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Technology as Cognitive Tools: Learners as Designers
Abstract
Technologies of instruction have traditionally been used as conveyors of information, communicators of knowledge, or tutors of students. Our field of educational communications is founded on the premise that communicating content to students will result in learning. In educational communications, information or intelligence (in many different forms) is encoded visually or verbally in the symbols systems employed by each technology. During the "instructional" process, learners perceive the messages encoded in the medium and sometime "interact" with the technology. Interaction is normally operationalized in terms of student input to the technology, which triggers some form of answer judging and response from the technology in the form of some previously encoded (canned) message. Technologies as conveyors of information have been used for centuries to "teach" students by presenting prescribed information to them which they are obligated to "learn." Historically, educational communications have been developed and marketed to teachers by teams of educators, including instructional designers, subject matters specialists, media producers, and media managers. The instructional programs are designed using a variety of systematic instructional design models (Gagne, Briggs, & Wager, 1987; Dick & Carey, 1990) which have been advised by experimental research which is founded on very western notions of causality and determinism (more on this later). This systematic process embodies the very definition of our field (Ritchey & Seels, 1994). It contends that we can predict with accuracy the behavior and learning outcomes of organisms as complex as human learners. In this brief paper, I argue that these assumptions should be called into question, first on empirical grounds and second on philosophical grounds. The first is easy: the overwhelming majority of unpublished research and the simple majority of published research in our field where we have used technology as conveyors or knowledge have produced "no significant differences" in learning as a result of their interventions. Why? Because we cannot predict with accuracy the behavior of complex organisms. Based on this empirical criterion alone, we should rethink the use of technology as mediators of learning.
... The use of digital technologies as cognitive tools has been found to facilitate learners' cognitive activities in support of their learning (Derry, 1990;Jonassen, 1994;Jonassen, Campbell, & Davidson, 1994;Lajoie & Derry, 1993). Expanding upon Salomon, Perkins, and Globerson's (1991) concept, "the effects of technology" versus "the effects with technology," Jonassen (1994) emphasized instead the distinction between "learning from or through technology" and "learning with technology." ...
... The use of digital technologies as cognitive tools has been found to facilitate learners' cognitive activities in support of their learning (Derry, 1990;Jonassen, 1994;Jonassen, Campbell, & Davidson, 1994;Lajoie & Derry, 1993). Expanding upon Salomon, Perkins, and Globerson's (1991) concept, "the effects of technology" versus "the effects with technology," Jonassen (1994) emphasized instead the distinction between "learning from or through technology" and "learning with technology." Jonassen also offered rationales for using technology as cognitive tools, including the interchangeable roles of learners and designers, learners as thinkers, knowledge construction rather than repeating the teacher, reflective thinking, learning "with" rather than "from" technology, lack of intelligence in tools, and distributed cognitive processing. ...
... The learning environment was designed according to the principles of authentic learning environments (Herrington, et al., 2014), the context of using technology as cognitive tools (Jonassen, 1994), and the findings from Phase 1. The implementation of the principles of authentic learning environments was based on the study conducted by Herrington and Parker (2013), and the principles were adapted to the context of this study. ...
This study describes the theoretical foundations of a learning environment designed for an ICT teachers’ graduate level course, and presents a comprehensive analysis of the qualitative data acquired regarding the course’s implementation. Participants in the study included six ICT teachers enrolled in the “Embedded Systems and Robotic Applications” course of Spring 2018. A design-based research approach was used in order to achieve a systematic but flexible methodology. Within the scope of this study, robotics was used as a cognitive tool, and authentic learning principles were applied. The participants’ reflections about the learning environment indicated that they were satisfied with the course settings, their motivation increased after the course, and they learned more effectively through the scaffolding provided by the instructor.
... It can be achieved by involving all stakeholders, updating curriculum content, improving delivery methods, and effectively utilising technology. Technology, on the other hand, as suggested by Jonassen (1994), should be used as a cognitive tool that relies on the learner to provide intelligence. Juhary (2020) suggested that curricula should be redesigned and updated to provide students with knowledge, exposure, and experience. ...
... The training content should align with the current job market demands and focus on developing the transversal skills required for future job success. The student-centred learning and incorporating practical, industry-relevant methodologies enhance their learning performance and employability skills (García-Pérez et al., 2021;Jonassen, 1994). It helps technical TVET instructors ensure that the skills and knowledge are aligned with the current and future demands of the workforce and that students are prepared for the job market upon graduation (Kenayathulla, 2021;Kenayathulla et al., 2019). ...
The rapid advancement of digital technologies and the evolving demands of the labour market have triggered transformative changes in the education and training landscape. In the era of cutting-edge technologies and digitalisation, traditional industry processes have been revolutionised, giving rise to new occupational profiles. Consequently, young talents entering the workforce need new competencies to cope with the infusion of rapid changes in technology. To address this, the integration of digital technologies in Technical and Vocational Education and Training (TVET) plays a pivotal role in preparing individuals for Industry 4.0. The recent COVID-19 pandemic has further accelerated online and remote learning adoption, underscoring the imperative of digitalisation in TVET. The objective of this study is to identify strategies for technical TVET instructors to select content that is Industry 4.0 fit and can be implemented in TVET settings. Supported by evidence-based experts' recommendations, this study delves into instructional design strategies to enhance the quality of TVET in shaping Industry 4.0 ready talents. Developed through the consensus collective consensus, the model takes shape through the Nominal Group Technique (NGT) and Interpretive Structural Modelling (ISM) approach and involves nine experts, with each having more than ten years of experience in mechanical and manufacturing-related diploma programmes from both public and private TVET institutes in Malaysia. These experts have a wealth of experience and bring diverse perspectives, contributing from varied portfolios, which include curriculum development, assessment, media, industry advisor to institute, teacher training, and management. The findings revealed six prioritised strategies to be focused on. These strategies converged into three themes: industry-relevant work process-oriented, bite-size and flexible, as well as focus on the higher cognitive domain. The study offers a practical solution and reference for TVET practitioners in selecting content to ensure the talents are Industry 4.0-ready.
... In the design studio, students create their idea, expresses them in modeling, drawing, etc. They reflect on this experience they construct their knowledge and meaning from this experience (Jonassen 1994, Kurt 2012. ...
... J o u r n a l P r e -p r o o f Constructivist design studio concepts (Jonassen 1994, Kurt 2012. ...
Architectural education prepares the students for their professional lives by teaching them design skills and technical knowledge. The design studio is a special course within the architectural curriculum, while the design itself is a structured process to accomplish a unique expectation of a product. The concept of sustainability in design is intended to ensure that the design product is in harmony with people and nature. The literature presented a lack of an instructive method of integrating sustainability into the design studio. This paper presents a comparison for the three executed consecutively experimental studies of integrating sustainability principles into the architectural design studio as well as presents a discussion of the experimental studios together with the evaluations and assessments. Also, it presents the post-course interviews’ results, discussion, and conclusions. The paper's objective is to present an instructive model of Sustainable Architecture Design Studio (SADS) work that will provide the academic area with a complete method that can be followed to integrate sustainability principles into the design studio.
... En ese sentido, en la siguiente tabla (Tabla 1) se hace un listado de los posibles artefactos que pueden implementarse de acuerdo a la etapa del modelo SOOC. Jonassen (1994) sostiene que los dispositivos de mediación computacionales pueden funcionar como tecnologías cognitivas y sociales, para organizar la forma en que los aprendices piensan, interactúan y solucionan los problemas planteados. En concordancia con esto, las tecnologías digitales pueden ser empleadas como artefactos para la enseñanza pero es necesario analizar su factibilidad y efectividad al usarlas (Hernandez, Choi y Jonassen, 2000). ...
