What learning theory do you think might be useful for the design of WBLTs, but is not include in the list given in Lesson 2? Please explain your rationale.
Basic propositions of Connectivism: • awareness that learning is a process of connecting various (existing) sources of information, and that learning may reside in non-human repositories • learning the location of sources of information is more important than learning itself • learning is knowledge creation (learning is experiential) • the link between cognition and emotions should be leveraged • learning must have a purpose to the learner • Up-to-date knowledge is key
[http://www.connectivism.ca/about.html]
There are obvious applications of Connectivism to the design of WBLTs. As a learner, I have a network of knowledge available to me. Some of this knowledge is in my mind, most of this knowledge is ‘out there’, accessible to me but not residing within my mind.
WBLTs become those nodes of information that are ‘out there’, that can be connected to a learner’s network and accessed on demand. Though only a fraction the information contained within the WBLT can be retained by the learner in one WBLT experience, the learner has the potential to access it over and over again. The knowledge within the learner increases or evolves upon further experience with the source of information.
It’s the accessibility of the WBLT that make it an important node in the network. There are millions of hard-copy books that are as yet relatively inaccessible, and while they do contain information, the connecting links to these books are weak if a learner is not likely to access them. WBLTs are strong links.
WBLT can provide links not only with non-human repositories of information (database) but with human sources of knowledge: other people. They can be social linking points, linking learners together.
Knowing this, how should I design my WBLT?
• The scope of information in the WBLT should not be limited to itself; it should not be a dead-end in the learner’s network. It should point beyond itself, out into the world, to other sources. • It should link learners to human sources of information. • It should give the learner a chance to create knowledge. • It should lead the learner to learn something meaningful, a skill deemed necessary by the learner. • The information contained in the WBLT should be up-to-date
-acting as a technological analogy, connectivism involves nodes and links, and how they connect and are organized; in the modern age knowledge is present and often only needs to be accessed; connectivism involves accessing knowledge in a network; “know-where” is one term to describe that the emphasis is on locating knowledge; not all connections are the same strength
Web-Based Learning Tools (that demonstrate some aspects of Connectivism):
A MOOC, a learning management system like Moodle, a wiki or blog with multiple contributors, a communal website, and various types of social media platforms, such as Twitter and Facebook, as well as LinkedIn, and curating web-based programs and/or applications such as Scoop.it all are examples of connectivism, where knowledge is segmented within users or discrete, online locations, and accessible through the network of connections. The collective is far more knowledgeable than the individual ever could be, and the connections between different people, and different types of knowledge differ in strength or importance.
These WBLTs listed above allow the various social networks to grow in depth, breadth, and complexity. They allow contributions to be made and connections to be formed organically, with the strength of connections or relationships able to increase or decrease over time. They all allow powerful, authentic and meaningful learning communities to be formed.
DESIGN APPLICATIONS
WBLTs should be designed to allow users to connect, communicate, collaborate and access each other and their knowledge (and/or skills). Learners should be able to access the community's or network's prior knowledge on a specific topic. Connections between people and information may be of varying strengths or levels of importance. The WBLT should be organic, modifiable, and cumulative. Information/knowledge should be quickly and easily accessible through a variety of means.
Characteristics of Cognitive Theory of Multimedia Learning:
-there are two channels whereby information is communicated: auditory and visual; there is a limited capacity in these channels; the learner’s role is to process this information; unnecessary or repetitive information should be removed as it may be distracting; use of text and the amount of information should be targeted and not excessive to enable optimal conditions for learning
Web-Based Learning Tools (that demonstrate some aspects of Cognitive Theory of Multimedia Learning):
The BBC Bitesize Higher English - Macbeth WBLT, complete with textual information, videos on targeted topics and short, multiple choice tests demonstrate parallels to the cognitive theory of multimedia learning. The videos especially are a related example as they are a reasonable length, offer both visuals and sound, have no extraneous text to distract the learner, and as result the information does not overwhelm the reader. Due to the quality of the videos, including the “actors” dressed and playing with their roles, it makes it easy for the learner to connect the concepts to their prior knowledge and retain ideas in their long-term memories. Salman Khan’s tutorial videos, offered to and used by learners around the world through the Khan Academy, take advantage of some of the same basic principles. Visual depictions of a variety of problems, grouped by specific subject and arranged by level of difficulty, are enhanced by narrative instructions, making simple tutorials accessible and effective for all.
DESIGN APPLICATIONS
Information should be appealing to its learners using dual channels, both visually and through sound (with perhaps limited amounts of targeted text). Information provided should be a reasonable length that is concise with key ideas and terms highlighted. Information provided should be able to connect to the learner's prior knowledge to allow retention and storage in long-term memory. Images and sound, when offered simultaneously, will also help in consolidation and storage of specific learning.
Gist: A theory that centers on adult learning. The assumption is that adults are more responsible when it comes to their learning, taking initiative, needing less coaxing and generally being more willing to do the work involved in advancing their knowledge. Knowles believes that for adults, process is more important than content and they must understand why they are required to know what is being taught and how it will impact them either professionally or personally. There is also a need to do more relevant, hands-on, authentic tasks.
Andragogy and WBLT Design: The student-centered, student-controlled nature of WBLT’s instantaneously makes this theory applicable. Self-directed adults can use WBLT’s to move through authentic tasks learning from the process and their successes and mistakes. Adults want to be able to control their learning even more so than younger learners as they are, we assume, more responsible and therefore require less handholding and guidance. Adult-learners, as Knowles contends, approach learning as problem solving, needing to learn by experiencing. Therefore WBLT’s such as simulators are ideal for the adult learner.
Specific Example: As stated above, any simulator or virtual lab geared towards adults is appropriate. The Ministry of Human Resource Development in India has created a virtual lab website (http://www.vlab.co.in/) that houses various science and engineering labs in one place to promote curiosity and experimentation for “students at the undergraduate level, post graduate level as well as to research scholars.” Adult learners can select from a variety of science and engineering disciplines, and then select from those specific experiments or equipment that they would like to work with and conduct their own learning. Once you enter the various labs, there are introductions, lists of specific experiments and helpful information and targets for those attempting to work in the labs. Some of the site is under construction, but once up and running, adult learners with science and engineering interests will be able to really hone in on specifically what they want to learn and then experiment and problem-solve, theorize, reflect and self-assess using these tools.
The elaboration theory explains that learning should take place in a hierarchical fashion, meaning it should start with the simplest terms and proceed to the most difficult concepts.
