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![Complexity 1
learning systems [S⇔M] are content specific
• reading and writing
• foreign languages
• chemistry
• statistics
• surgery
• music writing
• mathematics
algebra
geometry
M
social
material
symbolic
...
Being specific
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG
4](https://image.slidesharecdn.com/balacheffist2000-131203084139-phpapp02/85/Teaching-an-emergent-property-of-learning-environments-IST-2000-4-320.jpg)
Uploaded byNicolas Balacheff
Teaching, an emergent property of learning environments - IST 2000
The document discusses the complexities of designing effective e-learning environments, highlighting the tensions between learner-centered design and the diverse constraints of content-specific knowledge domains. It emphasizes the need for guidance and support for both learners and teachers in these interactive systems, as the future of education is envisioned as a partnership between humans and knowledge holders. The document advocates for lifelong learners to take ownership of their learning spaces and interactions.
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Teaching, an emergent property of learning environments - IST 2000
- 1. Teaching, an emergent propertyof eLearning environments Nicolas.Balacheff@imag.fr CNRS, France Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 1
- 2. Looking ahead towhat we did • learner centered design – but… the needs of the to-be-learned objects, which are under learnability and teachability constraints, is forgotten • design richer environments – but... the richer the environment the more complex the learning experience, the more guidance is needed • domain independant design – but... any knowledge domain as its own epistemological characteristics Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 2
- 3. Knowing as acapacity of facing situations, carrying tasks, solving problems under certain constraints... M action S M subject feedback milieu constraints Optimal learning situations to be organised, under epistemological and time constraints Laboratoire Leibniz - IMAG / CNRS-UJF-INPG Control of the distance between the learning system and the refered "reality" 3
- 4. Complexity 1 learning systems[S⇔M] are content specific • reading and writing • foreign languages • chemistry • statistics • surgery • music writing • mathematics algebra geometry M social material symbolic ... Being specific Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 4
- 5. Complexity 2 the accelerationof the knowledge life cycle Learners needs Society needs Content to be learned abilities flexible Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 5
- 6. Complexity 3 Individuals aremore than learning systems at any time, a relationship should be possible between the learner and a knowledgeable other. Teachers and trainers are users of systems as well as learners, hence they may need as much support in order to cooperate efficiently with artificial agents hybrid Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 6
- 7. Complexity 3 Individuals aremore than learning systems at any time, a relationship should be possible between the learner and a knowledgeable other. Teachers and trainers are users of systems as well as learners, hence they may need as much support in order to cooperate efficiently with artificial agents Quic kT ime™ et un déc ompresseur Cinepak sont requis pour visualiser c ette image. hybrid Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 7
- 8. Look back toeLearning future Human-system partnership Two types of users : learners and knowledge holders teachers, trainers any expert... Emergence Educating is not the function of one well defined entity, but the product of a web of interactions Ownership of the learning space Life long learners will be creators of their learning space, of its content, of its organization, as well as of its presentation Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 8
Editor's Notes
- #2 The trend of research in educational technology, during the last decade, has been to focus on learners and learning. The evolution of the ideas could be sketched in the following way : the initial paradigm was to design Intelligent Tutoring Systems (ITS) as autonomous machines with strong instructional functionalities and some sort of modelling of learners' needs and cognitive characteristics, a second paradigm has been the development of learning environments (eg microworlds) opening to the learner a real space for the exploration and the construction of knowledge. The former has not led to clear success, the later has evidenced serious difficulties (well documented by the Logo literature) and the need to complement the environment by teachers input and guidance. The lesson then, is that if teaching reduced to instruction is not the more successful avenue, the absence of teaching features in a learning environment does not guaranty either the quality of the learning output. What are the lessons ? Clearly the need to search for a new paradigm which could ensure a better equilibrium between learning and teaching, between human and machines. The common interest of Europe and the US, either in general education or professional training (lifelong learning), to overcome educational difficulties especially in science, mathematics and language learning, together with their common recognition of the potentialities of educational technology, should lead to a fruitful synergy in this area.
- #3 The reasons why the learner, either a child or an adult, needs "teaching inputs" are very often hidden as a result of the strength of the emphasis on the constructivist principles of design of learning environments. These needs are especially important with modern environments which are largely distributed and provide a potential access to a huge range of knowledge and information. These reasons could be sketched by the following questions which acknowledge that the learner has in general a low level of control on the events which are on the edge of the learning process in which he or she is involved—unlike the expert problem-solver: "How to look for something you don't know? " "How to know that you have found what you looked for? " "How to know that you have learned?" A last question raises a crucial question related to the fact that in many cases learning is related to a willing to get the adequate qualification with respect to a given competence or activity. Indeed, the issue of certification must be considered together with the design of a learning environment, since… "How will others know that you know?" These issues, which call for the involvement of teaching (agents) in the learning environment, are even more essential in the case of complex knowledge (as opposed to basic skills).