Pedagogical  aspects  of  learning  technologies  -­‐  examples  

Lecture  for  KAK6003  

Kai  Pata  

Linking  learning  theories  with  learning  technology  

•  Oliver´s  framework:  –  Individual  –  Where  the  individual  is  the  focus  of  learning.  –  Social  –  learning  is  explained  through  interacHon  with  others  (such  as  a  tutor  or  fellow  students),  through  discourse  and  collaboraHon  and  the  wider  social  context  within  which  the  learning  takes  place.  

–  ReflecHon  –  Where  conscious  reflecHon  on  experience  is  the  basis  by  which  experience  is  transformed  into  learning.  

–  Non-­‐reflecHon  –  Where  learning  is  explained  with  reference  to  processes  such  as  condiHoning,  preconscious  learning,  skills  learning  and  memorisaHon  (Jarvis,  Holford,  &  Griffin,  1998).  

–  InformaHon  –  Where  an  external  body  of  informaHon  such  as  text,  artefacts  and  bodies  of  knowledge  form  the  basis  of  experience  and  the  raw  material  for  learning.  

–  Experience  –  Where  learning  arises  through  direct  experience,  acHvity  and  pracHcal  applicaHon.  

Linking  learning  theories  with  learning  technology  

Oliver´s framework: The representation emphasises the relationships between the ends of the spectrum in the form of an octahedron:

• Individual – Social. • Reflection – Non-reflection. • Information – Experience.

The representation is useful in terms of helping to identify learning pathways

Linking  learning  theories  with  learning  technology  

Linking  learning  theories  with  learning  technology  

Linking  learning  theories  with  learning  technology  

Linking  learning  theories  with  learning  technology  

Task  •  Form  a  list  of  acHviHes  what  are  present  in  one  of  your  invesHgated  learning  technology  

•  Evaluate  acHviHes  in  the  3  dimensions:  –  Individual  –  Social  –  ReflecHon  –  Non-­‐reflecHon  –  InformaHon  –  Experience  

•  Decide  what  learning  theories  might  be  supported  by  this  learning  technology  

•  What  metafors  may  apply  to  these  learning  technologies  –  for  what  you  would  use  the  learning  environment?  

Drill  programs  

•  Chemistry  equaHons  

Show answer!

Check answer!

3 x Show answer => new problem

New task

Results: solved/correct

Drill  programs  • Math 1 • Math 2

Choose activity and numbers

Check answer

Timer

correct/wrong answers

Interactivity Competition Feedback

Drill  programs  Language learning

Check answer

Choose topic

Feedback Test

Drill  programs  Music

Sounds -feedback from program

Drill  programs  Find correct!

Feedback

Trials and error method

Punishing system

Game elements

Phases: drilling and testing knowledge

Biology

Behavioural  elements  in  computer  games  

•  System  of  tokens  in  computergames  serves  as  the  rewarding  element.  

•  Rewards  and  tokens  are  the  source  of  extrincic  moHvaHon.  

•  When  behaviour  is  condiHoned  with  tokens  the  behaviour  itself  becomes  pleasant  and  can  turn  into  the  source  of  intrincic  moHvaHon  to  play  the  game.  

Behavioural  elements  in  computer  games  

Gaining  experience  to  proceed  in  levels  

Gaining  points  to  earn  money  to  buy  new  weapons  

Warrock  

Behavioural  elements  in  computer  games  

Decisions  give  resourse-­‐  or  environment  points  and  you  can  make  the  environment  be`er.    

When  your  health  points  decrease  you  can  see  that  the  environmental  condiHons  get  worse.    

www.honoloko.com  

ApplicaHons  of  “informaHon  processing”  metaphor  

•  h`p://mudelid.5dvision.ee/  

Co-lab

Rock  Cycle  game  

Software http://edu.technion.ac.il/Faculty/Faculty.asp?FM=Yaelk

Inquiry  learning  applicaHons  h`p://bio.edu.ee/  

BGUILE http://www.letus.org/bguile/

“Young  ScienHst”  

h`p://bio.edu.ee/noor/  

Home water-usage simulaator

http://www.emlab.uow.edu.au/ Lake Illuka

PDA for taking water-proofs

Algae simulator

Investigating highly polluted river

Nardoo  river  

http://learningteam.org/htmls/nardoo.html

ConstrucHvist  learning  systems  •  Concept-­‐mapping  elements  Gliffy  h`p://gliffy.com/  

•  Brainstorming  tools  

Joint  construcHon  

Belvedere  h`p://lilt.ics.hawaii.edu/belvedere/  

CSILE  environment  

Environment  for  knowledge  building  in  communiHes  

Fle3 DEMO h`p://fle3.uiah.fi/demo/  

Synergy DEMO http://bscl.fit.fraunhofer.de/pub2/bscl.cgi/0/4

demo/demo

CollaboraHve  learning  environments  

PossibiliHes  for  ubiquitous  learning  

(Pa`en  et  al.,  2006)  

PossibiliHes  for  ubiquitous  learning  

(Pa`en  et  al.,  2006)  

WISE  

http://wise.berkeley.edu kai pata2 tihane

CollaboraHve  inquiry  learning  environment  

Self-­‐directed  learning  at  the  course  

MOOC:  ConnecHvism  course  example  

Hybrid    course  ecosystem  

Pata,  2010