The first link examines human organ systems, and the hierarchy that exists from cells all the way to complex organ systems. It also examines taxonomy and the kingdoms of life and how we start with the most basic and ascend to the most complex.
The second link is designed for elementary school students, but the WBLT is great because it demonstrates food chains. A student could easily understand how we start with the most basic herbivore and ascend to the most complex carnivore (humans!). It also includes excellent visual graphics to help learners who find pictures useful.
Both WBLT’s highlight examples of the elaboration theory and how learning should occur in a hierarchy. This theory should be used in many WBLT’s because learners always need the foundational knowledge and work their way up to more advanced knowledge. You can only build on knowledge that you have already obtained. The theory also outlines the importance of teaching broader topics first, and then narrowing in on details later. This also allows the user/student to study what interests them the most, and become more engaged in their own learning. Once we learn the basics, we are able to move to higher order knowledge, thinking, and use more conceptual cognitive skills.
This new learning theory can be implemented in many WBLT’s. Connectionism basically states that repeated pairings of a stimulus and response will increase the likelihood of the response occurring again so it eventually becomes a “habit” or “association”. Eventually, a connection is made and the response will become routine. This theory can be applied to learning math and spelling.
Example of WBLT:
Math Baseball: http://www.funbrain.com/math/index.html
In this WBLT, learners are able to solve mathematical equations of various levels of difficulty. Learners start with very basic math, and progress to more challenging and complex problems. You are able to set different types of math questions by changing the level of difficulty. Most learners will start with simple mathematical problems and once they understand the concept, they can then choose a higher level of difficulty.
As the student answers questions correctly, they are rewarded with “hits” and “runs” like the game of baseball, but wrong answers are counted as “outs”. Thus, students are eager to get more answers correct (stimulus) in order to “win” the baseball game, so their likelihood of answering questions correctly will increase (response). Solving mathematical equations becomes habitual because learning math has been paired with playing baseball. Their correct responses are satisfying the goal of solving mathematical equations. Students will eventually become proficient at solving these mathematical equations and will be able to do this in any context. Through constant practice and reward, learners are able to master a specific fundamental concept. Through the simple connection of baseball and math, learners are able to increase their understanding of successfully solving equations.
This theory is based on the demands learning puts on cognitive structures. Learning occurs when performance goes from clumsy with errors to effortless. As the learner has greater practice with the material it can then be handled more efficiently by his/her cognitive structures. Key impact on WBLTs is the need to reduce the load on working memory when designing the instruction. The designer can reduce load on working memory; • Using worked examples • Using goal free problems • Physically integrating many sources of information • Not including unnecessary redundant information • Use auditory and visual prompts for necessary information
It is critical for the designer of any WBLT to take into account the cognitive load of the potential learner or the learning outcomes will not be met. An example of a WBLT which has supports for the demands learning puts on cognitive structures is http://www.make-a-web-site.com/ The design of this WBLT is to teach how to make a web site. (The creator of the WBLT does acknowledge that he receives financial compensation for the products mentioned in the instructions) This WBLT has information which is; • Sequenced to allow the learner to accomplish each step successfully • Has strong visuals • Groups information in small bites only 3-5 pieces of information per arrangement • Uses examples • Includes a video to further support the steps in the process For someone who has no prior experience with website creation this WBLT allows for the learner to complete the process without becoming overwhelmed. This is due to the way in which visuals are utilized, the material is chunked and the sequential nature of the learning.
• Connectivism is a fairly new learning theory that explains that learning does not necessarily have to occur via human experiences, but can occur through networks and digital technologies • Learning can reside within “non-human” appliances, such as computers, and within networks – tapping into these networks can allow for learning, as well as a new learning process • Learning is not one sided in the sense of being consumed or absorbed by someone, but also that it is created and stored by someone; the learning process is more important than the actual knowledge attained • Technologies can allow for learning to take place in non-traditional (i.e. physical classroom setting), but through connections with others online through websites, blogs, electronic correspondence, etc.
Connectivism can be seen as a clear example of a viable learning theory for WBLTs for more than just the obvious fact that this theory places heavy emphasis on online and technology-based learning. Connectivism is also about making connections and creating learning communities where a diversity of opinions, backgrounds, and experiences can be fostered. To me, this is a pragmatic and logical choice – if learning is more important than the actual acquisition of knowledge (as it is according to Connectivism), then a plurality of opinions should be a boon to any learner. The notion that history is written by the victor is outdated; information is readily available to anyone by simply plugging in, logging on, and access the material.
WBLTs are fairly ambiguous when it comes to pinning down a concise definition – it is as the acronym says, a “web-based learning tool.” As such, the concepts and principles behind Connectivism are perfectly paired for web-based learning and the creation and acquisition of web-based learning tools whether they be online blogs, multimedia presentations, technical modules, or even simply Skype conferences or TED talks.
While Connectivism does not wholly meet the needs of the learner in terms of their cognitive or emotional needs (though this will vary depending on the resource or WBLT used), it does foster community and social interaction which is supported by other learning theories such as Social Learning Theory, Social Development Theory, Situated Learning, Experiential Learning, and even Problem Based Learning. The point is that Connectivism exemplifies a possible and viable Instructional Design for learning that is ever present and relevant in our digital age.
A constructivist learning theory in which learners build new knowledge upon pre-existing knowledge and experience. With the discovery learning theory, learners experience learning independantly through inquiry. They engage in problem solving and draw on their own personal experiences to learn new content. Learners are actively engaged in learning which allows them freedom and autonomy to guide their own learning experiences. This allows for a customized learning experience for each learner thus encompassing the students’ academic abilities. Students interact with the content through manipulatives, simulations or other problem-based learning experiences.
Many elements of this theory can be applied to designing WBLT’s. Some of these include: encourage active engagement, promote motivation, and develop creativity and problem-solving skills. WBLT which include simulations to allow the learners to experience simulations in order to help them learn the material, illustrate how discovery learning is put into practice.
Bruner’s key principles of constructivist learning theory (http://www.instructionaldesign.org/theories/constructivist.html) include: • Instruction of new material should focus on the student’s experiences in order to promote motivation to learn • Learning opportunities must be structured so that students are able to grasp new concepts • Students should be given opportunities to build upon and expand on their knowledge beyond the information they are given
WBLT’s that include interactive, online simulations of specific subject matter (such as Gizmos ) provide students a learning platform that encompasses the basic principles of discovery learning. Here, students can work independently through the material at their own pace (review as needed or continue when mastery has been achieved), engage and interact with the content, discover new concepts and guide their own learning experience. I think it is important to note that WBLT’s that are designed to include simulations, should incorporate an element of feedback in order to promote student motivation.
