1. Lecture. Approaches for e-learning-Updated February 23, 2007 1 1. Overview of course (1/2) Theory (introductory lecture) and practice (exercise) Contents of the introductory lecture –Pedagogical points related to e-learning –Effect of the approaches on educational software –Some design issues –Introducing our exercise and giving topics to each group see page 1 in your material

2. Lecture. Approaches for e-learning-Updated February 23, 2007 2 1. Overview of course (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 Module consists of lectures and an exercise. see pages 1-2 in your material

3. Lecture. Approaches for e-learning-Updated February 23, 2007 3 2. Approaches of learning (1/8) 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. Approaches for e-learning-Updated February 23, 2007 4 2. Approaches of learning(2/8) Behaviorism –Stimulus->response –In educational software Question->Answer see page 3 in your material

5. Lecture. Approaches for e-learning-Updated February 23, 2007 5 2. Approaches of learning(3/8) 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. Approaches for e-learning-Updated February 23, 2007 6 2. Approaches of learning (4/8) Cognitivism –Learners interact with information, interpret it, and build personal knowledge representations see page 3 in your material

7. Lecture. Approaches for e-learning-Updated February 23, 2007 7 2. Approaches of learning (5/8) 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. Approaches for e-learning-Updated February 23, 2007 8 2. Approaches of learning (6/8) 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. Approaches for e-learning-Updated February 23, 2007 9 Approaches of learning (7/8) –CASE: E-Learning software OPTIMA –Supports social constructivist learning Based on object-oriented approach –External documents (any file on a computer, link to the Internet) –Internal objects (for example web-editor for creating HTML object) –Other objects (folders, task objects, chat areas, discussion forums) Commenting features can be connected to the almost all types of objects Comments can include attachments see page 4 in your material

10. Lecture. Approaches for e-learning-Updated February 23, 2007 10 2. Approaches of learning (8/8) –Some applications of constructivist learning Problem-based learning Collaborative learning see page 4 in your material

11. Lecture. Approaches for e-learning-Updated February 23, 2007 11 3. Effect of the approaches on educational software (1/3) Behaviorist principles –Teaching machines –Computer-assisted instruction (CAI) –Virtual reality (VR) see page 5 in your material

12. Lecture. Approaches for e-learning-Updated February 23, 2007 12 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 page 6 in your material

13. Lecture. Approaches for e-learning-Updated February 23, 2007 13 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 pages 6-7 in your material

14. Lecture. Approaches for e-learning-Updated February 23, 2007 14 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

15. Lecture. Approaches for e-learning-Updated February 23, 2007 15 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

16. Lecture. Approaches for e-learning-Updated February 23, 2007 16 3.3. Learning style and e-learning Learning style model by Felder and Silverman –sensing learners versus intuitive learners –visual learners versus verbal learners –inductive learners versus deductive learners –active learners versus reflective learners –sequential learners versus global learners E-learning application must be ready for these five types of learners (Sabine Graf-Vienna, Austria)

17. Lecture. Approaches for e-learning-Updated February 23, 2007 17 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

18. Lecture. Approaches for e-learning-Updated February 23, 2007 18 4. Some design issues connected to e-leaning (1/2) –Usability issues associated with e-learning MiLE can be used –Two perspectives –Usability attributes which can be divided into four main classes »Content »Structure of Content »Navigation »Interface & Presentation see pages 9-10 in your material

19. Lecture. Approaches for e-learning-Updated February 23, 2007 19 4. Some design issues connected to e-learning (2/2) Diana-model especially for adult education on the web Cornerstones –Cornerstone A: Creating common ground for the learning on the net –Cornerstone B: Authenticity of the learning on the net –Cornerstone C: Dialogical learning activities on the net –Cornerstone D: Finding new direction for learning and developing competence see page 11 in your material

20. Lecture. Approaches for e-learning-Updated February 23, 2007 20 4. E-learning standards (1/2) SCORM –Sharable Courseware Object Reference Model http://www.rhassociates.com/scorm.htm LOM –Learning Object Metadata –Many developers argue that metadata content is the heart of e-learning http://en.wikipedia.org/wiki/Learning_object_metadata

21. Lecture. Approaches for e-learning-Updated February 23, 2007 21 4. E-learning standards (2/2) Learning object –The basis for these aforementioned approaches –An example (Source: Wikipedia): General Course Descriptive Data –Course identifiers –Language of content (English, Spanish) –Subject area (Maths, Reading, etc.) –Descriptive text –Descriptive keywords Life Cycle –Version –Status Instructional Content –Text –HTML web pages –Images –Sound –Video Glossary of Terms –Terms –Definition –Acronyms Quizzes and Assessments –Questions –Answers Rights –Cost –Copyrights –Restrictions on Use Relationships to Other Courses –Prerequisite courses Educational Level –Grade Level –Age Range –Typical Learning Time –Difficulty

22. Lecture. Approaches for e-learning-Updated February 23, 2007 22 5. 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 11- 14 in your material

23. Lecture. Approaches for e-learning-Updated February 23, 2007 23 5. 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 pages 11- 12 in your material

24. Lecture. Approaches for e-learning-Updated February 23, 2007 24 5. 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 12 in your material

25. Lecture. Approaches for e-learning-Updated February 23, 2007 25 5. 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 12-14 in your material

26. Lecture. Approaches for e-learning-Updated February 23, 2007 26 5. 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 14 in your material

27. Lecture. Approaches for e-learning-Updated February 23, 2007 27 6. Exercises Hands-on exercises about Windows Media Encoder and Optima e-learning environment (Monday afternoon) Coursework –Selecting other group members (Monday afternoon) –Selecting your groups’ topic-inform Pekka about that (Monday afternoon) –Searching on the web to find brilliant web sites dealing with your topic (Tuesday) –Composing PowerPoint slides about your topic (Tuesday) –Making video with narration (Tuesday) –Uploading video into the web server (Tuesday) –In the Optima workspace creating the link to your stuff on the web server (Tuesday) see pages 14- 15 and appendices in your material