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Constructivist learning and multimedia

Constructivist learning and multimedia. Ian Hart, Gray Williams, Denis Meyer CAUT Ecology & French Biodiversity. The Constructivist Credo. Knowledge is constructed by the learner Many world views can be constructed: there are multiple perspectives

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Constructivist learning and multimedia

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  1. Constructivist learning and multimedia Ian Hart, Gray Williams, Denis Meyer CAUT Ecology & French Biodiversity

  2. The Constructivist Credo • Knowledge is constructed by the learner • Many world views can be constructed: there are multiple perspectives • Knowledge is dependent on context • Learning is mediated by tools and signs • Learning is a social-dialogical activity • Knowing how we know is the ultimate human accomplishment

  3. Teach sequences of skills graded from low-level to high-level Assist students to learn through problems, explore possibilities, develop products and presentations Traditional vs Constructivist Curriculum design

  4. Match clear objectives with assessment tests Develop global goals which require generalised abilities such as problem solving and research Traditional vs Constructivist Instructional design

  5. Stress on individual achievement Stress on collaboration and group work Traditional vs Constructivist Student goals

  6. Formal classroom instruction, lectures, worksheets, mastery activities, tests Informal atmosphere, open-ended questions, research and development, learning portfolios, descriptive assignments. Traditional vs Constructivist Teaching strategies

  7. The student brings prior learning and beliefs to the task Be aware of implicit assumptions (eg. cultural values) Provide scaffolding and context Implications for developers

  8. Lemonade Stand : mathematics with cultural implications

  9. The student is in control of the learning experience (of the program) Logical, instinctive navigation is vital “Democratic” vs algorithmic structure Menus can provide scaffolding (eg. concept maps) Implications for developers

  10. “Democratic” structure with concept map <http://nt.media.hku.hk/webcourse>

  11. Learning is often collaborative Opportunities for different world views and alternative solutions Implications for developers

  12. Different world views :Les Hongkongaises

  13. Learning experiences should be in context Multimedia can provide realistic experiences and simulations Video and immersive media can promote engagement Implications for developers

  14. Immersive media puts learning in contextThe Virtual Beach (QTVR)

  15. Assessment involves evaluating evidence of knowledge construction Open-ended problems Unstructured data Tools for knowledge construction Implications for developers

  16. Knowledge construction in Action :Multimedia in Architecture

  17. The program should develop the student’s metacognitive abilities Scaffolding and reflective devices: Concept maps Advance organisers Evaluative assignments Action research approach Implications for developers

  18. Examples • Architecture • Ecology & Biodiversity • French • Overall objectives • Production strategy • Teaching-leaning strategy • Evaluation

  19. Multimedia for Architects • Dept of Architecture/CAUT 2001 • Year 4 course • Students work collaboratively to communicate complex architectural concepts to lay & professional audiences using multimedia • Medium : CD-ROM (for assessment)

  20. The virtual lecture • Virtual School of Ecology & Biodiversity (HKU-Nottingham) • Provide an on-line data bank of high-quality lectures from experts in the field • Provide tools for deconstruction and analysis • Medium : CD-ROM and Internet Player

  21. Les Hongkongaises • Dept of French/CAUT • Student-centred material • Promote viewer identification • Communicative competence approach • “Errors” are viewed as valuable data • Contextualisation • Medium : CD-ROM

  22. Seminar 2 : Production11 May • Digital media and multimedia • The iShell authoring environment • Production strategies and the Interactive Media Group

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