Discovery learning is based on the premise that it is best for learners to discover facts and relationships for themselves. Discovery learning allows learners to be: • actively engaged • motivated • responsible & independent • creative and work on their problem solving skills
Working through a WBLT, allows students to use guided discovery, problem-based learning and simulation-based learning. Learners have to be actively engaged in the WBLT for learning to occur. The WBLT allows students to be autonomous and independent, and fosters the development of creativity and problem solving skills. A good WBLT also tailors the learning experience to one that the student needs.
For example, in the cell phone WBLT above, students must be actively engaged, as they are designing a cell phone that a senior citizen can use. They must read what the requirements of a phone that is easy for seniors to use are, and design their phone based on that. Problem solving skills are practiced as the phone design may need some work after the first round of sales numbers comes through. The student is very motivated to develop a phone that will make money for the investor. The learning experience is tailored to the learner as each person could have a different phone design, which means that the outcome could be different and the WBLT has to be able to allow for this.
All WBLTs contain, to various extents, elements of Discovery Learning. The idea of a WBLT is that students work independently through an online simulation to discover relationships for themselves and guide their own learning.
Cognitive Theory of Multimedia Learning (Mayer) Posted by Adrian
Briefly, Mayer posited that learning is more effective using multi-media when both audio and visual components are present and when multimedia design is rooted in human brain physiology. Three assumptions in this theory are that one, there are two inlets for processing information, the auditory and the visual. This is referred to as Dual-Coding Theory. Two, both the auditory and visual processes have a finite capacity, and three, learning is “an active process of filtering, selecting, and integrating information” based on what is already known (http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html). As information is received and processed by the brain, students make sense of information, and store it as memory, either as short-term, called sensory, as working, which is referred to as “schema”, and long-term, which is where all that is learned resides. The brain organizes the stimuli in the form of multimedia information to produce “logical mental constructs”, or representations. A blend of verbal and pictorial stimuli in the realm of multimedia must be integrated with prior knowledge, and new and relevant information, according to the theory.
WBLTs that fit nicely within the scope of this learning theory are those that include text and audio, plus pictorials, which could be animations. Any WBLT which allows for easy replay (to commit the information or experience to memory) would also support this learning theory. In addition to the presentation material, the WBLT should have content (some sort of learning), to provide the new and relevant information, and to support the multimedia experience. The following are WBLTs that enshrine the Cognitive Theory of Multimedia Learning as espoused by Mayer: Brainpop, oame.on.ca/CLIPS/
Simulation-based learning theory falls under the constructivist learning model umbrella. This type of learning provides learners with the experience of working on real-life issues/situations in a simplified simulated environment. The advantage of simulation-based learning is that it serves to provide learning to both novice and expert learners in a simulated environment that represents real-life but with the ability to remove or omit variables that may not be relevant to the task at hand. It also allows for the following:
- Skills enhancement through repetitive practice - Working in a safe controlled environment - Active individualized learning - Contextualized learning - Ability to work at different levels of difficulty - Real-life situations
Simulation web-based learning tools are often used in education. There are many types of interactive web-based tools that are used in all levels of education. An example of a web-based learning tool that is used between K-12 is Science Kids. What’s interesting about this particular web-based tool is that it allows students to participate in online hands-on experiments. In upper education levels such as postsecondary and graduate studies, web-based tools are often used in the medical and aeronautics field. See the following tools; http://www.eskeletons.org/, http://moon.ouhsc.edu/kfung/JTY1/hemelearn/Command/HP-Welcome-M.htm, http://www.gefs-online.com/
In addition to the above tools, there are many simulated web-based learning tools that are incorporated in online video games such as Xbox and PS4.
Multiple Intelligences – Howard Gardner - Learners understand information differently depending on how the material is presented - Howard Gardner purposes that seven ‘intelligences’ provide learners different opportunities to learn new concepts
1. Visual Spatial – diagrams and drawings to learn new material 2. Linguistic – use spoken and written words 3. Body-Kinesthetic – use physical movement to complete and activity 4. Musical-Rhythmic – use music or rhythm to learn and remember new concepts 5. Interpersonal - learn best by interacting and discussing new concepts with other people 6. Intrapersonal – prefer to learn own their own through reading or other independent activities 7. Logical-Mathematical - enjoys using numbers to figure out problems, often enjoys solving puzzles and asking questions
- WBLTs are interactive learning tools to support learners in understanding new concepts - Keeping Gardner’s theory in mind when developing a new WBLT can give more learners the opportunity to gain new knowledge and implement new concepts - Including closed captioning in the design of the WBLT would allow the Linguistic learner to read the words - Including a model or drawing with labels would allow the Visual Spatial learner to grasp new material - WBLTs allows for those Intrapersonal learners to learn at their own pace and explore the concepts in their own way - Including music in the WBLT can create a pleasant learning experience, but including songs with the new concepts can support Musical learners remember and better understand the new information - WBLTs that allow the learners to move, build and create structures (similar to the Energy Skate Park) engages the learner and allows them to explore the WBLT through a type of movement that could help them better understand the concept - Math based WBLTs would include problems with numbers that would reach out to those Logical – Mathematical learners, but if the WBLT is not mathematical, perhaps include a puzzle to engage these learners
This theory states that learning occurs through ones own exploration and discovery of information. Students are actively engaged in the learning process and are called to independently work through problems, identify and test possible solutions and to continually self-assess their work. While this can be a tedious process, students are able to ask their own questions and form their own answers. This type of learning allows for lessons to be tailored to student interest and to encourage students to take risks though inquiry-based exploration.
Application to the design of WBLTs:
This theory is integral in designing WBLTs because student engagement is one of the most important parts of using WBLTs. By engaging students and allowing them to take risks and discover the outcomes, it allows students to develop their own perspectives, make connections to previous knowledge and to come up with alternate solutions to problems that could have seemed one-dimensional to start. This form of inquiry-based learning allows for the student to take control of their learning and to actively engage in WBLTs and extend the content that is presented.
Example:
Students are able to create their own electrical circuits and work through a process of planning, testing analyzing and sharing. There are additional features that can help students through the activity or have them consider different options in their planning.