... En muchos casos la realización de ejercicios repetitivos, puede restarle recursos cognitivos al aprendiz y restar tiempo que podría emplearse para realizar otras tareas de orden superior más intensivas y con mayor significatividad, por lo tanto, es importante automatizar las tareas algorítmicas para poder descargar tiempo y esfuerzo en su realización. Al respecto Jonassen (1994) propone dar prioridad a las capacidades de los aprendices para representar, reconocer y juzgar la información lo cual responde a un nivel cognitivo humano complejo, de tal forma que se pueden dejar tareas como los cálculos, la memorización y la recuperación de información a las máquinas. Un ejemplo sencillo es el uso de un bloc de notas que permite evitar tareas innecesarias de memorización (Jonassen, 2000). ...
El presente libro tiene su origen en un contexto de indagación acerca de aquellas estrategias que posibiliten la apropiación de las prácticas de una disciplina de manera auténtica, particularmente cuando de educación mediada por la tecnología se trata.
Es así como los autores se dieron a la tarea de revisar diferentes modelos instruccionales, que a la fecha son preponderantes en la literatura educativa. El análisis sistemático de los modelos y sus componentes les llevó a proponer una metodología de diseño de la instrucción con énfasis constructivista que busca un equilibrio entre el aspecto pedagógico, tecnológico, el cognitivo y el social, sin supeditaciones de estos elementos, pues todos posibilitan y potencian el proceso de aprendizaje.
Por lo que este libro representa para el docente interesado, la propuesta y guía para el diseño de secuencias instruccionales en escenarios mediados por la tecnología, donde tendrá la oportunidad de reflexionar y seleccionar los elementos más relevantes que debe integrar en el proceso de formación de sus aprendices, para crear un ambiente de aprendizaje basado en la resolución de problemas, la reflexión y la socialización continua entre pares.
... Öğrencilerin sosyal mevcudiyeti bir ağda kendilerini tanımlamaları ve orada hissettikleri durumuyla oluşur (Saadatmand, 2017) sosyal aidiyet hisseden öğrenenler aynı zamanda bilişsel araçlar olarak teknolojilerin seçimini düşünmek için ortamların ortak tasarımcılarıdır (Jonassen, 1994). ...
... Aidiyeti olan kişiler aynı zamanda ortamların ortak tasarımcılarıdır (Jonassen, 1994). ...
This study aims to develop a rubric for Massive Open Online Courses(MOOC). For this purpose, the following research questions are asked: 1) What are the basic features of a platform to be called as a MOOC platform? a) Do MOOC platforms in Turkey dealt within the research have basic necessary features? 2) What are the differences of MOOC types which are necessary for distinguishing MOOCs? a)What are the features that can be found on a quality MOOC platform? 3) What is the current status of the MOOC platforms studied in the thesis in Turkey? To develop a measurement tool, the literature has been reviewed and items have been associated one by one with the literature. For the validity of the measurement tool, 5 experts’ opinions who have an article or study on MOOCs are complied with the Miles-Huberman formula in 3 stages and the percentage of compliance is calculated and a pilot study is conducted for the reliability. The rubric consists of 5 sections and 79 items. The study is designed as a quantitative research. By using purposive sampling method MOOC platforms of 3 state 1 foundation universities (coded as K,L,M,N) are analyzed and evaluated according to up-to-date data of 2018 October. According to the rubric, a MOOC platform should include massive, open, online course structure along with interaction, diversity and autonomy, which are common features of all types of MOOCs.It is found that all MOOCs chosen for the study have necessary features of MOOCs, There are xMOOCs and hMOOCs but no cMOOCS in Turkey and MOOC platforms in Turkey have medium level quality.
... Piaget and Vygotsky laid the foundation for constructivism in education, highlighting the importance of experiential learning and social interaction [2]. Their work has spurred research in instructional design that supports learner-centered environments, where learners construct understanding through problem-solving and collaboration [28]. Recent studies [21,22,37,42,55] have expanded on these principles, integrating technology into constructivism to create dynamic, interactive learning experiences. ...
Participation in music activities has many benefits, but often requires music theory knowledge and aural skills, which can be challenging for beginners. To help them engage more easily, it's crucial to adopt teaching strategies that lower these barriers. Informed by formative investigation and inspired by LEGO, we introduce ArchiTone, a gamified system that employs constructivism by visualizing music theory concepts as musical blocks and buildings for music education. This system includes two modes: Learning Mode, which involves recognizing and learning common musical blocks through familiar musical works; Creation Mode, which allows learners to freely create and combine musical blocks to produce new musical works. User studies demonstrate that our gamified system is not only more engaging than traditional music education methods but also more effective in helping learners understand abstract music theory and apply it to music praxis. Additionally, learners demonstrate superior performance on music theory tasks after using ArchiTone.
... Constructivist learning approaches, which draw inspiration from Piaget and Dewey, emphasize the value of giving students the chance to build their understanding of important concepts and information (Rauniar et al., 2014). They also call for active student engagement in the learning process (Jonassen, 1994). In recent years, constructivist teaching approaches have increased scholarly interest in higher education in Vietnam. ...
Purpose
This study combines the TAM and UGT frameworks to investigate how Vietnamese students' views of ChatGPT and intrinsic needs affect their intentions to use it for education (via variables including perceived ease of use, perceived usefulness, novelty, information seeking and academic content creation). We will employ TAM theory (Davis, 1989) and UGT theory to elucidate university students' motivations for utilising ChatGPT in Vietnam. Simultaneously, we aim to address the limitation stemming from data uniformity. Our research will make a substantial contribution to the understanding of researchers regarding the use of ChatGPT and its varied consequences as it grows and develops.
Design/methodology/approach
This study was conducted at a private university in Vietnam with an estimated population of 15,000 students. One of Vietnam’s top private information technology institutions requires its students to use a variety of information and communication technologies (ICTs) on a regular basis to facilitate and enjoy their academic pursuits (Ngo, 2024; Nguyen). Students who are familiar with ChatGPT and have access to it for educational purposes are the ones that were chosen. This research is a quantitative study that utilises primary data through a survey method. Participants answered a questionnaire online through the Google Form platform sharing via social media platforms from October to December 2023. The questionnaire was divided into two sections: the first contained screening questions and demographic information and the second had five-point Likert-scale questions that measured the study’s components. Two screening questions are used to separate out the intended responders. (i.e. “I have heard the name ChatGPT” and “I know about ChatGPT”) were set to find whether the participants had any knowledge of ChatGPT. If participants were unaware of ChatGPT, their responses were not included in the study. A total of 283 responses were received. The participant’s demographic information is shown in Table 1. It is believed that a sample size of more than 200 provides adequate statistical power for data analysis in structural equation modelling. It is evident that the 283-sample size in this study is adequate to evaluate the research hypothesis and the fitting model. 42.9% of the 283 research samples were made up of men, while 57.1% were women. Business administration accounted for 40.1% of survey respondents, followed by information technology (25.2%) and English language (14.5%). The average ChatGPT usage time of respondents was 56 min in a single use. The study sample’s average age is 20–72 years old.
Findings
The present study contributes to the existing AI chatbot literature in the educational industry in several ways. First, this study addresses a gap in the literature by investigating the factors that influence students’ ITU ChatGPT for educational purposes in Vietnam. Using the extended model, we investigated factors influencing students’ intentions to use ChatGPT. It integrates three motive factors of the UGT (ACT, IS and N) with the core factors of TAM (PeoU and PU). The integrated framework’s findings indicate that in a Vietnamese educational setting, ChatGPT is a novel technology that should be considered in conjunction with PU and PEoU.
