teaching_and_learning_with_technology

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Chapter 1 Model facilitated learning Marcelo Milrad, Michael Spector and Pål Davidsen Introduction Technology changes what we do and what we can do. People change on account of technology. Technology in support of learning and instruction is no different. Instructional technology changes what teachers and learners do and can do. This is especially true when the Internet and distributed technologies are taken into consideration. Learning research has also evolved and increased our understanding of how people learn different things in different situations. There has been a trend to apply emerging instructional technologies to support learning and instruction in ever more challenging and complex domains (Spector and Anderson, 2000). Such a trend is quite natural. Once it is understood how to use technology to support mastery of simple skills, it makes good sense to explore more advanced uses of technology. We support this trend and believe, along with many others, that technology can be effectively used in distributed learning environments to support learning in and about complex systems, which is the focus of the discussion in this chapter (Spector and Anderson, 2000). Modelling and simulation tools are gaining importance as a means to explore, comprehend, learn and communicate complex ideas, especially in distributed learning and work environments (Maier and Größler, 2000). Students are building and using simulations in both guided discovery and expository learning environments (Alessi, 2000). Of particular interest is whether and when one learns by building simulations or by interacting with existing simulations (Spector, 2000). To explore this interest, we provide a framework for the integration of modelling and simulations deployable in collaborative telelearning environments. We focus on a particular modelling and simulation approach called ‘system dynamics’ (Forrester, 1985). The system dynamics community has focused primarily on learning by creating simulation models, although some researchers are becoming more sophisticated in recognizing a variety of different learning situations and requirements (Alessi, 2000; Gibbons, 2001; Spector, 2000). The system dynamics community believes in the value of using system dynamics to improve
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60 CONTENT REPRESENTATION Figure 4.
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62 CONTENT REPRESENTATION Conferenc
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Chapter 5 Using interactive video-b
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66 ACTIVATION OF LEARNING General f
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68 ACTIVATION OF LEARNING perspecti
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Chapter 6 Using authentic patient e
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84 ACTIVATION OF LEARNING way to po
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88 ACTIVATION OF LEARNING Burford,
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Chapter 7 Virtual learning in cultu
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92 ACTIVATION OF LEARNING Cognitive
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94 ACTIVATION OF LEARNING as it tak
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96 ACTIVATION OF LEARNING reward. T
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98 ACTIVATION OF LEARNING Quiz Zone
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100 ACTIVATION OF LEARNING Figure 7
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102 ACTIVATION OF LEARNING Table 7.
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104 ACTIVATION OF LEARNING Gunn, C
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106 ACTIVATION OF LEARNING both the
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108 ACTIVATION OF LEARNING practice
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110 ACTIVATION OF LEARNING As the t
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112 ACTIVATION OF LEARNING Example:
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114 ACTIVATION OF LEARNING interact
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116 ACTIVATION OF LEARNING course,
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118 ACTIVATION OF LEARNING Mullaly,
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Chapter 9 Technology and second lan
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122 PROVIDING SOCIALIZATION SUPPORT
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Chapter 11 Socialization through CM
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Chapter 12 Collaboration and commun
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Part 4 Assessment of learning outco
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182 ASSESSMENT OF LEARNING OUTCOMES
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Chapter 15 The use of online assess
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Chapter 17 A feedback model and suc
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234 PROVIDING FEEDBACK completion o
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236 PROVIDING FEEDBACK While this m
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238 PROVIDING FEEDBACK students mov
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240 PROVIDING FEEDBACK feedback to.
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242 PROVIDING FEEDBACK Papert, S (1
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244 PROVIDING FEEDBACK of these env
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246 PROVIDING FEEDBACK Moreover, co
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248 PROVIDING FEEDBACK Figure 18.2
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250 PROVIDING FEEDBACK Interactive
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252 PROVIDING FEEDBACK each. Compar
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256 PROVIDING FEEDBACK References A
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Chapter 19 Fundamentals for structu
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260 PROVIDING FEEDBACK Figure 19.1
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262 PROVIDING FEEDBACK communicatio
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264 PROVIDING FEEDBACK While Taylor
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266 PROVIDING FEEDBACK Leveraging f
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268 PROVIDING FEEDBACK The tools ar
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Commentary On learning and teaching
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272 LEARNING AND TEACHING WITH TECH
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274 INDEX and feedback 237, 238 hyp
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276 INDEX e-learning and 246, 247,
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278 INDEX ‘QuILT: Quality in Lear
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