How and Why Bruner’s Discovery Learning can applied to WBLTs and my reasoning for using this learning theory in my class. (posted by Anthony)
In my current practice as an ICT Specialist, I use a variety of digital tools including devices, apps, software and hardware to support the needs of the learners in my class. I find that students are very motivated to explore software or WBLTs that they can tinker or play with independently or with little initial instruction. (Examples include Kerpoof.com (recently closed), ABCya Animation, bitstripsforschools.com or even scratch.mit.edu. Once this initial process of self-discovery has taken place, I find that students are then more receptive and motivated to learn some specific instructions and/or project ideas. Eventually, a good project will allow them room to combine their creative discoveries with some key concepts from the teachers (i.e. outlined in a rubric etc.) In the case, of scratch programming, I try to offer some how-to videos on our LMS (Blackboard) as well as “recipes” (i.e. Make a Maze) on paper for students to create and explore new ideas. Students seem to produce higher quality and more developed ideas and projects if they take ownership over it. Overall, the Discovery Learning theory is a vital element to create authentic self-directed learning experiences whether using WBLT or other tools.
Learners are encouraged to make independent choices while engaging in motivational activities and fact seeking endeavours. This theory affirms that learners benefit the most when they use their past knowledge and experiences to resolve problems.
Why it would apply in a WBLT
• Learners of this theory can be self directed in researching facts they didn't know about or knew very little about • Motivates the individual to move through the different learning cycles with the understanding that they will have achieved some satisfaction once it's completed. • With this learning theory, students can also be involved in finding solutions, asking questions and showing others what they have learned.
In the link attached, the student are participating in guided discovery learning which involves interacting with the activities and experiments presented during their time at the Planetarium They are engaged in learning by discovering what they didn't already know, inquiring about things that they want to know about, and taking part in the learning process which keeps them stimulated and focused.
Andragogy, in essence, is the science of adult learning. The assumption here, is that adult learners are self-directed and autonomous and therefore learning programs must take these factors into consideration. Andragogy therefore must be more process oriented rather than content oriented.
- Adult learners must be involved in the planning and evaluation (process of the learning) - Adult learning is problem solving- based - Content must have direct application - Should be self-directed - Instruction should be accommodating to a wide variety of adult learners - Adult learners respond more to internal, rather than external motivators - Learner centered
Good example: role-playing, simulations
Bad example: rote memorization, drill & kill, tasks unrelated to learning outcomes/objectives, lecture based
Andragogy is a learning theory that must be taken into account when considering the design of web based learning tools. While all of the learning theories we have learned this week are extremely relevant- they are certainly much broader in that they are geared towards pedagogy (teaching and learning strategies regardless of age). Given that adult learners have specific needs, it’s important to be mindful of whom we are catering to, and build programs based on a solid theoretical framework. As mentioned previously, adult learners want more control of their learning, and also require a lot less assistance and scaffolding.
A good example of this is how companies like CAE and Bombardier have implemented simulation in training. They have applied the basic foundations of andragogy (content has direct application, learner centered, use of role-playing etc).
Here is an example of what some of these simulations looks like : https://www.youtube.com/watch?v=_sC_E9ia-Gs ( of course the real simulations are interactive, this is simply a video to demo animation).
Andragogy - Adult Learning Theory from Knowles. Includes learning tasks that are task specific and not memorization; takes into account many different learning styles; be self-directed.
Why it should be in WBLTs:
Many of the WBLTs that we have looked at so far are aimed at the elementary and secondary level of instruction. As more adults are being retrained/going back to school, WBLTs may not be meeting their specific learning needs or learning style. The WBLT would then encompass other learning theories in order to meet the needs of the specific audience: experiential learning; social learning theory as there needs to be intrinsic motivation to learn; PBL as adults do better with a specific problem to solve; and immediate feedback via assessments.
Examples of possible WBLTs: management skills (negotiation, budgeting, leadership situations, how to have difficult conversations with colleagues, project planning)
In Learning With Technology, Professor vanOostveen introduced me to the theory of Lawrence Bencze and his Constructivism Informed Teaching-Learning Model. I found this model to be very helpful and think this theory would help in creating an amazing WBLT. It states that before the introduction of any new learning material, invite the students to express their preconceived notions without being critical about what they already know about the topic. Then, the teacher can try to help the students engage in either accommodation or assimilation to their schema by having the teacher act as a facilitator who creates cognitive dissonance by asking questions or showing alternatives. Also, in a video titled How People Learn, it also mentions the importance of first activating what learner's already know. Then, in another video titled Building on What We Know- Cognitive Processing, the suggestion is that once that prior knowledge is activated, learners can increase their learning by connecting the new information to what they already know. To illustrate, as mentioned by Judith V. Boettcher in Ten Core Principles for Designing Effective Learning Environments, she suggests that “The more you know, the more you can know” (p.41). I think the reasoning behind this is that the more information a person has, the more hooks they have to hook on new information to what they already have. Some examples of applying these theories to the design of a WBLT: ➢ To help users express preconceived notions: o WBLT can contain an open answer text input boxes for learners to express what they already know o Audio input like Voice Thread, where a picture is shown and they tell what they already know. o Video creation input, that lets them record and send their expressions of knowledge they already have on a subject/topic.
➢ To help users make connections to what they already know o Provide a mindmapping tool on the WBLT to first map out what they already know and then they can add in connections (Text, pictures, videos & links).
Cognitive Load Theory of Multimedia Learning indicates how severely constrained one’s cognitive resources are. The more schemas, or collections of knowledge, that can be generated and automated, the more cognitive resources can be freed for further perceiving of incoming sensory data. Cognitive load theory holds that there is a trade-off between discovery and automation. The more resources that are devoted to discovering principles means those cognitive resources are not being used for practice and automating schemas. WBLTs should be designed to maximize students’ cognitive load through proper scaffolding and chunking.
Basic propositions of Connectivism:
ReplyDelete• awareness that learning is a process of connecting various (existing) sources of information, and that learning may reside in non-human repositories
• learning the location of sources of information is more important than learning itself
• learning is knowledge creation (learning is experiential)
• the link between cognition and emotions should be leveraged
• learning must have a purpose to the learner
• Up-to-date knowledge is key
[http://www.connectivism.ca/about.html]
There are obvious applications of Connectivism to the design of WBLTs. As a learner, I have a network of knowledge available to me. Some of this knowledge is in my mind, most of this knowledge is ‘out there’, accessible to me but not residing within my mind.