Research limitations/implications
First, only Vietnamese students make up the research sample. To increase the relevance of the findings, it is advised that future research look at the study model in various geographic regions. Second, the present investigation’s constraints arise from the lack of clarity about the Chat GPT version utilised by the respondents, specifically whether it was the free or premium edition. Furthermore, the limited duration of the survey presents an obstacle to gathering thorough data. Due to their reliance on the particular features and functionalities of the Chat GPT version used, these restrictions may have an effect on the researcher’s objectivity. Furthermore, the limited survey time may curtail the coverage of the collected answers, particularly considering that our survey predominantly focuses on business administration students, thus limiting the diversity and richness of the gathered data. We recommend that future studies should conduct comparative research between different versions of GPT Chat, including free and paid variants that can provide valuable insights into potential differences in performance and results. Such analysis can provide a deeper understanding of the strengths and limitations of different GPT Chat versions. Third, because the study focused on behavioural intention, actual usage and post-usage behaviour may not be covered by the findings. To gain a deeper understanding of users' actual behaviour, we suggest doing research on their usage and post-usage behaviours.
Practical implications
The findings will assist service providers and legislators in determining critical variables and influencing students' incentives to use ChatGPT in educational settings that use constructivist teaching methods. As a result, the information will assist service providers in creating AI chatbots that are more user-friendly, visually appealing, efficient, safe and convenient for education. Governments, in conjunction with service providers, have the potential to significantly accelerate the adoption of AI-based chatbots by highlighting their ethical and sustainable use. The findings demonstrate that students' ITU towards ChatGPT is substantially impacted by PU and PEoU. It is recommended that service providers emphasize the advantages and ease of use of AI chatbots in order to draw new clients. Additionally, in order to promote ChatGPT or related technologies, marketers should concentrate on raising the technology’s perceived novelty value. This is because people are open to new technologies as long as they believe they are interesting and innovative.
Originality/value
ChatGPT is an advanced AI-powered chatbot that has the potential to advance and revolutionize the learning and teaching process. This study attempted to look at the elements that lead students to want to use ChatGPT from an academic standpoint by combining the UGT and TAM. For practitioners, academics and educators, the findings provide a solid knowledge of and encouragement for the sustainable use of such AI tools. Despite having important practical consequences, the study contains a number of limitations that indicate possible research gaps that should be filled by further investigation.
... A possible justification for the use of CAD tools as a learning medium in past design projects by both designers with and without DfAM experience might be due to the technicalities involved in designing for AM. Moreover, according to Jonassen (1994), CAD software and technologies provide an opportunity for designers to function as learners, as cognitive tools for analysing data in pictorial forms, interpreting, and organising their personal knowledge, and representing what they know to others. The similar trend captured in the preference of future learning media further confirms the assumptions stated in the designers' choice of past learning media. ...
In this exploratory study, designers’ preferred learning media in learning to design for Additive Manufacturing was explored. Furthermore, by deploying an online survey questionnaire, factors such as years of experience, and the categories of products designed were explored to understand how they influence designers’ learning media with a response from 201 respondents. The results show that designers have learned how to design for AM through experimentation and present the first step towards developing an appropriate Design for Additive Manufacturing knowledge dissemination approach.
... 1983;Wild, 1995). (Jonassen, 1994 ;Jonassen, 1995). ...
... 1983;Wild, 1995). (Jonassen, 1994 ;Jonassen, 1995). ...
... 1983;Wild, 1995). (Jonassen, 1994 ;Jonassen, 1995). ...
The paper (1) explores several background issues in connection with the Quality Audits (2) discusses the possible effects on University culture and (3) focuses on the effects of the audits on teaching and learning. Firstly, background information of the Quality Audits includes: historical background, theoretical perspective, philosophical and political perspectives, the structure of the Committee, the modus operandi of the Committee, requirements on the universities and response by universities. Secondly, it reflects on four major areas affecting teaching and learning culture in relation to the background: culture of teaching and learning; management issues; funding issues and industrial issues. Finally information from the two previous sections is drawn to provide the basis for the crucial issue: the impact of national quality management requirements on teaching in Australian universities. The paper leaves the reader with the question: How do you demonstrate quality teaching?
... 1983;Wild, 1995). (Jonassen, 1994 ;Jonassen, 1995). ...
... This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method. Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information. ...
... This process could be supported by various human-based and computer-based tools (Puntambekar & Hübscher, 2005). As computer-based tools, cognitive tools have been used as supportive partners to enable and facilitate the learning process in constructivist learning environments (Jonassen, 1994). Using cognitive tools supports the idea of learning "with technology" rather than "from technology" (Kim & Reeves, 2007). ...
This study employed the design-based research (DBR) methodology to explore how to design instructional prompts integrated into a computer-based cognitive tool, GeoGebra, for gifted mathematics education. This study was divided into two iterative research phases lasting for 3 semesters, in which differentiating the instructional prompts for gifted students was explored. During two iterations, a combination of quantitative and qualitative data collection and analysis procedures were used to examine the effect of the designed prompts on gifted students’ learning achievements and explore their feedback on the learning activities based on the research conducted on 60 participants who were tenth-grade students. The findings led to a set of design propositions that contribute to the literature on both instructional prompts integrated into computer-based cognitive tools and gifted mathematics education. The propositions emphasize (a) prompts’ types, the algebraic-based prompts (ABPs) and software-based prompts (SBPs), (b) prompts’ order, emphasizing on presenting ABPs before SBPs, (c) prompts’ sequencing, adjusting the number of prompts’ sequences to gifted students’ characteristics, and (d) prompts’ combination, merging ABPs and SBPs to gain higher order learning outcomes. The prospective studies for the next phases of the DBR study are also discussed.
... LMS can provide unprecedented opportunities for this. At their best, computers can support knowledge construction, learning-by-doing, by conversing and reflecting (Jonassen, 1999) but managing all of this to improving quality of education in schools is a complex task that might be made more manageable by the implementation of LMS. ...
... The Cognitive Theory of Multimedia Learning by Mayer (2001) explains these beneficial impacts of learning with digital tools, among other aspects, with the assumption that learners actively engage with a learning content and so act as active processors who construct coherent mental representations. Thus, if computer programs are used as cognitive learning tools rather than as a directive instructional medium, this should enable learners to actively construct knowledge themselves instead of reproducing information (Jonassen, 1994). Digital tools are also suited for open formats like discovery learning, where learners actively engage with the subject matter and thus, compared to traditional formats, structure their knowledge better (Van Joolingen, 1999). ...
In this paper, we study the experiences of physics student teachers when they are asked to use modern digital toolswithin learner-centered astronomy education. Since digital tools are of particular importance in astronomy, this contextprovides an authentic setting for testing the effects of both, learning and teaching, for digital competence. The projectwas carried out as a highly-modified tutorial accompanying an introductory astronomy lecture with 20 M.Ed. physicsstudents. The student teachers were given an opportunity to apply the techniques learned within day-long projectscarried out with visiting school classes. A significant increase in digital competence, assessed by a TPACKself-assessment, was observed after the 13-week tutorial. From interviews, twelve main strengths (e.g. familiarity withdigital tools) and two main weaknesses (e.g. preparation for exam) of the course could be identified. The developedastronomy course concept can be easily adapted to conditions of other universities and the digital tools developed orused can also be adopted in high school classes.
... Central to effectiveness is the quality of social interactions supported by both technology and face-to-face interactions. Since interaction in teaching and learning is supported by the constructivist learning theory, we conclude this section with highlights from Jonassen's (1994) summary of the characteristics of a constructivist learning environment, which emphasizes knowledge construction instead of knowledge reproduction, emphasizes authentic tasks in a meaningful context rather than abstract instruction out of context, provides learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction, fosters thoughtful reflection on experience, enables context-and content-dependent knowledge construction, and supports "collaborative construction of knowledge through social negotiation" (p. 35), not a competition among learners for recognition. ...
COVID-19 has “taught” universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain success indicators and success factors in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of knowledge, teaching, learning, and technology and its role in learning. To better inform successful blended learning adoption, this study problematizes success indicators and success factors based on a configurative review of existing frameworks and emerging theoretical perspectives in higher education. A holistic conceptual framework that transcends context specificity is proposed to better inform policy making, instructional design, and teaching and learning. Conceptions of adaptive policy, policy as learning design, and policy as practice are found relevant for blended learning policy making and analysis in higher education.
