e-education: extended teaching and learning spaces

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  • Shaheen and Sharyn: Extended learning space still requires the teacher to use instruction and facilitating learning. The process of learningmay change the trust relationships within the classroom. It also includes discovery learning through acquistion in an interactive environment, application and construction
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  • Group 1
    We agree that kids need the basic skills to solve the problems and do the higher-order thinking. In some cases (imagine that you are in a forest, your GPS equipment is broken... hehe), only basic skills can solve the problem.
    Besides, literacy and numeracy are important to develop your brain.
    However, as the times, the world are all changing, we need to reconsider what are basic skills and methods to teach those skills.
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  • Bhavani, Aminath & John

    First challenge: The teacher must well-versed with all these tools and their specific benefits. For instance, we must know how technology will benefit our students socially and academically.

    1. Social Values: Important to maintain 'internet etiquetteness' by both students and teachers. For example, maintain standards in the use of fb and other social websites.

    2. Academic Values: Filter information they access on the internet so that they are using information that is relevant and useful.
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e-education: extended teaching and learning spaces

  1. 1. A model for e-education: Extended teaching spacesand extended learning spacesby Insung Jung & Colin LatchenEDUC 9701 Reading Presentation
  2. 2. Key PointsAll-embracing term: E-educationReconciling educational philosophies and the teacher-students dichotomyTechnology and extended spaces for teaching andlearningExtended teaching spaceExtended learning spaceReflection and dialogue
  3. 3. All-embracing term: E-educationGarrison (2000) comments on “how educators arechallenged to make sense of seemingly continualadvent of new terminology such asvirtual, open, distributed and distanceeducation, new technologies and new educationaloptions” (p.7)“…., rather than referring to e-learning, m-learning, flexible learning, blended learning or virtuallearning, …use the all-embracing term e-education”(p.7)
  4. 4. Reconciling educationalphilosophies and the teacher-students dichotomy“The advocates of progressive education reason thatlearning should come through experience rather thanacquisition of information and skills by means of drill andpractice” (p.8)Klein, New York City Schools Chancellor, observed thatthere is a series of skills and knowledge that our childrenhave to master; master at the interface where teachingand learning occurs....problem solving, higher-orderthinking, will be necessary for the 21stcentury…(but)….kids who are not fluent readers, they arenot doing higher-order thinking” (p.8)
  5. 5. “At one end of continuum, in many cultures, thetraditional classroom has been teacher dominated”(p.9)“At the other end of continuum lie such ideas as ‘discoverylearning’ and ‘constructivism’, with learning perceived asan active process through which learners construct newideas and concepts based upon their current and pastknowledge” (p.9)Anderson (2003) emphasises the critical role of thevarious form of interaction in learning concurring withdewey’s (1938) theory that individual’s learning is aconsequence of interaction between personal (subjective)interests and experience and social (objective) worlds andVygotsky’s (1978) theory that interaction between people(inter-psychological) and within individual minds (intra-psychological) is fundamental to personal cognitiondevelopment (p.9)
  6. 6. “Stenhouse’s (1975) position that education necessarilycomprises four functions that in practice are interwoven:training, instruction, initiation, and induction” (p.10)“Training and instruction (executive approach), teachersis executor or course manager” (p.10)“Initiation (facilitator approach), teachers encourages andcultivates the personal growth of the learner and helpthem to become familiar with social and academic valuesand norm” (p.10)“Induction (liberationist approach), teachers encourageand enable the learners to make their own connectionsbetween their current knowledge and experience, andnew understandings through question, critique, uses offirst-hand sources, discussion and reflection” (p.10)