WBLTs become those nodes of information that are ‘out there’, that can be connected to a learner’s network and accessed on demand. Though only a fraction the information contained within the WBLT can be retained by the learner in one WBLT experience, the learner has the potential to access it over and over again. The knowledge within the learner increases or evolves upon further experience with the source of information.
It’s the accessibility of the WBLT that make it an important node in the network. There are millions of hard-copy books that are as yet relatively inaccessible, and while they do contain information, the connecting links to these books are weak if a learner is not likely to access them. WBLTs are strong links.
WBLT can provide links not only with non-human repositories of information (database) but with human sources of knowledge: other people. They can be social linking points, linking learners together.
Knowing this, how should I design my WBLT?
• The scope of information in the WBLT should not be limited to itself; it should not be a dead-end in the learner’s network. It should point beyond itself, out into the world, to other sources.
• It should link learners to human sources of information.
• It should give the learner a chance to create knowledge.
• It should lead the learner to learn something meaningful, a skill deemed necessary by the learner.
• The information contained in the WBLT should be up-to-date
CONNECTIVISM
ReplyDeleteCharacteristics of Connectivism:
-acting as a technological analogy, connectivism involves nodes and links, and how they connect and are organized; in the modern age knowledge is present and often only needs to be accessed; connectivism involves accessing knowledge in a network; “know-where” is one term to describe that the emphasis is on locating knowledge; not all connections are the same strength
Web-Based Learning Tools (that demonstrate some aspects of Connectivism):
A MOOC, a learning management system like Moodle, a wiki or blog with multiple contributors, a communal website, and various types of social media platforms, such as Twitter and Facebook, as well as LinkedIn, and curating web-based programs and/or applications such as Scoop.it all are examples of connectivism, where knowledge is segmented within users or discrete, online locations, and accessible through the network of connections. The collective is far more knowledgeable than the individual ever could be, and the connections between different people, and different types of knowledge differ in strength or importance.
These WBLTs listed above allow the various social networks to grow in depth, breadth, and complexity. They allow contributions to be made and connections to be formed organically, with the strength of connections or relationships able to increase or decrease over time. They all allow powerful, authentic and meaningful learning communities to be formed.
DESIGN APPLICATIONS
WBLTs should be designed to allow users to connect, communicate, collaborate and access each other and their knowledge (and/or skills). Learners should be able to access the community's or network's prior knowledge on a specific topic. Connections between people and information may be of varying strengths or levels of importance. The WBLT should be organic, modifiable, and cumulative. Information/knowledge should be quickly and easily accessible through a variety of means.
COGNITIVE THEORY OF MULTIMEDIA LEARNING
DeleteCharacteristics of Cognitive Theory of Multimedia Learning:
-there are two channels whereby information is communicated: auditory and visual; there is a limited capacity in these channels; the learner’s role is to process this information; unnecessary or repetitive information should be removed as it may be distracting; use of text and the amount of information should be targeted and not excessive to enable optimal conditions for learning
Web-Based Learning Tools (that demonstrate some aspects of Cognitive Theory of Multimedia Learning):
The BBC Bitesize Higher English - Macbeth WBLT, complete with textual information, videos on targeted topics and short, multiple choice tests demonstrate parallels to the cognitive theory of multimedia learning. The videos especially are a related example as they are a reasonable length, offer both visuals and sound, have no extraneous text to distract the learner, and as result the information does not overwhelm the reader. Due to the quality of the videos, including the “actors” dressed and playing with their roles, it makes it easy for the learner to connect the concepts to their prior knowledge and retain ideas in their long-term memories. Salman Khan’s tutorial videos, offered to and used by learners around the world through the Khan Academy, take advantage of some of the same basic principles. Visual depictions of a variety of problems, grouped by specific subject and arranged by level of difficulty, are enhanced by narrative instructions, making simple tutorials accessible and effective for all.
DESIGN APPLICATIONS
Information should be appealing to its learners using dual channels, both visually and through sound (with perhaps limited amounts of targeted text). Information provided should be a reasonable length that is concise with key ideas and terms highlighted. Information provided should be able to connect to the learner's prior knowledge to allow retention and storage in long-term memory. Images and sound, when offered simultaneously, will also help in consolidation and storage of specific learning.
Andragogy (Malcolm Knowles)
ReplyDeleteGist: A theory that centers on adult learning. The assumption is that adults are more responsible when it comes to their learning, taking initiative, needing less coaxing and generally being more willing to do the work involved in advancing their knowledge. Knowles believes that for adults, process is more important than content and they must understand why they are required to know what is being taught and how it will impact them either professionally or personally. There is also a need to do more relevant, hands-on, authentic tasks.
http://www.instructionaldesign.org/theories/andragogy.html
Andragogy and WBLT Design:
The student-centered, student-controlled nature of WBLT’s instantaneously makes this theory applicable. Self-directed adults can use WBLT’s to move through authentic tasks learning from the process and their successes and mistakes. Adults want to be able to control their learning even more so than younger learners as they are, we assume, more responsible and therefore require less handholding and guidance. Adult-learners, as Knowles contends, approach learning as problem solving, needing to learn by experiencing. Therefore WBLT’s such as simulators are ideal for the adult learner.
Specific Example:
As stated above, any simulator or virtual lab geared towards adults is appropriate. The Ministry of Human Resource Development in India has created a virtual lab website (http://www.vlab.co.in/) that houses various science and engineering labs in one place to promote curiosity and experimentation for “students at the undergraduate level, post graduate level as well as to research scholars.” Adult learners can select from a variety of science and engineering disciplines, and then select from those specific experiments or equipment that they would like to work with and conduct their own learning. Once you enter the various labs, there are introductions, lists of specific experiments and helpful information and targets for those attempting to work in the labs. Some of the site is under construction, but once up and running, adult learners with science and engineering interests will be able to really hone in on specifically what they want to learn and then experiment and problem-solve, theorize, reflect and self-assess using these tools.
Elaboration Theory:
ReplyDelete(The two links below are both examples of WBLT’s that demonstrate this theory)
http://facinatingamazinganimals.wordpress.com/2012/04/12/cell-biology-cells-tissues-organs-systems/
http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm
The elaboration theory explains that learning should take place in a hierarchical fashion, meaning it should start with the simplest terms and proceed to the most difficult concepts.
The first link examines human organ systems, and the hierarchy that exists from cells all the way to complex organ systems. It also examines taxonomy and the kingdoms of life and how we start with the most basic and ascend to the most complex.
The second link is designed for elementary school students, but the WBLT is great because it demonstrates food chains. A student could easily understand how we start with the most basic herbivore and ascend to the most complex carnivore (humans!). It also includes excellent visual graphics to help learners who find pictures useful.
