Presentation on theme: "Web-based learning Jim Cambridge April 2002. Educational technology is not to be confused with electronic gadgetry Essentially, it is a rational, problem-solving."— Presentation transcript:
Web-based learning Jim Cambridge April 2002
Educational technology is not to be confused with electronic gadgetry Essentially, it is a rational, problem-solving approach to education, a way of thinking sceptically and systematically about learning and teaching –(Rowntree 1982: 1).
Technology in education and technology of education. Educational technology is composed of at least two over- lapping subsets; technology in education and technology of education. The tools-technology, sometimes known as the hardware approach to educational technology, but more commonly known under the title audiovisual aids or instructional media, may be thought of as technology in education. Whereas, the educational application of knowledge from the behavioural sciences, such as psychology, forms the basis of a technology of education. –(Spencer 1991: 11).
Components of Educational Technology Methods of learning: cognitive psychology, learning styles, interaction analysis, gaming/simulation, communication theory, linguistics, textual communications, artificial intelligence, information processing. Objectives for learners: systems theory, epistemology, politics, philosophy, sociology. Evaluation of teaching and learning: cost- benefit/effectiveness analysis, economics, attitude and opinion research, social psychology, teacher evaluation, content analysis, measurement of learning, psychological measurement, psychology, mathematics and statistics, computing. Environments: group dynamics, logistics, individualised learning, anthropology. Media for learning: design, graphics, electronics, engineering, production techniques. –Components of Educational Technology: Elements of a concept map (Spencer 1991, based on Hawkridge 1981)
Skills for web-based teaching What skills for web-based teaching do colleagues already have - and how can they be developed? –Word processing: Conversion of MS Word files to Power Point slide shows –Personal web pages: Conversion of MS Word files to HTML files (web pages) – Communications with students as individuals and in groups.
Skills for web-based teaching: Power Point technology in education –How are Power Point slides created? –How can content (text, graphics) be formatted in a Power Point slide? technology of education –How does teacher sequence material? –How can learner navigate through lesson? –Each slide has a limited capacity for text/graphics. –How does teacher edit information into small chunks?
Skills for web-based teaching: Personal web page technology in education –How are HTML files created? –How are hyperlinks created? –How are PDF files created? technology of education –Teaching notes or materials with interactive content? –How does learner navigate within and between files? –How can teacher encourage interaction between learner and lesson? –How can teacher ask questions and give feedback to learner?
Skills for web-based teaching: technology in education –How to send s to individuals and groups? –How to send attachment and URLs in messages? –How to create group discussions by ? technology of education –How to manage student induction online? –How can CMC novices be supported online? –How can lurkers be managed online? –How can CMC participation be boosted? –How can learners with disabilities be assisted?
Model for teaching and learning online through Computer-mediated Conferencing (after Salmon 2000) Activities –1 Access and motivation –2 Online socialisation –3 Information exchange –4 Knowledge construction –5 Development Skills required –Technical skills to be developed by learner –E-moderating skills to be developed by the teacher
CMC1: Access and motivation Technical skills to be developed by learner –Setting up system and accessing E-moderating skills to be developed by the teacher –Welcoming and encouraging
CMC2: Online socialisation Technical skills to be developed by learner –Sending and receiving messages E-moderating skills to be developed by the teacher –Familiarising and providing bridges between cultural, social and learning environments
CMC3: Information exchange Technical skills to be developed by learner –Searching, personalising software E-moderating skills to be developed by the teacher –Facilitating tasks and supporting use of learning materials
CMC4: Knowledge construction Technical skills to be developed by learner –Conferencing E-moderating skills to be developed by the teacher –Facilitating processes
CMC5: Development Technical skills to be developed by learner –Providing links outside closed conferences E-moderating skills to be developed by the teacher –Supporting, responding
Conclusion Lets concentrate on the message - not on the messenger!