Showing papers in "Educational Technology archive in 1995"

Problem Based Learning: An instructional model and its constructivist framework

Abstract: It is said that there’s nothing so practical as good theory. It may also be said that there’s nothing so theoretically interesting as good practice 1 . This is particularly true of efforts to relate constructivism as a theory of learning to the practice of instruction. Our goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will examine what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992).

Facilitating Computer Conferencing: Recommendations from the Field.

Abstract: Introduction Over the past few decades, several technologies have emerged that can be used in education, more specifically in distance learning: audio-, video-, and computer conferences; audiographics; CD-ROM, and other forms of computer-based instruction. When using most of these more sophisticated technologies, it becomes essential that an adequate infrastructure be constructed and high-quality technical support be made available when students and instructors need it. An overarching assumption here is that when designing instruction the use of technology is secondary to well-developed learning objectives and instructional plans. A set of guidelines may help design the learning environment. A few are listed here as examples of designing (especially distance) learning, but not as a comprehensive list:

The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds.

Abstract: where he has a joint appointment in the Schools of Information Technology & Engineering and of Education. He is Director of Federal Relations and Strategic Alliances for the university and is on the core advisory faculty of GMU's Institute for Public Policy. His professional service centers on organizational redesign for increased effectiveness based on sophisticated technologies. His research interests span technology forecasting and assessment, artificial intelligence, virtual reality, and strategic planning.

Metaphors for Instruction: Why We Talk about Learning Environments.

Abstract: explain, metaphor, infer, craft, simile other words, hence, accordingly, as we have seen, as we have shown, this led to, plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve A Ted Talk. Theoretical Foundations of Learning Environments. LEA. ASIN: B001OLRNWC, Wilson, B. (1995). Metaphors for instruction: Why we talk about learning. The term 'scaffolding' was developed as a metaphor to describe the type of We can explore this type of instruction through the introductory scenario about Mrs. a more productive learning environment is fostered because information has been Talk-aloud modeling involves verbalizing the thought process or problem.

Using Electronic Mail to Conduct Survey Research.

Abstract: An apparatus for producing carbon black in which a first reactant mass is formed and thoroughly mixed and passed axially through the reactor, a second mass of hot combustion gases being passed helically to the axially flowing mass.

The Distance Teacher as Reflective Practitioner

Abstract: Advances in telecommunications technology have greatly expanded the possibilities for providing and accessing instruction. For example, fiber-optics, satellite, and digital technologies facilitate electronic text transfer and video teleconferencing. Through Integrated Services Digital Network (ISDN), Telephone systems can be linked together to form networks capable of simultaneously carrying voice, data, and video transmissions. What years ago began as correspondence study has become as growth industry in higher education. Following the lead of institutions such as the University of Wisconsin-Madison and Oklahoma State University, distance education is in its ascendancy as a legitimate and widespread means of delivering and accessing postsecondary education (Willis, 1994). It is increasingly likely that a college professor will be responsible for teaching in a distance education program. This article considers distance teaching as an instance of professional practice which is similar to yet different enough from the norm to warrant considerable reflection on the part of the practitioner. It describes some of the challenges of distance teaching and learning, and provides a framework and practical suggestions for thinking about one's practice.

A "Layers of Negotiation" Model for Designing Constructivist Learning Materials.

Abstract: In designing materials for use in a contructivist learning environment, instructional designers still have a role in selecting the situations that may provide a stimulus for knowledge construction and providing features that support students and teachers in using these materials. This paper describes the process of designing a series of case-based interactive videodiscs to be used within a constructivist learning environment. The cases present two elementary teachers and their students as they progress through science lessons based on the conceptual change model of science teaching. Dual audio tracks allow the viewers to hear either the classroom events or the teacher's reflections on the classroom events. Assumptions about teaching and learning that guided the design, and implications of these beliefs for the instructional materials are discussed; generalizations are derived about the differences between the process described and procedures recommended by traditional instructional design models. (Contains 18 references.)