Both WBLT’s highlight examples of the elaboration theory and how learning should occur in a hierarchy. This theory should be used in many WBLT’s because learners always need the foundational knowledge and work their way up to more advanced knowledge. You can only build on knowledge that you have already obtained. The theory also outlines the importance of teaching broader topics first, and then narrowing in on details later. This also allows the user/student to study what interests them the most, and become more engaged in their own learning. Once we learn the basics, we are able to move to higher order knowledge, thinking, and use more conceptual cognitive skills.
Connectionism:
ReplyDeleteThis new learning theory can be implemented in many WBLT’s. Connectionism basically states that repeated pairings of a stimulus and response will increase the likelihood of the response occurring again so it eventually becomes a “habit” or “association”. Eventually, a connection is made and the response will become routine. This theory can be applied to learning math and spelling.
Example of WBLT:
Math Baseball: http://www.funbrain.com/math/index.html
In this WBLT, learners are able to solve mathematical equations of various levels of difficulty. Learners start with very basic math, and progress to more challenging and complex problems. You are able to set different types of math questions by changing the level of difficulty. Most learners will start with simple mathematical problems and once they understand the concept, they can then choose a higher level of difficulty.
As the student answers questions correctly, they are rewarded with “hits” and “runs” like the game of baseball, but wrong answers are counted as “outs”. Thus, students are eager to get more answers correct (stimulus) in order to “win” the baseball game, so their likelihood of answering questions correctly will increase (response). Solving mathematical equations becomes habitual because learning math has been paired with playing baseball. Their correct responses are satisfying the goal of solving mathematical equations. Students will eventually become proficient at solving these mathematical equations and will be able to do this in any context. Through constant practice and reward, learners are able to master a specific fundamental concept. Through the simple connection of baseball and math, learners are able to increase their understanding of successfully solving equations.
COGNITIVE LOAD THEORY(http://www.instructionaldesign.org/theories/cognitive-load.html)
ReplyDeleteThis theory is based on the demands learning puts on cognitive structures. Learning occurs when performance goes from clumsy with errors to effortless. As the learner has greater practice with the material it can then be handled more efficiently by his/her cognitive structures. Key impact on WBLTs is the need to reduce the load on working memory when designing the instruction. The designer can reduce load on working memory;
• Using worked examples
• Using goal free problems
• Physically integrating many sources of information
• Not including unnecessary redundant information
• Use auditory and visual prompts for necessary information
It is critical for the designer of any WBLT to take into account the cognitive load of the potential learner or the learning outcomes will not be met.
An example of a WBLT which has supports for the demands learning puts on cognitive structures is http://www.make-a-web-site.com/ The design of this WBLT is to teach how to make a web site. (The creator of the WBLT does acknowledge that he receives financial compensation for the products mentioned in the instructions)
This WBLT has information which is;
• Sequenced to allow the learner to accomplish each step successfully
• Has strong visuals
• Groups information in small bites only 3-5 pieces of information per arrangement
• Uses examples
• Includes a video to further support the steps in the process
For someone who has no prior experience with website creation this WBLT allows for the learner to complete the process without becoming overwhelmed. This is due to the way in which visuals are utilized, the material is chunked and the sequential nature of the learning.
Connectivism
ReplyDelete• Connectivism is a fairly new learning theory that explains that learning does not necessarily have to occur via human experiences, but can occur through networks and digital technologies
• Learning can reside within “non-human” appliances, such as computers, and within networks – tapping into these networks can allow for learning, as well as a new learning process
• Learning is not one sided in the sense of being consumed or absorbed by someone, but also that it is created and stored by someone; the learning process is more important than the actual knowledge attained
• Technologies can allow for learning to take place in non-traditional (i.e. physical classroom setting), but through connections with others online through websites, blogs, electronic correspondence, etc.
Connectivism can be seen as a clear example of a viable learning theory for WBLTs for more than just the obvious fact that this theory places heavy emphasis on online and technology-based learning. Connectivism is also about making connections and creating learning communities where a diversity of opinions, backgrounds, and experiences can be fostered. To me, this is a pragmatic and logical choice – if learning is more important than the actual acquisition of knowledge (as it is according to Connectivism), then a plurality of opinions should be a boon to any learner. The notion that history is written by the victor is outdated; information is readily available to anyone by simply plugging in, logging on, and access the material.
WBLTs are fairly ambiguous when it comes to pinning down a concise definition – it is as the acronym says, a “web-based learning tool.” As such, the concepts and principles behind Connectivism are perfectly paired for web-based learning and the creation and acquisition of web-based learning tools whether they be online blogs, multimedia presentations, technical modules, or even simply Skype conferences or TED talks.
While Connectivism does not wholly meet the needs of the learner in terms of their cognitive or emotional needs (though this will vary depending on the resource or WBLT used), it does foster community and social interaction which is supported by other learning theories such as Social Learning Theory, Social Development Theory, Situated Learning, Experiential Learning, and even Problem Based Learning. The point is that Connectivism exemplifies a possible and viable Instructional Design for learning that is ever present and relevant in our digital age.
Discovery Learning (Bruner)
ReplyDeleteA constructivist learning theory in which learners build new knowledge upon pre-existing knowledge and experience. With the discovery learning theory, learners experience learning independantly through inquiry. They engage in problem solving and draw on their own personal experiences to learn new content. Learners are actively engaged in learning which allows them freedom and autonomy to guide their own learning experiences. This allows for a customized learning experience for each learner thus encompassing the students’ academic abilities. Students interact with the content through manipulatives, simulations or other problem-based learning experiences.
Many elements of this theory can be applied to designing WBLT’s. Some of these include: encourage active engagement, promote motivation, and develop creativity and problem-solving skills. WBLT which include simulations to allow the learners to experience simulations in order to help them learn the material, illustrate how discovery learning is put into practice.
Bruner’s key principles of constructivist learning theory (http://www.instructionaldesign.org/theories/constructivist.html) include:
• Instruction of new material should focus on the student’s experiences in order to promote motivation to learn
• Learning opportunities must be structured so that students are able to grasp new concepts
• Students should be given opportunities to build upon and expand on their knowledge beyond the information they are given
WBLT’s that include interactive, online simulations of specific subject matter (such as Gizmos ) provide students a learning platform that encompasses the basic principles of discovery learning. Here, students can work independently through the material at their own pace (review as needed or continue when mastery has been achieved), engage and interact with the content, discover new concepts and guide their own learning experience. I think it is important to note that WBLT’s that are designed to include simulations, should incorporate an element of feedback in order to promote student motivation.
