Interactive Web-based Resources

A Synopsis of:

Practicing What We Teach: how learning theory can guide development of online educational activities

David T. Schaller and Steven Allison-Bunnell, Eduweb

EdWeb Site

“Our mission is to create exciting and effective learning experiences that hit the sweet spot where

learning theory, digital media, and fun meet.“

Article Summary

Explores 3 Learning Theories as direction for developing web-based interactive resources.

– Kolb: Experiential Leaning Theory

– Gardner: Entry Points for Multiple Styles

– Egan: Theory of

Developmental Phases

Interactivity

• Two-way communication

– Between real people or recorded narrative

• Decision Making

– Create their own path, experience consequence

• “Doing” instead of “Seeing”

– Manipulate and construct

“Educational” Web Site

• Learning Goals or Outcomes

• Focused Subject Domain

• Scaffolding and Guidance

Experiential Leaning Theory

• David Kolb, 1970s

• Experience in the learning process

• Inspired by Dewey and Piaget

• Dimensions of learning

– Perception

– Processing

Dimensions of Learning

• Perception

– Ranges from concrete experience to abstract conceptualization

• Processing

– Ranges from active experimentation to reflective observation

• Four-quadrant Model

Four-quadrant Model

Kolb's model of learning styles. Adapted from Kolb et al. 1999.

Engaging Learning Styles

• Internet Resources: Great for Assimilating Learners who collect information

• What about Accommodating Learners preferring social interaction?

• What about Divergent Learners needing brainstorming and feedback?

Artist’s Toolkit

• Developed by EduWeb, The Minneapolis Institute of Art, and the Walker Arts Center

• Offers 4 ways to explore topic of art and possibly address multiple quadrants or styles

1. Watch

2. Find

3. Create

4. Study

Watch

Designed for k-5

Find

Designed for k-5

Create

Designed for k-5

Study

Designed for older students and teachers

What About You? Your Students?

• Accommodating

– Hands-on and experimental

• Diverging

– Seeing the BIG picture

• Converging

– Detailed problem solver

• Assimilating

– Analytical and logical

Activity Connections

• Role-Play for accommodating learners

• Simulations for assimilating and converging learners

• Puzzle/Mystery for assimilating and converging learners

• Creative Production for divergent learners

“As developers, recognizing the strengths of each activity type and the learners it appeals to most strongly helps us avoid building activities that appeal merely to our own learning styles.”

Entry Points

• Addressing multiple styles in one activity

• Howard Gardner’s Multiple Intelligences

Howard Gardner's Entry Points for multiple intelligences (Gardner 1999).

Developmental Phases

* While the first three phases occur fairly naturally in human development, the latter two require substantial guidance and support for an individual to achieve.

Table 4. Egan's theory of developmental phases in learning style (Egan 1998).

• Kieran Egan assumed student knowledge

A Place to Start

• Learning Theory as a starting point allows the teachers to develop media without the feedback available from student in the classroom.

• Be open to various theories that apply to the situation.

• Focus on learning goals, addressing multiple styles, and scaffolding learning.

References

Schaller, D. T. & Allison-Bunnell, S., (2003). Practicing what we teach: How learning theory can guide development of online educational activities. Achives and Museum Informatics. Presented at Museums & the Web 2003 conference. Retrieved February 16, 2007 from http://www.eduweb.com/practice_teach_full.html

This paper was originally published by Achives and Museum Informatics in the proceedings of the Museums & the Web 2003 conference. © 2003 Archives and Museum Informatics.

Egan, K. (1998). The Educated Mind: How cognitive tools shape our understanding. Chicago: University of Chicago Press.

Gardner, H., (1999). The Disciplined Mind. New York: Penguin Books.

Kolb, D. A., R. E. Boyatzis, and C. Mainemelis. (1999). Experiential learning theory: Previous research and new directions. In R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on Cognitive, Learning, and Thinking styles. NJ: Lawrence Erlbaum, 2000.