Subject: [IFETS-DISCUSSION:4078] Pre-discussion paper - "Points of Learning and Teaching Systems (POLTS)"
From: Kinshuk (Kinshuk@massey.ac.nz)
Date: Thu 31 Oct 2002 - 01:57:25 MET
From: "Kinshuk" <Kinshuk@massey.ac.nz> Subject: [IFETS-DISCUSSION:4078] Pre-discussion paper - "Points of Learning and Teaching Systems (POLTS)" Date: Thu, 31 Oct 2002 13:57:25 +1300
Dear colleagues
Please find below the pre-discussion paper on the theme
"Points of Learning and Teaching Systems" by Prof. M.O.
Thirunarayanan, Florida International University, USA,
our moderator and summariser for the discussion.
The pre-discussion paper reference is:
Thirunarayanan, M. O. (2002). Points of Learning and Teaching
Systems (POLTS). Ubiquity: An ACM IT Magazine and Forum, 3 (4),
http://www.acm.org/ubiquity/views/m_thirunarayanan_6.html
The discussion starts now and will formally end on 15 November 2002.
Please send your comments on the paper to IFETS list at
ifets-discussion@catfish.valdosta.edu
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"Points of Learning and Teaching Systems (POLTS)"
Educators can take a lesson from the business world's use of dedicated computer systems.
Simplicity, apart from being a virtue as someone once stated, may also be a necessity in
the context of using various technologies to facilitate teaching, learning and
professional development. Modern electronic computers and the Internet are versatile and
enable people to do almost anything they wish to do. The versatility of modern
technologies coupled with the complexity that is sometimes associated with their use make
them less effective educational tools.
"Use of Cognitive Resources" - The complexity of operating systems, the need to learn something
new whenever a system's hardware or software is upgraded, and the need to troubleshoot and
fix problems that occur more often than not, stretch and even strain the cognitive resources
of teachers and students alike. The cognitive resources that teachers and students utilize
to learn how to use new technologies and to solve the problems associated with and presented
by such technologies limits the availability of cognitive resources needed to teach and
learn new content.
Modern technologies, especially the Internet and the World Wide Web have also contributed a
great deal to the phenomenon of information explosion. It is true that students can search
and find practically any information on the Internet and the Web. However, the cognitive
resources that teachers and students expend in order to find appropriate and useful
information and to evaluate the worthiness and value of such information can be better
utilized learning appropriate content.
Another component related to the use of modern technologies is time. The time that teachers
take to learn to use the rapidly changing tools of technology also reduces the time that
they have to use these tools to teach content to their students.
"Points of Learning and Teaching Systems (POLTS)"
In order to maximize the use of cognitive resources and the time that is available for
teaching and learning, educators need reliable tools of technology that help teachers to
teach the content and enable students to learn the content without wasting time or
cognitive resources. Educators can learn from the business world, where many corporations
use what are known as "Point of Sales" (POS) systems. These computer systems are dedicated
sales systems. Employees in sales departments use these systems to take orders and accomplish
other tasks involved in selling products to customers. These systems do not offer unnecessary
or otherwise distracting features that are unrelated to sales.
Educators need simpler, less complicated and dedicated tools of technology similar to POS
systems. These tools can be called "Points of Learning and Teaching Systems" or POLTS. Some
of the characteristics of the proposed POLTS are described in the rest of this paper.
"POLTS Should Be Based on Theory and Research"
POLTS should be characterized by simplicity of purpose, such purpose being learning and
teaching content in various disciplines such as the natural sciences, social sciences,
mathematics, language arts, physical education and fine arts. Based on sound theories and
proven research, the features and capabilities of POLTS should be limited to only those
that have been known and shown to facilitate learning and teaching. POLTS should be designed
not only as a tool for learning and teaching. POLTS should be developed also with the view
that, in the long run, they can serve as tools that will facilitate the intellectual
development of students and the professional development of their teachers.
"Simplicity of Operation"
Complex computer systems take time and divert the cognitive resources of students and teachers
away from learning and teaching content. This implies that the operating system and the
interface should be very simple and easy to use. When the power is turned on, the system
should be ready to go, and one should not have to wait for long periods of time for the system
to load. Switching from one content area to another should be as easy as touching a part of
the POLTS, speaking into POLTS, or pushing a button.
"Dedicated to Appropriate Rich Content and Its Manipulation and Expression"
The system should only contain content in disciplines that are appropriate for learning and
teaching at various age and/or grade levels. Sufficient content should be an integral part of
POLTS in order to facilitate learning and teaching and also to encourage further exploration
of content based on students' interests and needs. The quality and accuracy of the content
included in the POLTS should be developed, reviewed and field-tested by people who are experts
in their respective disciplines.
Tools necessary to manipulate, organize, synthesize, and apply the content contained in the
POLTS should be included in the POLTS as well. As explained below, POLTS should be truly
self-contained learning systems.
"Self-Contained Content"
All content appropriate for the developmental level of children should be included in their
POLTS. At the push of a button, or by saying it, or by touching a part of the screen labeled
with the name of a particular discipline, children and their teachers should be able to
switch to content in that particular subject area. For example, by pushing a button labeled
"Science," teachers and their students should be able to access all the science content that
is appropriate for the age and/or grade level of the students. In a similar manner, teachers
should be able to access with ease all the strategies, methods and research related to the
teaching and learning of "Science," or any other subject. Students and teachers at a given
grade or developmental level should have very little need to go beyond the resources offered
by and contained within POLTS.
"Multiple Sources of Input and Output"
POLTS should integrate as many forms of input and output that are available at any given point
in time into their designs. Such a variety of input and output systems will ensure meeting the
preferences of all users. If after sustained use one form of input or output fails, users can
always use the other forms of input and output until the problems with the preferred forms are
fixed. The availability of diverse input and output capabilities would also enable people with
a variety of disabilities to interact with the system.
"Scalability of Content"
The content in the POLTS should be scalable. Children develop physically and mentally as they
grow older. As children grow so should the content that is available in their POLTS. Teachers
also become better with experience. The content embedded in POLTS should mature along with the
learners and teachers.
"Personalized"
POLTS should be personalized to match the cognitive characteristics of students and teachers.
The content should also be matched to the individual interests, needs and experiences of
different students. The learning experiences offered by POLTS should be geared towards each
student's life experiences, thus making learning more relevant for students. POLTS should
bring out the best in students and teachers by enabling them to use their cognitive capabilities
to their best advantage.
"Interaction With Teachers and Other Students"
Using their POLTS, students will be able to network and communicate with their teachers. They
will also be able to communicate with their peers. A teacher or a technology-based
teacher-surrogate can facilitate such interactions during the days and times that are
designated for learning. Proper facilitation by a teacher figure will ensure that time is not
wasted and appropriate content is taught and learned during the times allocated for learning
and teaching.
"Conclusion"
Having an increasing number of sources to learn or teach from is not necessarily always better.
This is true for both students and teachers alike. Teachers can use POLTS to teach the content
that they are expected to teach. Students can use POLTS to learn the content that they need to
learn. After the content has been taught and learned, students can, and perhaps even should be
encouraged to add to that knowledge by searching the vast amounts of information available on
the Internet, the Web, and other future repositories of knowledge.
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