Theory: Discovery Learning (by Bruner)
ReplyDeleteDiscovery learning is based on the premise that it is best for learners to discover facts and relationships for themselves. Discovery learning allows learners to be:
• actively engaged
• motivated
• responsible & independent
• creative and work on their problem solving skills
Working through a WBLT, allows students to use guided discovery, problem-based learning and simulation-based learning. Learners have to be actively engaged in the WBLT for learning to occur. The WBLT allows students to be autonomous and independent, and fosters the development of creativity and problem solving skills. A good WBLT also tailors the learning experience to one that the student needs.
For example, in the cell phone WBLT above, students must be actively engaged, as they are designing a cell phone that a senior citizen can use. They must read what the requirements of a phone that is easy for seniors to use are, and design their phone based on that. Problem solving skills are practiced as the phone design may need some work after the first round of sales numbers comes through. The student is very motivated to develop a phone that will make money for the investor. The learning experience is tailored to the learner as each person could have a different phone design, which means that the outcome could be different and the WBLT has to be able to allow for this.
All WBLTs contain, to various extents, elements of Discovery Learning. The idea of a WBLT is that students work independently through an online simulation to discover relationships for themselves and guide their own learning.
Cognitive Theory of Multimedia Learning (Mayer)
ReplyDeletePosted by Adrian
Briefly, Mayer posited that learning is more effective using multi-media when both audio and visual components are present and when multimedia design is rooted in human brain physiology. Three assumptions in this theory are that one, there are two inlets for processing information, the auditory and the visual. This is referred to as Dual-Coding Theory. Two, both the auditory and visual processes have a finite capacity, and three, learning is “an active process of filtering, selecting, and integrating information” based on what is already known (http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html).
As information is received and processed by the brain, students make sense of information, and store it as memory, either as short-term, called sensory, as working, which is referred to as “schema”, and long-term, which is where all that is learned resides. The brain organizes the stimuli in the form of multimedia information to produce “logical mental constructs”, or representations. A blend of verbal and pictorial stimuli in the realm of multimedia must be integrated with prior knowledge, and new and relevant information, according to the theory.
WBLTs that fit nicely within the scope of this learning theory are those that include text and audio, plus pictorials, which could be animations. Any WBLT which allows for easy replay (to commit the information or experience to memory) would also support this learning theory. In addition to the presentation material, the WBLT should have content (some sort of learning), to provide the new and relevant information, and to support the multimedia experience. The following are WBLTs that enshrine the Cognitive Theory of Multimedia Learning as espoused by Mayer: Brainpop, oame.on.ca/CLIPS/
Image: http://www.ied.edu.hk/apfslt/v12_issue2/rias/image1.jpg
Simulation-Based Learning
ReplyDeleteSimulation-based learning theory falls under the constructivist learning model umbrella. This type of learning provides learners with the experience of working on real-life issues/situations in a simplified simulated environment. The advantage of simulation-based learning is that it serves to provide learning to both novice and expert learners in a simulated environment that represents real-life but with the ability to remove or omit variables that may not be relevant to the task at hand. It also allows for the following:
- Skills enhancement through repetitive practice
- Working in a safe controlled environment
- Active individualized learning
- Contextualized learning
- Ability to work at different levels of difficulty
- Real-life situations
Simulation web-based learning tools are often used in education. There are many types of interactive web-based tools that are used in all levels of education. An example of a web-based learning tool that is used between K-12 is Science Kids. What’s interesting about this particular web-based tool is that it allows students to participate in online hands-on experiments.
In upper education levels such as postsecondary and graduate studies, web-based tools are often used in the medical and aeronautics field. See the following tools; http://www.eskeletons.org/, http://moon.ouhsc.edu/kfung/JTY1/hemelearn/Command/HP-Welcome-M.htm, http://www.gefs-online.com/
In addition to the above tools, there are many simulated web-based learning tools that are incorporated in online video games such as Xbox and PS4.
Multiple Intelligences – Howard Gardner
ReplyDelete- Learners understand information differently depending on how the material is presented
- Howard Gardner purposes that seven ‘intelligences’ provide learners different opportunities to learn new concepts
1. Visual Spatial – diagrams and drawings to learn new material
2. Linguistic – use spoken and written words
3. Body-Kinesthetic – use physical movement to complete and activity
4. Musical-Rhythmic – use music or rhythm to learn and remember new concepts
5. Interpersonal - learn best by interacting and discussing new concepts with other people
6. Intrapersonal – prefer to learn own their own through reading or other independent activities
7. Logical-Mathematical - enjoys using numbers to figure out problems, often enjoys solving puzzles and asking questions
- WBLTs are interactive learning tools to support learners in understanding new concepts
- Keeping Gardner’s theory in mind when developing a new WBLT can give more learners the opportunity to gain new knowledge and implement new concepts
- Including closed captioning in the design of the WBLT would allow the Linguistic learner to read the words
- Including a model or drawing with labels would allow the Visual Spatial learner to grasp new material
- WBLTs allows for those Intrapersonal learners to learn at their own pace and explore the concepts in their own way
- Including music in the WBLT can create a pleasant learning experience, but including songs with the new concepts can support Musical learners remember and better understand the new information
- WBLTs that allow the learners to move, build and create structures (similar to the Energy Skate Park) engages the learner and allows them to explore the WBLT through a type of movement that could help them better understand the concept
- Math based WBLTs would include problems with numbers that would reach out to those Logical – Mathematical learners, but if the WBLT is not mathematical, perhaps include a puzzle to engage these learners
Discovery Theory (Bruner)
ReplyDeleteThis theory states that learning occurs through ones own exploration and discovery of information. Students are actively engaged in the learning process and are called to independently work through problems, identify and test possible solutions and to continually self-assess their work. While this can be a tedious process, students are able to ask their own questions and form their own answers. This type of learning allows for lessons to be tailored to student interest and to encourage students to take risks though inquiry-based exploration.
Application to the design of WBLTs:
This theory is integral in designing WBLTs because student engagement is one of the most important parts of using WBLTs. By engaging students and allowing them to take risks and discover the outcomes, it allows students to develop their own perspectives, make connections to previous knowledge and to come up with alternate solutions to problems that could have seemed one-dimensional to start. This form of inquiry-based learning allows for the student to take control of their learning and to actively engage in WBLTs and extend the content that is presented.
