KCStarguy@aol.com
Sat, 16 Jan 1999 18:19:39 +0100
Date: Sat, 16 Jan 1999 18:19:39 +0100 From: <KCStarguy@aol.com> Subject: [ifets] hello
Greetings Dr. Bork
I read your articles in the book Computer Tool Tutor and Tutee before starting
my dissertation. Regarding your comments:
I was very much involved with simulations and parts of your comments below
while involved with my docatorate and dissertation
Discovery and Experiential- Based Learning with Computer Simulations
>From my experiences, I will offer some comments (Below):
to offer interactive help for these problems, to see if
this help has been effective,
from Eric: Instead help being give, the student should be guided to help solve
the problem and think out where he/she went wrong (did not consider or read
information, follow instructions etc.
****
we should save information
about learning style.
from Eric: How is this done? Most times you have to see what the user is doing
to analyze what learning style or more using which commonly know intelligence
modes are used and in what way. I analyzed this through a qualitative study
while use of simulation.
***
All students should master everything, including important human capabilities
like problem solving.
from Eric- not all students need to display that they know everything but can
make jumps. Some students can others can't .
**
as far as possible, construct their own
knowledge. We want discovery! Students should become imaginative, creative,
independent thinkers.
from Eric: Discovery is tricky word. You want the students to discover the
problem or to be able to use some information and work it into the problem.
Independence sometimes led to skipping important information, not recognizing
instructions or what to do Discovery sometimes is thought to just have fun and
not learn. There has to be a continual interaction of thought and process
(metacognition) boosted by on line, off line activities and teacher coaching
and assessment. The current buzzword used in some projects is ENGAGED. It is
easy for students to be engaged. Having them discover and learn are two
different stories many times . They can relate but they do not necessarily (a
la NINTENDO).
All this is possible with current highly interactive technology
>From Eric: more is needed then interactive technology- there are other missing
links.
I hope to piece more of these ideas through my project S.I.M. Comments ,
suggestions, feedback welcome..
Eric Flescher, Ed.D (KCStarguy@aol.com)
Coordinator, Project S.I.M. (Simulations, Interdisciplinary internet and
Metacognitive activities)Simulation Station website - http:
//members.aol.com/kcstarguy/sim/
Webmaster- Computer Magic and Worlds to Explore-
http://members.aol.com/kcstarguy/camp/
Editor/Webmaster, MacsU.N.I.T.E.-MacIntosh Users Network for Integrating
Technology into Education- subscribe via macsunite-subscribe@egroups.com
or at -http://members.aol.com/kcstarguy/macsunite/unite.htm
Webmaster- Eric's Black Sun Eclipse Website
http://members.aol.com/kcstarguy/blacksun/eclipse.htm
Date: Thu, 14 Jan 1999 10:13:54 -0800
From: Alfred Bork <bork@binky.ics.uci.edu>
Subject: [ifets] comments on this?
The following is an abstract for a talk. I would appreciate any
comments from members of this list.
Alfred
- --------
A MODEL OF LEARNING FOR THE 21ST CENTURY
Alfred Bork
Information and Computer Science
University of California, Irvine
bork@uci.edu
January 13, 1999
ABSTRACT
Education has growing worldwide problems. These problems occur at all
ages; learning is now a lifelong activity. It is unlikely that current
approaches will solve these problems.
The interactive computer allows new goals for future learning, Three
factors are critical, all exhibited in the work of an excellent tutor,
but seldom present in learning today. The first is that we
need to look, on a moment to moment basis, for learning problems for
individual students, to offer interactive help for these problems, to see if
this help has been effective, and to offer additional help if necessary.
All students should master everything, including important human capabilities
like problem solving.
The second critical factor is that the program should frequently save
and use information about each student about progress made and problems
encountered. As we become more skillful, we should save information
about learning style.
The third factor is that students, as far as possible, construct their own
knowledge. We want discovery! Students should become imaginative, creative,
independent thinkers.
All this is possible with current highly interactive technology, in distance
learning environments. The panel will explore this further.
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