... A tradução literal significa "o jeito de pensar do design" e faz uso das palavras empatia, colaboração e experimentação como princípios. Jonassen (1994) começou a conceber os alunos enquanto designers, quando trouxe a visão de que a tecnologia poderia ser utilizada como uma ferramenta promotora de novas aprendizagens. Rodrigues (2020) define a DT como uma estratégia que faz com que os estudantes exponham as suas ideias, passando por processos próprios da área de design, em busca de criações inovadoras, sendo colaborativos, trabalhando em caráter experimental, e com os erros também fazendo parte do processo. ...
A inquietação com a maneira como a educação básica parece estar atrelada em uma rotina de ensino tradicional, na qual os professores trabalham como transmissores de conhecimento e os estudantes como passivos e submissos no processo de aprendizagem, motivou a pesquisa que deu origem a este artigo. E que tem por objetivo relatar a experiência do uso da aprendizagem ativa em um curso totalmente online para multiplicadores da Educação Básica, durante o início do ensino remoto, na rede municipal de ensino de Recife. Nesta pesquisa tivemos 30 sujeitos que participaram de um curso desenvolvido na plataforma Google Classroom com a temática de Metodologias Ativas, com um total de 42 horas de dedicação. O presente artigo se caracteriza como um estudo qualitativo, descritivo, do tipo relato de experiência. Como resultados principais, verificamos que uma maioria dos participantes afirmam ter conhecimento do termo metodologias ativas, mas que na realidade grande parte não conhece os tipos de metodologias ativas que existem, ou mesmo confundem o termo metodologia ativa com metodologia de ensino ou de pesquisa ou mesmo com aplicativos, ferramentas e tecnologias usadas nas aulas. Os resultados encontrados reforçam a importância de se promover formações para professores das várias redes de ensino, para que a equidade nos diversos níveis de ensino possa ser uma realidade possível.
... Based on a conceptual basis for educational applications of virtual reality [117], constructivism theory [11] provides the best basis for developing VR educational applications. In constructivism, VR allows learners to build their knowledge so they may "construct their own reality, or at least interpret it based on their perceptions of experiences" [44], even if they learn via distance education. Therefore, learning with instructional VR tools fits the constructivist learning design [99]. ...
... In this paper, the focus will be on computer-based technology learning since it enables degrees of interactivity, computing capacity, graphical rendering and retrieval of information that would otherwise be impossible [6]. Because of the interactive nature of technology and the power of its information-processing capabilities, Jonassen [7] proposes that when students learn with technology, it becomes a cognitive tool. This concept is connected to his previous reflection about computers as "mindtools" [8] because "students cannot use these tools without thinking deeply about the content that they are learning, and second if they choose to use these tools to help them learn, the tools will facilitate the learning process ... Cognitive tools are computationally based tools that complement and extend the mind". ...
The mission of the university goes beyond contributing to society with the results of its research and innovation. Its scope is prompting and supporting young people to gain new knowledge while encouraging them to consider/include forms of social engagement. Then, it is crucial for teachers to engage students in the learning process. Students use technology to communicate; thus, they are more likely and comfortable to participate in a technology-driven environment. This purpose could be pursued through the correct choice of educational technologies within the learning environments. Communication technologies have the potential to engage learners while also providing motivation and support for both teaching and learning. This paper focuses on the definition of educational technologies and on the description of a grid of 12 technologies that were chosen based on the research activities undertaken in doctoral research at the Politecnico di Milano. Subsequently, the technologies are classified through different mappings and methodologies to produce a description showing advantages, disadvantages, and contexts of use. Finally, it analyses the technologies from the point of view of 2 learning contexts, on-site and online, to help create new hybrid learning processes.
... He described programming as a construction tool for personal expression and knowledge construction. Jonassen (1994) defined computers as cognitive tools and noted that when used with constructivist learning environments, computers can activate critical thinking and learning. Jonassen, Peck and Wilson (1999) described technology as "the designs and environments that engage learners" (p.12). ...
This thesis examines children’s thinking, learning and metacognition when designing their own computer games. The study aims to understand more about what kind of learning takes place, and how it emerges whilst children are authoring their own computer games. The aim is to get an insight into the cognitive processes students exercise that activates the ‘thinking for learning’, in particular in relation to the role of the teacher and digital game making activities as a learning space.
Whereas mainly case studies and design-based research projects have been used as methodologies to study learning with digital game making, this study gives an ethnographic account by observing children’s problem-solving activities from moment to moment. Field notes were collected by examining the language and the context children use for their ‘self’ explanations and group discussions, the gestures, the culture of their relationship with their teacher, peers and technology in their classroom settings. A metacognitive skills self-report instrument was created and used to investigate the metacognitive skills that children develop whilst working on their games. The data were collected for a period of eight months, through participant observations, in-depth interviews, informal conversations and video recordings of children’s group discussions in a primary school in London. Learning logs and problem-solving sheets were introduced for the ten focus children to record their thinking when solving problems. During this research there were many opportunities to observe the changes in a child’s reasoning over time, which provided an insight into children’s mental activities.
The study found that game design activities have many learning benefits for children. The main themes that are emerged from the study include metacognitive awareness; CT; learning in curriculum subjects; and developing transferrable 21st century skills. Furthermore, the role of
conversation in triggering thinking processes and self-regulated learning are discussed using data from the study.
Although the study provides insight into different aspects of learning during game design, it also highlights the difficulty in evaluating these different learning benefits. The results contribute to the growing body of knowledge about how to evaluate children’s computational skills by providing a multiple evaluation model and a Metacognitive Skills Instrument (MSI) for measuring metacognitive skills that children develop whilst making their computer games. The challenges and limitations of these methods are discussed to form questions for the future studies.
... This productive learning-and-teaching initiative using a communication qualitative assessment educational technology tool, called, DF, allowed the students to construct knowledge and to support their arguments by uploading sources to their counterclaims. The findings would support the work by Jonassen (Jonassen, 1994) in that it shows that the use of DF is not only seen as a communication tool within an LMS but it could also be considered to be a cognitive tool that enables 'cognitive learning strategies and critical thinking' amongst online participants and therefore allows for learning beyond the classroom. ...
Nuclear power forms part of the first-year physics undergraduate course work in the extended curriculum program at the University of the Western Cape. This investigation intends to assist students in mastering their understanding of how nuclear power works through the development of critical thinking skills around the topic and to create awareness among students of the implications of expanding a nuclear power footprint. Through debate, students in this course investigate the impact of South Africa increasing its nuclear footprint within a global context. In this work, students were encouraged to explore publications and reputable websites surrounding this topic and based on their findings formulate arguments. The authors conceptualized and developed a Sakai tool (based on Learning Tools Interoperability), called Reference Register (RR) to compliment the work. RR stores the reference uploaded by each student, shares uploaded literature resources to the group members, and quantifies the number of times a student uses a reference when presenting their argument. The incorporation of the RR was intended to encourage students to formulate arguments based on well-founded literature. Authors sort to investigate in which ways and to what extent does an online discussion forum facilitate students becoming ethically, environmentally, and socially aware in the area of nuclear energy and to assist students in becoming better in their professional communication skills. The outcome of this student engagement included students becoming familiar with what constitutes a well-formulated scientific argument based on a literature review, group engagement, becoming aware of South African current affairs regarding nuclear power, and its social and economic impact.
... The goal of Universal Design for Learning is to design and develop multimodal systems and educational materials to meet the needs of each student. Multimodal educational systems which employ modern technology have encompassed the principles of constructivism and the research field of human-computer interaction [18,42,43]. Multimodality is based on Montessori pedagogy, whose educational method takes into consideration all human senses, visual, auditory, tactile, gustatory, olfactory, and kinesthetic, and is addressed to all preschoolers regardless of their physical and cognitive capabilities [44]. ...