Example:
Students are able to create their own electrical circuits and work through a process of planning, testing analyzing and sharing. There are additional features that can help students through the activity or have them consider different options in their planning.
http://www.docircuits.com/circuit-editor
How and Why Bruner’s Discovery Learning can applied to WBLTs and my reasoning for using this learning theory in my class. (posted by Anthony)
ReplyDeleteIn my current practice as an ICT Specialist, I use a variety of digital tools including devices, apps, software and hardware to support the needs of the learners in my class. I find that students are very motivated to explore software or WBLTs that they can tinker or play with independently or with little initial instruction. (Examples include Kerpoof.com (recently closed), ABCya Animation, bitstripsforschools.com or even scratch.mit.edu. Once this initial process of self-discovery has taken place, I find that students are then more receptive and motivated to learn some specific instructions and/or project ideas. Eventually, a good project will allow them room to combine their creative discoveries with some key concepts from the teachers (i.e. outlined in a rubric etc.) In the case, of scratch programming, I try to offer some how-to videos on our LMS (Blackboard) as well as “recipes” (i.e. Make a Maze) on paper for students to create and explore new ideas. Students seem to produce higher quality and more developed ideas and projects if they take ownership over it. Overall, the Discovery Learning theory is a vital element to create authentic self-directed learning experiences whether using WBLT or other tools.
Discovery Learning Theory
ReplyDeleteLearners are encouraged to make independent choices while engaging in motivational activities and fact seeking endeavours. This theory affirms that learners benefit the most when they use their past knowledge and experiences to resolve problems.
Why it would apply in a WBLT
• Learners of this theory can be self directed in researching facts they didn't know about or knew very little about
• Motivates the individual to move through the different learning cycles with the understanding that they will have achieved some satisfaction once it's completed.
• With this learning theory, students can also be involved in finding solutions, asking questions and showing others what they have learned.
In the link attached, the student are participating in guided discovery learning which involves interacting with the activities and experiments presented during their time at the Planetarium They are engaged in learning by discovering what they didn't already know, inquiring about things that they want to know about, and taking part in the learning process which keeps them stimulated and focused.
https://www.youtube.com/watch?v=BcEVNU91Hes
Andragogy (Malcom Knowles)
ReplyDeletehttp://www.instructionaldesign.org/theories/andragogy.html
Andragogy, in essence, is the science of adult learning. The assumption here, is that adult learners are self-directed and autonomous and therefore learning programs must take these factors into consideration. Andragogy therefore must be more process oriented rather than content oriented.
- Adult learners must be involved in the planning and evaluation (process of the learning)
- Adult learning is problem solving- based
- Content must have direct application
- Should be self-directed
- Instruction should be accommodating to a wide variety of adult learners
- Adult learners respond more to internal, rather than external motivators
- Learner centered
Good example: role-playing, simulations
Bad example: rote memorization, drill & kill, tasks unrelated to learning outcomes/objectives, lecture based
Andragogy is a learning theory that must be taken into account when considering the design of web based learning tools. While all of the learning theories we have learned this week are extremely relevant- they are certainly much broader in that they are geared towards pedagogy (teaching and learning strategies regardless of age). Given that adult learners have specific needs, it’s important to be mindful of whom we are catering to, and build programs based on a solid theoretical framework. As mentioned previously, adult learners want more control of their learning, and also require a lot less assistance and scaffolding.
A good example of this is how companies like CAE and Bombardier have implemented simulation in training. They have applied the basic foundations of andragogy (content has direct application, learner centered, use of role-playing etc).
Here is an example of what some of these simulations looks like : https://www.youtube.com/watch?v=_sC_E9ia-Gs ( of course the real simulations are interactive, this is simply a video to demo animation).
Andragogy - Adult Learning Theory from Knowles.
ReplyDeleteIncludes learning tasks that are task specific and not memorization; takes into account many different learning styles; be self-directed.
Why it should be in WBLTs:
Many of the WBLTs that we have looked at so far are aimed at the elementary and secondary level of instruction. As more adults are being retrained/going back to school, WBLTs may not be meeting their specific learning needs or learning style. The WBLT would then encompass other learning theories in order to meet the needs of the specific audience: experiential learning; social learning theory as there needs to be intrinsic motivation to learn; PBL as adults do better with a specific problem to solve; and immediate feedback via assessments.
Examples of possible WBLTs: management skills (negotiation, budgeting, leadership situations, how to have difficult conversations with colleagues, project planning)
In Learning With Technology, Professor vanOostveen introduced me to the theory of Lawrence Bencze and his Constructivism Informed Teaching-Learning Model. I found this model to be very helpful and think this theory would help in creating an amazing WBLT. It states that before the introduction of any new learning material, invite the students to express their preconceived notions without being critical about what they already know about the topic. Then, the teacher can try to help the students engage in either accommodation or assimilation to their schema by having the teacher act as a facilitator who creates cognitive dissonance by asking questions or showing alternatives. Also, in a video titled How People Learn, it also mentions the importance of first activating what learner's already know. Then, in another video titled Building on What We Know- Cognitive Processing, the suggestion is that once that prior knowledge is activated, learners can increase their learning by connecting the new information to what they already know. To illustrate, as mentioned by Judith V. Boettcher in Ten Core Principles for Designing Effective Learning Environments, she suggests that “The more you know, the more you can know” (p.41). I think the reasoning behind this is that the more information a person has, the more hooks they have to hook on new information to what they already have.
ReplyDeleteSome examples of applying these theories to the design of a WBLT:
➢ To help users express preconceived notions:
o WBLT can contain an open answer text input boxes for learners to express what they already know
o Audio input like Voice Thread, where a picture is shown and they tell what they already know.
o Video creation input, that lets them record and send their expressions of knowledge they already have on a subject/topic.
➢ To help users make connections to what they already know
o Provide a mindmapping tool on the WBLT to first map out what they already know and then they can add in connections (Text, pictures, videos & links).
Cognitive Load Theory of Multimedia Learning indicates how severely constrained one’s cognitive resources are. The more schemas, or collections of knowledge, that can be generated and automated, the more cognitive resources can be freed for further perceiving of incoming sensory data. Cognitive load theory holds that there is a trade-off between discovery and automation. The more resources that are devoted to discovering principles means those cognitive resources are not being used for practice and automating schemas. WBLTs should be designed to maximize students’ cognitive load through proper scaffolding and chunking.
ReplyDelete