1. Part1 1.Learning still learn from experience when online Shirley Alexander & David Boud University of Technology,Australia Reference: Stephenson, J. (2001). Teaching & learning online: Pedagogies for new technologies. John Stephenson (Ed.). London :Kogan Page. http://www.iclml.mdx.ac.uk/ Reporter: 張謙楣 Report Date:2003/12/8

2. Editor’s introduction Information & communication technology (ICT) leads to “revolution in learning.” Unreflective way: Online learning as substitutes for teaching and textbook or conveyor of information More productive approach: Regard online learning as an example of learning from experience using a new medium and access to new resources.

3. The use of ICT in learning ICT eliminates the limitations of time and space. ICT makes some activities possible, but it does not change the fundamental processes of human learning. 探討方向： 1.How we learn from complex experience 2.How the use of information technologies in universities benefits student learning

4. Opportunities for online learning 早期將 Internet 應用於教學的方式，大 多是把既有的教學內容和練習自動化， 本質上只是將內容再製於網路上，並無 多大的學習效果，而且浪費時間和成本。

5. E-lectures Lecture : (Ramsden,1992) An expert tells groups of students what they should know. –Technique to break down this one-way method: buzz-groups –Lectures can stimulate and motivate students. E-lecture : (Harasim et al,1995) A way of providing a crucial concept or technique that students need to apply to a problem or discussion. –Experts from the globe can contribute to a class. –The over-emphasis of knowledge transmission characteristic of the conventional lecture-based courses is often reproduced in new media.

6. Learning from experience Learning from experience is not a special activity. 5 propositions about learning from experience in the non-digitized world: (Boud,Cohen and Walker,1993) –Experience is the foundation of,and the stimulus for,learning. –Learners actively construct their own experience. –Learning is a holistic process. –Learning is socially and culturally constructed. –Learning is influenced by the socio-emotional context in which it occurs.

7. Realizing the potential of interactivity See Internet not as a tool primarily for the dissemination of content,but as one to facilitate communication between students and between students and their teachers. Students actively construct and reconstruct their ideas and experience through reflection and interaction with peers.

8. Computer conferencing Class conference : (Hiltz,1995) An exchange of ideas and information. Computing conferencing : (Harasim et al,1995) Software facilities can be built into the computer to allow groups to coordinate and organize the material in a manner appropriate to their communication objective. Ex:online discussion,online debate,role-play/simulation.

9. Key features of online learning which enhance learning from experience : Establishment of a climate for learning that values the learner Active engagement with problems and challenges Interactivity and responsiveness Simulation of rich environments Peer discussion

10. Online debates Online debate : Students typically from groups of six,half of whom take the affirmative,and the other half the negative side of a debate. The design features of an online debate to afford learning from experience : –The individual’s group has been assigned. –The side which is at odds with learners’ own perspective –Group work : sharing of individual perspectives –Preparation of a group’s opening statements –Reading the opposing group’s arguments –Posting of statements of rebuttal

11. Role-plays and simulations Students work alone or in groups to assume the role of a person who is significant in the particular situation. The design features of an role-play/simulation to afford learning from experience : –Authentic –Learners collect information to construct an individual perspective on the role they are playing. –Learners act out their role and receive feedback. –Learners reflect on their goal.

12. Example :the Middle East politics simulation (Vincent,Shepherd,Alexander,McKenzie,1998) The power of role-play and simulation translates to the online medium: –Involvement students from different countries –The simulation can take place at times. –The text-based nature of the simulation provides a high degree of anonymity for students. Role-plays and simulations(cont.)

13. Conclusions Learning from experience when online The irony : V.S. An experience without feedback and reflection is a somewhat empty experience. What the teacher needs to do to maximize students’ learning from experience. What students do ( learning-centred / student-centred learning )