Effectiveness, efficiency, scalability, autonomy, engagement, flexibility, adaptiveness, personalization, conversationality, reflectiveness, innovation, and self-organization are some of the fundamental features of smart environments. Smart environments are considered a good learning practice for formal and informal education; however, it is important to point out the pedagogical approaches on which they are based. Smart learning environments (SLEs) underline the flexibility of eclectic pedagogy that places students at the center of any educational process and takes into account the diversity in classrooms. Thus, SLEs incorporate pedagogical principles derived from (1) traditional learning theories, e.g., behaviorism and constructivism, (2) contemporary pedagogical philosophy, e.g., differentiated teaching and universal design for learning, (3) theories that provide specific instructions for educational design, e.g., cognitive theory of multimedia learning and gamification of learning. The innovative concept of transmedia learning is an eclectic pedagogical approach, which in addition to learning principles, blends all available media so far. WUIM is a transmedia program for training independent living skills aimed primarily at children with learning disabilities, which emerged from the composition of pedagogical theories, traditional educational materials
and cutting-edge technologies such as augmented and virtual reality, and art-based production methodologies. This paper outlines the development of WUIM, from the prototyping presented at the 4th International Conference in Creative Writing (2019) to the Alpha and Beta stages, including user and expert evaluations.
... One of the significant contributions of technology to education is the preparation of effective materials. Technology is used as a tool in creating products (Jonassen, 1994b).The duty of technologies is to support the learners productions.It especially contributes to the preparation of interactive educational environments and to the multi-directional presentation of knowledge (Tezci and Gürol, 2001).Perviously, computer programs were mainly used for exercises and practies in education; however, today it is to possible to find effective interactive programs.Some of these programs which allow students to establish and develop their own knowledge and produce alternative solutions.Many educational softwares, such as constructivist personal lesson programs, which make students active and help them establish their own knowledge, exercise and practise programs, instructive games, simulation programs, proble solving programs which have various teaching practices have started to be used in education.In educational technology supported learning environmetnts, it is possible for students to contribute to topics and education as active and interactive individuals.Learning packets made up of written, auditory and visual materials, which are neatly organised enabling students to direct themselves on their own evaluations, are programs which make individual anh group learning easier (Öncül, 2000). This usage of technology in the desing of educations allows learners to be active in learning, develop high level thinking skill and gain professional knoeledge (Collins, 1990) Educational Technologies and Materials, which offer additional opportunities for learning and putting what you know forward, provides different learning enviroments and maintains permanent and interactive learning.Especially with abstract concept lessons like Science and Technology, the usage of educational technologies anad materials are very currucial. ...
The aim of this research is todetermine the effect of educational Technologies and material supported science and technology teaching on the problem solving skills of 5th grade primary school students fort his reason the software made for teaching the subjects of " The World, Sun and Moon" unit of the science and Technology lesson was prepared with the Macromedia Flash 8 program.The Buca Primary School in Buca, zmir is the scope of this quasi experimental design study which is suitable fort he " Pre-test , Post-test control group" model.The participants are 80 studenrs from the 5-C and 5-F classes of Buca Primary School of the 2006-2007 academıc year.For this research, as the data collection device, researchers used "The Problem Solving Skills Scale" developed for Level I students.The six sub-dimensional Scale comprising 38 articles has a 82 cronbach Alfa reliability coefficient. In the analysis of the research data, arithmetic mean, standart deviation was used t-test was used to compare the pre-test, post-test results of the two groups. As a result of this research, it has been Seben taht the applied program has a positive influence on the problem solving skills perception of students.
... • Flipped learning classroom principle (Liu, Zhang, and Fan 2013) • Embracing a deep learning approach for principles and practices of sustainability (Kevin 2003, O'Brien andSarkis 2014, Sarhan and Rutherford 2014) • The three principles of Ecole education: freedom, competition, and variety (Drexler 1977, Carlhian 1979, Chafee 1983 • Charrette design studio technique (Walker andSeymour 2008, Pernice 2013) • Constructivist design studio concepts (Jonassen 1994, Kurt 2012 • Learning pyramid principles that supported deep learning (Wood 2004) • The Bauhaus prime education objectives depended on integrating theory and application (Whitford 1992 These references reflected the framework for the new structure of design studio pedagogy and the implementation of digital technology. The research is a quantitative and qualitative method type that provided various ways to evaluate and assess the new sustainable design studio pedagogy and the integration success level in students' designed projects. ...
The concept of sustainability in design is meant to ensure that the product of the design is in harmony with humans and nature by taking into consideration the three aspects of sustainability: environmental, social and economic. The objective of this experiment was to integrate the three aspects of sustainability principles into the architectural design studio to train future architects to be able to design sustainable buildings. The study aimed to create an integration method that could be validated through the junior students’ work in the innovative Sustainable Architecture Design Studio (SADS) at Izmir Institute of Technology. The impact of the pedagogy on the students’ ability to integrate sustainable design principles into their projects was measured through the evaluation tools formulated for this purpose by the instructor. Further, the students’ feedback through course evaluation, questionnaire, and colloquium at the end of the term was used to assess the method. The findings of this research demonstrated that the innovative studio pedagogy and teaching method were successful in integrating the sustainable design elements into design studio projects, while the level of sustainable elements integration was 68%.
... Starting from Bruner, other authors in the cognitive field have stressed this issue; in their contribution Papert (1980) and Jonassen (1994) underline the active role of the people who get to understand their experience by exploiting cultural tools in a context. In this approach, which has been named in constructionism, "meaningful learning" (Jonassen et al., 2008) and "discovery learning" (Papert and Harel, 1991) are important conceptual contributions and cannot be neglected when reflecting on creativity and technology. ...
... The use of computer mediated communication systems to negotiate and construct knowledge is an example of using the technology as a cognitive tool and not simply as another kind of one-way communication method. According to (Jonassen, 1998) "cognitive tools stimulate learning strategies and critical thinking, learners engaged with course content in discussions and group work with other learners engage in generative processing of information". In particular the author describes the generative processing as "deeper information processing results from activating appropriate mental models, using them to interpret new information, assimilating new information back into those models, reorganizing the models in light of the newly interpreted information, and then us-ing those newly aggrandized models to explain, interpret, or infer new knowledge". ...
Interaction among members in Virtual Learning Communities influences the communities’ evolution. Starting from this consideration, this chapter provides a discussion on the more widely used software systems that support interaction between virtual communities’ members and virtual learning environment underlining the advantages and the disadvantages considering the several processes that characterize the VLCs. Moreover in education environments interactions are important in order to facilitate the learning process, and this chapter describes how the intelligent agent approaches can bean interesting alternative to a human facilitator. The analysis of intelligent agents describes how they allow both analysing interaction and improving the level of participation of members of a Virtual Learning Community.
... The use of computer mediated communication systems to negotiate and construct knowledge is an example of using the technology as a cognitive tool and not simply as another kind of one-way communication method. According to (Jonassen, 1998) "cognitive tools stimulate learning strategies and critical thinking, learners engaged with course content in discussions and group work with other learners engage in generative processing of information". In particular the author describes the generative processing as "deeper information processing results from activating appropriate mental models, using them to interpret new information, assimilating new information back into those models, reorganizing the models in light of the newly interpreted information, and then us-ing those newly aggrandized models to explain, interpret, or infer new knowledge". ...
Interaction among members in Virtual Learning Communities influences the communities’ evolution. Starting from this consideration, this chapter provides a discussion on the more widely used software systems that support interaction between virtual communities’ members and virtual learning environment underlining the advantages and the disadvantages considering the several processes that characterize the VLCs. Moreover in education environments interactions are important in order to facilitate the learning process, and this chapter describes how the intelligent agent approaches can bean interesting alternative to a human facilitator. The analysis of intelligent agents describes how they allow both analysing interaction and improving the level of participation of members of a Virtual Learning Community.
