1. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 1 1. Overview of part 2 (1/2) Theory (lecture about e-learning) and practice (introducing exercises) Contents of the introductory lecture –Pedagogical points related to e-learning –Effect of the approaches on educational software –Introducing our coursework and giving topics to each group concerning it see page 1 in your material

2. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 2 1. Overview of part 2 (2/2) Some terms –E-education –E-learning –Web-based learning –Blended learning From the perspective of an organization e- learning can be looked at by focusing on critical success factors Our framework –(1) content, (2) learning process, and (3) technology Part 2 consists of lectures and introducing our coursework see pages 1-2 in your material

3. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 3 2. Approaches of learning (1/7) Behaviorism, Objectivist way, i. e. objectivism, Cognitive way, i. e. Cognitivism, and Constructivist way, i. e. constructivism Jonassen (1992a) see pages 2-3 in your material

4. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 4 2. Approaches of learning(2/7) Behaviorism –Stimulus->response –In educational software Question->Answer see page 3 in your material

5. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 5 2. Approaches of learning(3/7) Objectivism –Transferring knowledge-a student assimilates what a teacher or software or a website tells –Lectures created by using Windows Encoder are good examples see page 3 in your material

6. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 6 2. Approaches of learning (4/7) Cognitivism –Learners interact with information, interpret it, and build personal knowledge representations see page 3 in your material

7. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 7 2. Approaches of learning (5/7) Constructivism –Compared to cognitivism, constructivism is more concentrated on in which ways these changes in knowledge representations occur see page 4 in your material

8. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 8 2. Approaches of learning (6/7) Two Schools of Constructivism –Social constructivism Important while trying to understand CSCL Cultural and social contexts are important –Cognitive constructivism understanding through many channels: reading, listening, exploring and experiencing his or her environment (Piaget, 1977) see page 4 in your material

9. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 9 2. Approaches of learning (7/7) –Some applications of constructivist learning Problem-based learning Collaborative learning see page 4 in your material

10. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 10 3. Effect of the approaches on educational software (1/3) Behaviorist principles –Teaching machines –Computer-assisted instruction (CAI) –Virtual reality (VR) see pages 4-5 in your material

11. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 11 3. Effect of the approaches on educational software (2/3) Four paradigms by Koschmann (1996): –computer-aided instruction (CAI), –intelligent tutoring Systems (ITS), –Logo-as-Latin, and –computer-supported collaborative learning (CSCL) see pages 5-6 in your material

12. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 12 3. Effect of the approaches on educational software (3/3) Leidner and Järvenpää (1993, 1995) –Hands-on students use: appeared to help the students assimilate information and acquire insights not stated by the instructor –Not requiring hands-on use: students' attention increases in the class sessions –Teaching procedural and exploratory materials computers are more useful in teaching skills rather than in teaching facts and knowledge see page 6 in your material

13. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 13 3.2. IT visions and learning –IT has been used in the same way in education as in enterprises –Automated classrooms computer-aided instruction (CAI)- for example, drill end practice programs –Informate up for example, the use of e-mail –Informate down for example, learning networks, hypermedia simulation technologies and virtual reality –Vision to transform for example, the use of CSCW and CSCL applications see pages 7-8 in your material

14. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 14 3.3. Learning style and e- learning Constructivism Hypertext (hypermedia) Learning style Experimental learning = Action->Experiment see page 8 in your material In the future there will be solutions, which can anticipate students’ learning style

15. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 15 3.4. Approaches of constructivism, situated action, and cognitive flexibility –Effects like disorientation, navigation inefficiency and cognitive overload have multiplied on the web –Trails and guided tours –Situated action and cognitive flexibility see page 9 in your material

16. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 16 4. My own research in the postgraduate studies (1/3) Collaborative hypertext The WWW-based coursework in the basics of informatics Idea of web-based seminar Problem-based learning see pages 10- 12 in your material

17. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 17 4. My own research in the postgraduate studies (Case 1) Collaborative hypertext –discussion phase – authoring phase –annotative phase Toolbook as a tool –http://www.sumtotalsystems.com/toolbook/index. html see page 10 in your material

18. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 18 4. My own research in the postgraduate studies (Case 2) WWW-based coursework in the basics of informatics –a slideshow presentation –coursework of three layers 1) slides themselves 2) links 3) search engines and directories (e. g. Altavista or yahoo) –The students were required to report their findings (learning) concerning three features in the course work see page 11 in your material

19. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 19 4. My own research in the postgraduate studies (Case 3) The Course Knowledge work and its tools Web CT and its presentations feature Working in small groups (3 to 5 students) dealing with one typical knowledge work profession (lawyer, teacher, etc.) Presentations were put in each group’s separate workspace on the web Other groups commented on the outcomes Control groups to compare the value see pages 11 and 12 in your material

20. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 20 4. My own research in the postgraduate studies (Case 4) The Course Information resources management Problem-based learning Self-defined problems from our lecture hand-out Searching for web sites which may give clarify these problems and reporting based on that Optima e-learning platform and its presentations feature Presentations were put in each group’s separate workspace on the web Other groups commented on the outcomes Control groups to compare the value see page 12 in your material

21. Lecture part 2. Approaches for e-learning-Updated January 11, 2007 21 5. Exercise Selecting other group members Selecting your groups’ topic Searching on the web to find brilliant web sites dealing with your topic Composing PowerPoint slides about your topic Making video with narration Uploading video into the web server In the Blackboard (or Optima) workspace creating the link to your stuff on the web server see pages 13- 16 in your material