  7. 7. Technology and extended spacesfor teaching and learningResearch by Jung (2001), McConnell(2002), and Dede shows that“the successful integration of ICT in education can lead to theprovision of learner centred environments, access tomultimedia-rich learning resources, expanded inter-activity, improved peer and self assessment, and responsivenessto individual needs” (p.10)Anderson (2004) suggests that “by providing increased accessto a vast body of content and human knowledge, diversifiedinteractions between teacher, learner and content, andcurriculum that is learner centred, knowledgecentred, assessment centred and community centred, e-education allows learners to extend their experiential learningspaces” (p.10)“We need to change our notion of teaching and learningenvironments as time and space bound classroom places toflexible, networked and extended virtual spaces” (p.10)
  8. 8. Extension of teaching and learning spaces in e-education
  9. 9. Extended teaching spacesThree possible approaches to teaching: execution, facilitating andliberating (Fenstermacher and Soltis, 2004) can be accommodated inthe concept of the extended teaching spaces (p.11)Execution : teachers’ responsibility to provide the learners withknowledge and skills is still encountered in the extended teachingspaces, yet in more diverse and individualised ways.Facilitation : “self-paced computer-based tutorials can be used toprompt and support the learners, and learning can also befacilitated by interactive ICT tools, such as online helpdesk….provide the all-important sense of whatRourke, Anderson, Garrison and Archer (2011) define as ‘teachingpresence’, cognitive presence’ and ‘social presence’’ (p.11)Liberation: “E-education enables teachers to invite students intothe ever-extending knowledge base, consider new settings andnew problems, and discuss facts and ideas that are provisional andopen to debate” (p.11)
  10. 10. Extended learning spacesJung and Rha (2004) considered “learner-centred, interactive, andexperiental e-learning and proposed that extended learning space wasneeded for three essential learning activities:acquisition, application, and construction” (p.13)Acquisition : “learners can acquire knowledge, information andskills through a vast repository of multimedia resources availableon the Web and elsewhere and through face-to-face or onlineinteraction and collaboration with others” (p.13)Application : “connected to other learners by intranet orinternet, their ideas, knowledge, and findings can travel beyondthe confines of their classroom to learning spaces of other studentsfor resolution, confirmation and application” (p.13)Construction : “…..learners, with or without support from theirteachers, to work independently or in team, create originalideas, products and process, identify trends and predictpossibilities. In working collaboratively in classrooms oronline, they also construct learning communities” (p.13)
  11. 11. Reflection and dialogueDewey (1933) described reflection as “active, careful andpersistent examination of beliefs or purported forms ofknowledge and the grounds supporting these, is central tolearning, both by teachers and students” (p.15)Schön (1983) recommended ‘reflective practice’ as a means ofrefining artistry or craft in specific disciplines and enablingbeginners in these disciplines to recognise consonance betweentheir own practices and those of successful practitioners” (p.15)“Extended teaching and learning spaces can help to support aculture of question posing and reflection by teachers andstudents alike by exposing them to far wider range offacts, experiences, doubts, and conflicting and competing ideasand opinions” (p.15)
  12. 12. “Dialogue in the form of teacher-student andstudent-student interaction tests and negotiatesideas, verifies learning, provides feedback, andconstructs and expands knowledge andunderstanding” (p.15)“The extended teaching and learning spaces makepossible all kinds of dialogues with all kinds ofcounterparts” (p.15)
  13. 13. Conclusion“Technological change forces us to revisit and revise ourconcepts and theoretical foundations of e-education”(p.16)“In developing the model for e-education……attemptedto reconcile and apply theories and best practices by realteachers and provide a simple guide to show busyteachers how ICT can enable their students to acquireknowledge, skills and attitudes throughdiscovery, dialogue and reflection” (p.16)
  14. 14. Discussion1. “…..Problem solving, higher-order thinking, will be necessary for the21st century…(but) let me assure you, kids who don’t understandmaths….kids who are not fluent readers, they’re not doing higher-order thinking”.Do you agree with the statement? Why/why not?2. What do you think your view of extended teaching and learningspaces will have for your teaching?3. How can teachers help learners to become familiar with social andacademic values and norms by using technology?4. Think of your learning in this topic. Do you think it embodies theconcept of extended teaching and learning spaces? Why/why not?

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