Volume Two - Academic Conferences

Managing Essential
Processing
Fostering
Generative
Processing
Fabio Serenelli et al.
Segmenting
Pre-training
Modality
LOs formats
Multimedia
Personalization
Voice
Image
Interactivity
4.2 Cooperative Learning Setting (B) and Teacher-Directed Learning Setting (C)
The second part of the study aimed to identify the best use of multimedia contents in classroom
comparing 3 learning settings: Self-Directed Learning (A), Cooperative Learning (B) and Teacher-
Directed Learning (C) as summarized in Table 4.
Table 4: Cooperative Learning and Teacher-Directed Learning- For Setting B we decided to deliver
the LO3 type (Learning-Game) but used in pair. The dyads share the same XO laptop and a
earphone kit
COOPERATIVE LEARNING
(Setting B)
TEACHER-DIRECTED LEARNING (Setting C)
LO DESCRIPTION LO3 - Learning-Game in dyad LO4 – Slideshow
INSTRUCTIONAL
STRATEGY AND
CONTENTS
SEQUENCE
INTERACTIONS AND
LEARNER CONTROL
Both the subjects are invited to
pay attention to the main
concepts and to discuss and
negotiate with the mate: learning
timing, game strategies, problem
solving techniques and tutor
feedback.
Learner-Computer Interactions
are the same as in the LO3/Self-
Directed Learning setting adding
the keyboard and mouse sharing
during the learning experience.
The teacher uses a powerpoint presentation
from the basic concepts to the whole infographic
scheme. The slideshow is projected in the
classroom (1,5mx1m). He/She asks the kids to
read together the texts, presents examples of
categories, stimulates the group to name the
right organisms and then summarizes the topic.
The progress is managed by the teacher; after a
rapid check of the main concepts
comprehension he just goes on with the next
instructional chunk. Learners interact with the
teacher answering to stimulations, asking for
repetitions and extra explanations.
In Setting C we used a PowerPoint presentation based on LO2 with the same linear topic centered
strategy. The digital step by step presentation uses the same diagrams as in LO1/LO2/LO3 and the
audio track is replaced by an on-screen text collectively read by the teacher and the class.
5. Evaluation
In order to measure the impact of content design format and learning setting we identified 5
instructional objectives using a content/performance matrix (Table 1), and evaluated the outcomes
using 4 tests: Retention, Comprehension, Problem Solving Transfer, Delayed Problem Solving
Transfer (the same problem solving test evaluates one week later the ability to apply the food chain
model learnt with the LOs).
Table 5: Retention Test - checks the ability to remember the most important parts of the material
TYPE OF
FACTS CONCEPTS
KNOWLEDGE
TASK REMEMBER REMEMBER
LEARNING
OBJECTIVE
Remember specific data
and facts
Remember and understand
definitions
948
Remember and understand
definitions