Objectives / Topics History of Learning Machines History of ... - LuFG i9

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e Learning Edgar Dale: Audiovisual Methods in teaching Most cited by multimedia designers! yReasons for the predominance of school books yCheap, available everywhere yReading can be stopped and restarted or repeated any time, at any position in the book yCan be read with different speed yRough, fast “scanning” vs. concentrated, detailed reading yText is available for later check, proof, … yVs. audiovisual material which in general is not available after having been rented (video) or watched in class (film), … only notes yMultiple forms of annotations are possible yRemarks, underline, text marker, sketches, post-it, … yCopies can be used as instructional material (slides, …) audiovisual material yThese arguments compare books with educational film! 5/13/2003 U. Schroeder / RWTH i9 19 System engineering (70s) yDesign as a whole: machine and working conditions ytechnical systems ytelephone system designed as a whole yclosely integrated network of people and equipment y“car system” yroads, repair, manufacture, insurance, parking, … ySeen as extremely inefficient 5/13/2003 U. Schroeder / RWTH i9 21 Traditional paradigm Audiovisual materials influences on educational technology EduTech Paradigms (70s) Curriculum determination Curriculum planning Curriculum implementation RWTH L u F G e Learning RWTH L u F G e Learning Cybernetics influenced by system engineering 5/13/2003 U. Schroeder / RWTH i9 23 RWTH L u F G Systems approach Instructional Technology e.g. Heinig 1968 completely rethink educational system similar to software engineering process Multimedia promoted Learning ! yAverage learning situation far from being over saturated yAudiovisual material can enhance richness and variety yOf course, basic principles of message design must be adhered to: simplicity, clarity, and logical organization! e Learning yProblem of this “science” yThere is not the one and best way of adequately presenting information for everyone 5/13/2003 U. Schroeder / RWTH i9 20 ysystems approach (70s) needs assessment statement of objectives Instructional development preassessment revision 5/13/2003 U. Schroeder / RWTH i9 22 RWTH L u F G e Learning design implementation RWTH evaluation ytheoretical sound and appealing y"think big" rethinking of the whole educational system ystill not widely implemented ychallenging institutional norms Edu Tech 80s – 90s y more critical approach: not only cognitive goals, also social context of learning, the process of learning and applying knowledge y rethinking educational goals y pragmatic goals rather than higher education courses y vocational training 5/13/2003 U. Schroeder / RWTH i9 24 L u F G e Learning y more focus on interaction y intelligent tutoring systems y Critical position concerning ITS / adaptive systems: y knowledge presentation problem is unsolved y characterizing individual students according to some manageable set of variables has proven to be impossible y cognitive style y mental abilities y other personality variables y little has been achieved, but arranging the next step depending on very simple decision rules RWTH L u F G
psychology Contributing fields cognitive behavioral instructional motivation library science management theory learning perception instructional technology didactics communication theory pedagogy e Learning 5/13/2003 U. Schroeder / RWTH i9 25 Reasons for success (this time) yExperience with technological learning for 40 years ymore realistic goals ? do not repeat mistakes ? RWTH system theory ylanguage lab, educational TV, learning machines programmed instruction yComputer technology ymultimedia is mature for all day use yhardware is reasonable cheap for broad range utilization ycomputer is available and integrated into life (job, private) y… more than only media ytool for information management & organizational development ycode, transport, decode, interpret, work, … yblended learning yNICT as supplement to traditional media with much additional functionality for the whole educational process BTW: what does NICT mean? 5/13/2003 U. Schroeder / RWTH i9 27 Computer-supported Learning Terminology L u F G e Learning RWTH L u F G e Learning cai assisted instruction CxL /T: computer is focused, actually aided instruction cal cat cbt cbi cul cuu cbl wbt wbl mbt cscl aided learning assisted learning aided teaching based training based instruction unterstütztes Lernen unterstützter Unterricht based learning basiertes Lernen web based learning web based training media based teaching software is the factor Learning with Software (Baumgartner) ICT based/supported learning NICT new information and communication technology new media eLearning courseware / teachware learning environments learning management systems Supported cooperative learning edutainment 5/13/2003 U. Schroeder / RWTH i9 29 RWTH L u F G Resumé yLearning Technology is supposed of having not been successful in the past (and up to now) yNo success in the 20s-50s yMuch enthusiasm in 60s – 80s, but very limited evidence for the revolution of learning yITS (AI research in general) too ambitious, only few examples yNow the Web revolution? y Will computer-supported learning be more successful? e Learning yThesis: ythere has been success by influencing research in learning psychology, learning theories, didactics, … yDevelopment from teacher-oriented instruction to more learnercentered approaches yImplementations of innovative didactic models 5/13/2003 U. Schroeder / RWTH i9 26 ? Terminology yWhich acronyms do you know in the field of eLearning? yWhat is there meaning? yCan we develop a structure for these terms? 5/13/2003 U. Schroeder / RWTH i9 28 History of Educational Technology Changing focus in learning psychology eLearning terms RWTH L u F G e Learning 5/13/2003 U. Schroeder / RWTH i9 30 RWTH L u F G e Learning yTraining yCBT ( CD Rom, professional (further) education, vocational training) yEducational film, CD ROM, combination of media (text book, CD) yWBT yToday web-based (thus not as strict) yInstruction / Teaching yCAI, CAT, CBI, CUU yLearning yCAL, CUL, CBL, WBL, CSCL RWTH L u F G
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