds, this Internet resource could give
a diverse insight into students’ variant webbing processes. On example of a
MicroWorld is one where students alter an angle, drawn on a unit circle, and
simultaneously see changes occurring on a sine or cosine graph. This is in one way a
constructivist approach, seeing the computer mediating mathematical knowledge and
giving the user an experience from which to construct the relationship between angles
and trigonometry. Other ways of interpreting a situation in which a user interacts with
a computer like this, is taking into account the way the users perceives technology.
Are there gender differences in the way the computer is being used for such a
MicroWorld activity? Can one speak of fear of technology in any way? Is the real
mathematics “hidden” within the artifact somewhere? Taking such issues into account
will hopefully give richer tools with which to interpret mathematical learning.
References
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technologies into secondary mathematics teaching. Annual meeting og the
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Artigue, M. (2002). "Learning mathematics in a CAS environment: The genesis of a
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6
See http://www.parabel.no, for information and samples. The resource is provided by the Agder
University College, Department of Technology.
9
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