... Starting from Bruner, other authors in the cognitive field have stressed this issue; in their contribution Papert (1980) and Jonassen (1994) underline the active role of the people who get to understand their experience by exploiting cultural tools in a context. In this approach, which has been named in constructionism, "meaningful learning" (Jonassen et al., 2008) and "discovery learning" (Papert and Harel, 1991) are important conceptual contributions and cannot be neglected when reflecting on creativity and technology. ...
The 4 P’s creativity model (person, process, press, and product) underlines how creativity is strongly connected with the materials employed to conceive and realize a creative outcome. As a multiform construct, it invites a wide variety of approaches to the study of it. One of the most promising ways to address this issue is to connect it with cognitive development and related educational pathways, as creativity can be enhanced and stimulated in every child, leading to an improvement both at personal and societal level. Even if creativity is recognized and highly valued, there is still a lack of methods which can stimulate creativity in an effective way. Useful hints may come from the outstanding contributions of Piaget and Montessori who underlined that interaction with the physical world is a fundamental building block for cognitive development. In this paper, starting from these fixed points, we describe some creativity enhancing methods for children which give importance to the edge between digital and physical materials. Digital materials open new ways to the use and integration of physical materials with hybrid platforms which can be used in educational contexts. Together with this perspective we provide a description of the application of these methodologies to enhance creativity in children with Autistic Spectrum Disorder.
... We suggest that further originary work might continue to support instructional designers in making wise technology choices, perhaps similar in concept to Wilson's (1997) contrast of instructional technologies being either "cooperative" with, or "exploitative" of, learners (p. 71), or Jonassen's (1994) view that designers should use technology as a tool to "engage and facilitate" learners' cognitive activities, but updated to account for the more hermeneutic views of learning and learners presented here. ...
In this paper we offer a call for the development and utilization of originary theory in instructional design. Originary theory, which is generated by scholars within the field of its intended application, can be contrasted with imported theory, which is formulated in one field and later moved or “imported” into another for new purposes. In making our argument we first review the use of theories imported into instructional design and address limitations that might arise if these theories are overly relied upon, such as if they are treated as the primary source of insight for supporting the work of practitioners. Next, we define originary theory and argue that it should be emphasized within the field of instructional design because of the central role it can play in facilitating the field’s work of designing and developing excellent learning experiences. We further explore how originary theories can support instructional design practice by considering two examples of recent theoretical work that speak to the values, and challenge the assumptions, of instructional designers, disclosing aspects of the field that can help them better accomplish their work. First, we consider originary theory that conceptualizes instructional design as a design discipline; and second, we review originary theorizing that provides alternatives to common views about learners and learning. We conclude by considering what it might mean for the field to more intentionally develop and apply originary instructional design theory.
... y metacognitivo y, por supuesto, favorecer el proceso de adquisición de los idiomas y el desarrollo de competencias comunicativas. Se buscaba, además, que dicha herramienta permitiera a los estudiantes aprender no sólo del profesor, sino con éste, con sus compañeros y con la plataforma en tanto que herramienta cognitiva (Jonassen, 1994). ...
Este artículo presenta los resultados de la evaluación del segundo prototipo de Lingweb, un ambiente virtual para el aprendizaje de idiomas diseñado en la Universidad del Valle (Cali, Colombia). En el marco de una investigación.acción se llevó a cabo una intervención pedagógica e ocho cursos de idiomas; posteriormente, se realizaron una evaluación del sistema y de la experiencia de aprendizaje a través del foro electrónico y una encuesta. Los resultados evidencian un alto frado de satisfacción de los usuarios frente al entorno virtual; además, confirman la pertinencia del modelo pedagógico que fundamenta el diseño del entorno.
... Esta concepción de las herramientas electrónicas plantea el reto de convertirlas no en una fuente automática de respuestas cerradas a preguntas de selección múltiple, sino en un ayudante que sugiera, que acompañe, que invite a reflexionar y a construir, no a reproducir. En una palabra, como afirma Jonassen (1994), una herramienta con la cual el usuario aprenda y construya. Esta concepción obliga a priorizar en el diseño de las aplicaciones hipermediales algunas características que promueven el pensamiento crítico a través de un alto grado de interactividad y del entrenamiento en el uso de estrategias de aprendizaje cognitivas, metacognitivas y socioafectivas. ...
Este artículo presenta un panorama de la investigación en el campo del diseño y desarrollo de ambientes web instruccionales. Se describen, en primera instancia, un conjunto de aplicaciones informáticas y de investigaciones sobre herramientas hipermediales para la enseñanza y el aprendizaje —algunas de éstas destinadas a la enseñanza de lenguas—, lo mismo que algunos sistemas de enseñanza en línea. Posteriormente, se revisan los fundamentos del diseño instruccional que han marcado el desarrollo de aplicaciones y de sistemas web educativos. Luego, desde una perspectiva constructivista, se presentan los principios cognitivistas y sociocognitivistas del aprendizaje y la conceptualización del diseño en diversas teorías cognitivas y metacognitivas. Finalmente, se consideran las propuestas de varios autores para el entrenamiento en el uso de estrategias de aprendizaje de lenguas.
... One of the significant contributions of technology to education is the preparation of effective materials. Technology is used as a tool in creating products (Jonassen, 1994b).The duty of technologies is to support the learners productions.It especially contributes to the preparation of interactive educational environments and to the multi-directional presentation of knowledge (Tezci and Gürol, 2001).Perviously, computer programs were mainly used for exercises and practies in education; however, today it is to possible to find effective interactive programs.Some of these programs which allow students to establish and develop their own knowledge and produce alternative solutions.Many educational softwares, such as constructivist personal lesson programs, which make students active and help them establish their own knowledge, exercise and practise programs, instructive games, simulation programs, proble solving programs which have various teaching practices have started to be used in education.In educational technology supported learning environmetnts, it is possible for students to contribute to topics and education as active and interactive individuals.Learning packets made up of written, auditory and visual materials, which are neatly organised enabling students to direct themselves on their own evaluations, are programs which make individual anh group learning easier (Öncül, 2000). This usage of technology in the desing of educations allows learners to be active in learning, develop high level thinking skill and gain professional knoeledge (Collins, 1990) Educational Technologies and Materials, which offer additional opportunities for learning and putting what you know forward, provides different learning enviroments and maintains permanent and interactive learning.Especially with abstract concept lessons like Science and Technology, the usage of educational technologies anad materials are very currucial. ...
The aim of this research is todetermine the effect of educational Technologies and material supported science and technology teaching on the problem solving skills of 5th grade primary school students fort his reason the software made for teaching the subjects of “The World, Sun and Moon” unit of the science and Technology lesson was prepared with the Macromedia Flash 8 program.The Buca Primary School in Buca, İzmir is the scope of this quasi experimental design study which is suitable for the” Pre-test, Post-test control group” model.The participants are 80 studenrs from the 5-C and 5-F classes of Buca Primary School of the 2006-2007 academıc year.For this research, as the data collection device, researchers used “The Problem Solving Skills Scale” developed for Level I students.The six sub-dimensional Scale comprising 38 articles has a 82 cronbach Alfa reliability coefficient. In the analysis of the …
... Students are using technology to analyze the world, to access information, to interpret and organize their personal knowledge, and its representation to others [22]. New pedagogy purpose is not only to obtain knowledge but learning process enhancement. ...
During ages, new and innovative learning technologies are often criticized or rejected, while their full acceptance is commonly delayed. As a result, the progress of Smart Learning Environments is noticed nowadays to be delayed, while educator debate about the technology used in classroom effectiveness. Author’s objective is to explore potential factors in order to render modern communication devices such as mobile phones and tablets suitable for learning in schools, taking into consideration possible advantages or disadvantages. In the case that students use mobile devices during learning procedure, a shortage of suitable content as well as adequate integration of educational and edutainment systems employing gamification techniques within the school framework. These factors are considered to be sufficient enough to strengthen and improve learning experience and effectiveness.
