Evolution of Educational Technology

1. Internet: Greatest impact TIME Evolution of Educational Technology IMPACT TIME Seminar LKS-2008

2. Support for new instructional approaches Cooperative learning Shared Intelligence and knowledge Problem solving and higher-level skills Increased teacher productivity Freeing time to work with students Provide more accurate information quickly Produce more “student-friendly” materials (use of multimedia elements) Rationale for using technology Seminar LKS-2008

3. Motivation Gain learner attention Engage learner through productive activity Increased perception of control Unique instructional capabilities Link learners to information resources Help learners visualize problems and solutions through images and animation Track learners progress Link learners to learning tools Rationale for using technology Seminar LKS-2008

4. Definitions of e-learning • 'E-learning refers to learning activities that involve computers and networks. (The Internet and intranets are considered networks.) E-learning does not require learning materials to be delivered by computer, but computers and networks must be involved in this type of learning. (Becta, UK) • 'DEL (distributed and electronic learning) can be represented as a spectrum ranging from Internet-supported distance learning in which the learner has limited physical contact with the tutor or other learners, to teacher-led, classroom-based activity which is interspersed with occasional computer-delivered or facilitated assignments.‘ (Edna, Australia) Seminar LKS-2008

5. Seminar LKS-2008

6. The Role of the Teacher/Instructor Seminar LKS-2008

7. Liberal arts education to vocational education and human resource development creating “knowledge workers” in science and technology Theoretical to practical Single discipline to Multidisciplinary to Integrated Knowledge Knowledge as Truth to Knowledge as Relative Childhood to Adult to Lifelong learning Education for a few to Education for all (democratization of education) Learning as an individual process to Learning as an institutional phenomenon (learning organizations) Teacher-centred to Student-centred Rote learning to Learning as reflection and application Face-to-face to Distance to E-learning to Mobile learning The Challenges of Education Today Seminar LKS-2008

8. Conclusion • Integrating educational technology refers to the process of determining which electronic tools and which methods for implementing them are appropriate for a given situation and problem • Direct technology resources to specific problems and needs • Instructional technology resources for students • Productivity applications for teachers • Anticipate and plan for change • Separate fad from fact Seminar LKS-2008

9. The Premise Today ICT ? Information and Communication Technologies Seminar LKS-2008

10. The Problem • Most assumes single learner, self-paced learning • Often little more than textbooks online? • Content centric, transmission model of education • what is the implied pedagogy? Seminar LKS-2008

11. Academic shovelware…. • “The extent to which a student gains the same pedagogical benefit from a printout of your Web resources as from the resources themselves is the extent to which you have done nothing of the pedagogical value of using the Web.”(Fraser, 1999) Seminar LKS-2008

12. What is needed in e-learning? • A rethinking of learning activities and interactions: • Learner engagement • A meaningful and authentic context for learning • A setting that challenges learners • A provision for practice • Choice of the right tool for the pedagogical task (Boud & Prosser, 2002) Seminar LKS-2008

13. Technology affordances • Enable visual and oral information display within a software • Supports constructivist, problem-focused philosophical orientation • Increased recognition of social collaboration as part of learning • Computer Mediated communication allows collaboration breaking the nexus of time and location • Increasing modularisation of individual elements that are retrieved from databases and employed in varied contexts. Seminar LKS-2008

14. Introducing Learning Design • Learning Design is a name given to a new field of e-learning technology • Learning Design = Sequence of Collaborative Learning Activities • Learning Design can incorporate single learner content, but also collaborative tasks or activities such as discussion, voting, small group debate etc. • “Wraps” a single-learner Learning Objects with a sequence of collaborative tasks Seminar LKS-2008

15. Anatomy of e-learning Seminar LKS-2008

16. Definitions of Learning Object • “Any digital resource that can be reused to support learning.” (Wiley, 2002) • “ Learning objects are sometimes defined as being educational resources that can be employed in technology-supported learning.” McGreal (2004) • “Learning objects are digital materials used to create online courses where these materials are modular, interoperable, reusable and discoverable.” Downes, Stephen(2004) • “A learning object is “an aggregation of one or more digital assets, incorporating metadata, which represents an educationally meaningful stand-alone unit.’ Dalziel (2003) • 4. “A learning object is a self-contained block of learning that fulfills a single, stated learning objective.”– American Society for Training & Development.[1] • [1] See http://www.astd.org Next Seminar LKS-2008

17. e-Learning Model Seminar LKS-2008