... Therefore, rather than focusing on what technology is being used, Item 9 emphasizes on how the technology (whether analog or digital) is being used in ways parallel to that of STEM professionals, namely, "to record, manage, and analyze data; and to model ever more complex systems with greater precision" [4, p. 203]. All of these are reflected in the levels of Item 9, which represents tools for knowledge construction [58] through problem-solving and decisionmaking [28]. Furthermore, the levels become more complex the higher they go as they require students to be more cognitively engaged in the knowledge construction process. ...
The notion of scriptwriting is above all a work of content conception, organization of resources, planning of the activity, and mediations to accompany learning. While the notion of media coverage is the formatting of tools to transmit content, it must be understood in the sense of the process of scripting teaching content through a technical artifact, a media device. Through this chapter, the authors show two notions of scriptwriting and mediatization. the first concerns the pedagogical scripting. They define the pedagogical scripting, its different stages, and the tools of scripting an online teaching. The second is the online pedagogical scenario. They propose an example of an overall model of the design of a pedagogical scenario for online teaching. Then they define the basic concepts of mediatization, its effects, and its different fields of application. Then, they define the mediatization tools by proposing the best known and most used. They define the criteria for choosing a mediation tool and in particular the levels of interactivity for the choice of a tool.
This article reports on the development and initial validation of the Intention to Use Technology-enabled Learning (I-TEL) Scale. Data from 313 preservice teachers were used to examine the instrument’s psychometric properties. Principal axis factoring (PAF) indicated a five-factor structure consisting of 22 items. The scale, as well as the subscales, indicated good internal consistency. Together, these tests indicate that the I-TEL is a valid and reliable instrument for measuring preservice teachers’ intention to use technology-enabled learning (TEL). Implications for teacher education research and practice are discussed.
To cope with the spectacular progress of technology, university education in Algeria has placed a lot of emphasis on delivering instructions through the eLearning platform. This paper explores the usefulness of eLearning in improving the students’ learning experiences to undertake research projects. No empirical studies have been conducted on the efficacy of online teaching research methodologies in Algerian EFL contexts. The current research tries to show and an in-depth look at the efficacy of teaching the Research Techniques module online. It attempts to answer the question: To what extent has the e-Learning platform been effective in teaching/learning research methods to Algerian EFL students? To this aim, the researcher’s gleaning of data was from a questionnaire distributed to 86 third-year students of English in the department of foreign languages at Naama University Center and a semi-structured interview with three teachers from the same context. The findings reported that e-learning has influenced the educational process and positively affected students’ knowledge construction and reflexivity. It has also increased their personal and empirical skills to conduct research projects despite some challenging features. This research will be of broad interest to EFL teachers willing to use eLearning in their methodology courses besides improving their teaching. The reported acceptability of eLearning might be utilized to influence policy and counter the traditional teaching methods used in Algerian institutions. Furthermore, although the finding is not generalizable, it does include features that instructors in other contexts may find valuable
The second book on Seamless Learning in Higher Education is a compilation of detailed descriptions and comparisons of educators designing and teaching courses from 10 countries where identified courses before and during COVID-19 are analyzed based on the Seamless Learning Experience Design (SLED) framework. The book is intended as a clarification for the identified concepts within the SLED model and as a demonstration of improving quality education in learning environments where technology is ample and available as well as in learning environments with minimal technology resources. The book provides rich information that will support educators, instructional designers, and management alike to improve their approach toward the continuous changes in the education landscape. https://pressbooks.pub/seamlesslearning2/
Over the last two decades, education in Singapore has shifted its focus from teacher-centred teachingTeacher-centred teaching to student-centred learningStudent-centred learning in an effort to meet all learning needs. This shift relies on teachers being responsive to a student’s individual and collective needs in terms of the curriculum, pedagogy and assessment. With this goal in mind, this chapter first unpacks the complexity of teaching and learningComplexityteaching and learning and illuminates how it imposes high demands on the workload, judgementTeacherjudgement and knowledge of teachers as they adapt and respond to students’ needs in the classroom. The chapter then explores artificial intelligence for educationArtificial intelligence for education (AIED) with a two-by-two categorisation: two for artificial intelligenceArtificial intelligence (AI) augmenting teachers or students, and two for individual or collaborative learningCollaborative learning. It introduces intelligent tutoring systemsSystemsIntelligent tutoring systems (ITSs) and classroom orchestration systemsSystemsClassroom orchestration systems as the AIED tools that can help teachers deal with the complexities of teaching an individual student or a group of students. It also introduces how AIED can augment students in creating new knowledge. In this case, AIED can increase the complexity of learning and forming partnerships with students to create new knowledge. The chapter then highlights three important considerations for effective use of AIED in classrooms, namely: AIED tools need to be robust and explainable, humans need to work in partnership with AI, and AI governanceAI governance is critical.
An electronic medical record (EMR) is a cognitive tool with a determinative role on our work and results, and therefore contributes to unwarranted practice variation. Current NICU EMRs generally are underconceptualized, particularly in the sense that they do not make explicit much of the tacit thinking we employ in doing our work. In contrast, an EMR database most usefully maps and stores explicit data elements—in distinction to free-text fields, which generally permit variable, inconsistent, incomplete, and even potentially inaccurate, characterization of the circumstances one is trying to record. Additionally, free-text fields generally preclude reliable and unbiased automated data retrieval at the group level. Many NICUs use an EMR produced by one of a few vendors. However, that does not assure NICUs use the same data elements nor share a common conceptualization of their work, including (at least, implicit) EMR aims. Understanding the notions of elementary questions, the difference between data, information, knowledge, and wisdom, and setting explicit goals for a NICU EMR increases its value as a cognitive tool. NICU EMR goals should include features not feasible without an EMR, such as computing posttest disease probability, decreased risk of error, and improved provider communication efficiency. User acceptance of an EMR does not necessarily imply a problem was successfully solved.KeywordsElectronic medical record (EMR)DataInformationKnowledgeWisdomElementary questionCognitive tool
La enseñanza híbrida es una modalidad de aprendizaje utilizada en forma recurrente en Paraguay, debido a la pandemia que azota a la humanidad, donde se combina la educación presencial y remota con distintos medios.En este marco, se analizan los alcances y limitaciones de la enseñanza híbrida en los cursos de postgrado. El diseño de investigación utilizado para el desarrollo de la investigación ha sido no experimental, de alcance descriptivo-explicativo-correlacional, con enfoque cuali-cuantitativo. La recolección de datos fue realizada a través de la aplicación de entrevistas estructuradas a docentes y estudiantes, dichos insumos fueron analizados según los métodos contemplados por la estadística descriptiva e inferencial. Se tomó como caso de estudio las Facultades Politécnica, Ciencias Químicas, y Ciencias Exactas, de la Universidad Nacional de Asunción, que en el momento de la investigación implementaban la modalidad híbrida en los programas de postgrado.Como alcances de la modalidad, fueron mencionadas, la autonomía del aprendizaje, la colaboración a través de foros, chats, trabajos en equipo, prácticas guiadas, acceso a la información, otros. Como limitaciones, la necesidad de contar con una planificación institucional sólida y la previsión de recursos administrativos para la actualización de la infraestructura edilicia y tecnológica. Finalmente, esta investigación concluye que existe la necesidad de contar con una legislación académica y administrativa que garantice el desarrollo armónico de la enseñanza, para avalar la credibilidad de la modalidad y de la institución.
Asynchronous e-learning has been popularized by the onset and rapid spread of the COVID-19 pandemic. This is because this approach of e-learning speaks to social distancing which is a key element in controlling the spread of the coronavirus. This chapter starts by defining asynchronous e-learning and contrasting it with the synchronous approach. It progresses into identifying and discussing different digital tools used in asynchronous e-learning among them threaded discussion forums, recorded live events, documented cases, emails, blogs, wikis, and reflective journals. The chapter describes interactive, mediated, active, and collaborative learning as some of the key strategies used in asynchronous e-learning. It proceeds to explain the principles used in the development of asynchronous content together with highlighting best practice in effective asynchronous teaching. The chapter ends by identifying some of the key challenges associated with asynchronous e-learning and suggests mitigation strategies for dealing with the challenges.
Purpose: This thesis explores information technology (IT) use amongst educational psychologists (EPs) in the United Kingdom, specifically the IT used with and recommended to children and young people (CYP), the availability of devices, and how information is shared with service users. Factors that could influence IT use were also explored, including EPs’ personal variables (age, demographics, disability), service variables, comfort levels with IT, and the impact of COVID-19. Bronfenbrenner’s ecosystemic theoretical framework was used to conceptualize IT use amongst EPs. Methods: A mixed-methods research approach was used to analyse the data. Quantitative research surveys were administered and collected across two phases (before and after March 2020); 65 EPs completed the first survey and 37 completed the second. Qualitative data were also collected in two phases and involved in-depth interviews with three EP innovators to explore the enablers of IT usage and 10 further interviews to explore IT use after the COVID-19 lockdown. Results: The results indicate that EPs employ IT most frequently in their administrative tasks. Most EPs do not have access to IT-mediated assessments, whereas many frequently use IT to score assessments. Service factors were additionally found to influence IT usage, including senior leadership’s openness to IT and the compatibility of IT with the EP service. Senior leadership impacts the frequency of IT use, availability of up-to-date devices, IT usage policies, availability of IT-mediated assessments, and time allocated to explore IT and develop competence. Planning by senior leadership was often related to comfort levels with IT. Since COVID-19, there has been a shift in the use of videoconferencing to communicate with service users and other EPs. EPs reported that videoconferencing was efficient for some meetings in terms of time spent travelling and flexibility for working parents. This research also found that remote working can negatively impact mental health; however, it is moderated by social networking and opportunities to gather virtually as a team. Most EPs do not use any IT with CYP directly. EPs most often recommend IT to support CYP’s literacy development, mental health, and augmentative and alternative communication. EPs frequently utilize laptops and smartphones in their practice for administrative tasks and communication. Availability of devices influences the frequency of usage; self-employed EPs frequently employ tablets, whereas EPs in other services reported not utilizing them. Implications: EPs must be supported to effectively utilize IT by being provided with the appropriate devices (and resources) and allocated time to learn and experiment with IT. Services must audit IT skills within teams and available resources. Additionally, services must develop IT use policies that enable an open exchange of ideas and new ways of working. CYP will utilize IT in their schooling and future work and will need to be supported to ensure that they have access. There are currently no resources or training for EPs on IT use. As such, it might be premature to explore how the availability of technology impacts IT use when very few EPs are using IT directly with CYP. This thesis seeks to begin the discourse on IT use in the hope that EPs and trainee EPs will continue to explore the role of IT and its potential for evolving practice.
This predictive correlational study examines to what extent the constructs of the Theory of Planned Behavior and program factors (i.e., classification and program of study) can predict preservice teachers' intention to use technology-enabled learning (TEL), a student-centered approach to technology integration as a cognitive tool. A survey was distributed to preservice teachers enrolled in a college of education at a midsize, public teaching university. The findings of this study cohere with and extend previous research regarding preservice teachers' intention to use technology, which suggested positive attitudes toward technology and a strong sense of personal control over the decision to use technology contribute to intention to use technology. The results demonstrated that program and theoretical variables predicted preservice teachers' intention to use TEL.
Technology integration in English language teaching (ELT) has changed the mode of classroom instruction at school. The use of modern technologies at public secondary schools within Nepal is a big challenge. This study explores students ‘perspectives on technology integration in English language teaching at public secondary schools in Nepal. The study was framed under qualitative research design that used focus group discussion to gather data from the six groups of students in the Kathmandu valley. The thematic analysis of their views under different categories revealed that the ELT with technology integration is a dire need for developing students’ language proficiency. Additionally, the results show that the learners of English as a foreign language (EFL) are aware of the advantages of teaching with technology but the insufficient ICT infrastructure at school and the lack of EFL teachers’ professional skills and knowledge of integrating technology into their daily pedagogical practices are main obstacles of technology integration. The study points out implications for ELT practitioners, researchers, policy makers of ICT in education along with stakeholders.
p>Los contextos de aprendizaje se han transformado: las Tecnologías de la Información y la Comunicación (TIC) han tomado un papel preponderante en la educación de nivel bachillerato, siendo que, a partir, de la Reforma Educativa para el Nivel Medio Superior que se ha transitado hacia nuevas modalidades de aprendizaje. A partir de una concepción constructivista, donde el alumno es protagonista de su aprendizaje, se propone el modelo instruccional para cursos virtuales como una oportunidad de atender las necesidades de los estudiantes donde el docente pueda desplegar estrategias mediadas por la tecnología para promover el desarrollo de competencias en los alumnos. Se describen los elementos que conforman el diseño instruccional y las características de los diferentes modelos instruccionales que pueden servir de guía para los profesionales de la educación que se vean inmersos en la construcción de cursos virtuales.</p
We examine how technologies, particularly computer technologies that aid in cognitive processing, can support intellectual performance and enrich individuals’ minds. We distinguish between effects with and of a technology: Effects with occur when people work in partnership with machines, whereas effects of occur when such partnerships have subsequent cognitive spin-off effects for learners working away from machines. It is argued that effects both with and of depend on the individual's mindful engagement in the partnership. Such mind-machine collaborations also invite reexamination of prevailing conceptions of intelligence and ability: Are they properties of the individual or of the joint system? We respond to these dilemmas by offering two views, one emphasizing mainly the upgraded performance in a person-machine system of partnership, the other emphasizing more the educationally valued cognitive residue that can result. The use of computer tools to extend the reach of minds is briefly discussed within wider normative, theoretical, and practical contexts.
Computers are classically viewed as amplifiers of cognition. An alternative conceptualization is offered of computer as reorganizer of mental functioning. Software analyses illuminate the advantages of the latter approach for new visions of the potential cognitive benefits of computers. A new result emerges: Because the cognitive technologies we invent serve as instruments of cultural redefinition (shaping who we are by changing, not just amplifying, what we do), defining educational values becomes a foreground issue. The demands of an information society make an explicit emphasis on general cognitive skills a priority. The urgency of updating education's goals and methods recommends an activist research paradigm: to simultaneously create and study changes in processes and outcomes of human learning with new cognitive and educational tools.
Cognitive learning tools target to increase the learning skills and metacognitive awareness at the student. Its main premisse is that through the various learning stages in various domains, students find benefit in the awareness that so far they developed a certain level of routines on how to approach new topics and needed skills. This awareness is typically increased by undertaking tools for conceptual representations. Most of them are of a schematic nature. Some are tools for exploring rhetoric alternatives like outline editors in for instance WORD. In terms of 'computational thinking' the effect of 'playing' with spreadsheets (EXCEL) and also tools for experiencing mechanics (e.g. 'Interactive Physics') and electronic circuits ('Electronic Workbench') essential metacognitive skills and awareness may be instigated and lead to creativeness and problem solving. The book 'Sources for a better Education' embeds the various models and best practice in the larger context of instruction, curricular architecture and assessment doctrines. The book can be found here https://www.springer.com/gp/book/9783030889029
Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.) Knowing, learning, and instruction: E...
Discusses constructivist uses of production rule expert systems that may be used to support learning for secondary and higher education. Highlights include locus of control; and objectivist and constructivist applications of expert systems as intelligent tutoring systems, as feedback systems, as personal knowledge representation tools, and for analyzing and representing content. (Contains 33 references.) (LRW)
Incluye bibliografía e índice
Introduction by Seymour Papert
- S Papert
Papert, S. (1990). Introduction by Seymour Papert. In I. Harel (Ed.), Constructionist learning. Boston: MIT Laboratory.
Educational technology: Definition and glossary
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Ritchey, R. & Seels, B.A. (in press). Educational technology: Definition and glossary. Washington, DC: Associations for Educational Communications and Technology.