Diane Ehrlich (d-ehrlich@neiu.edu)
Sat, 20 Feb 1999 08:00:45 -0600
Date: Sat, 20 Feb 1999 08:00:45 -0600 From: Diane Ehrlich <d-ehrlich@neiu.edu> Subject: Summary of discussion
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Diane Ehrlich, Summarizer
Some Thoughts to Ponder……
Thanks David---
Summarizing this group is like herding cats. We continue to discuss
motivation, learning styles, and critical thinking and may never come to
an agreement. We do all seem to concur that whether coaching,
problem-based learning, etc. is our approach, our purpose is to
encourage the attainment of higher order thinking skills.
To go back to the questions posed by David Merrill on adaptive
systems….Quinn discusses the kind the acquisition of knowledge that can
be used in developing a system? We can have knowledge a priori, and we
can build knowledge during the interaction. A priori, we might learn
about: the individual's learning
style, preferences, experience, job, etc. On the basis of their
exploration/interaction (and the design of the system), we can learn
about their: knowledge of the domain of instruction, preferences in
resources, systematicity and refer us to Peter Brusilovsky . He offers
us additional definitions to ponder adaptabilty versus adativity ands
feels that the system used should be suggestive with guides for less
experienced students--in some way on-line coaching if the learner needs
it. Again the perception that the interface should be seamless shows a
need for collaboration between those of us who are expert at designing
instruction and those who can create intelligent systems that facilitate
learning.
Eklund offers us an opportunity to look at some of the work he has done
which seems to track how adaptive link annotation through Interlink and
offers some sites on-line publications as additional resources to
working with this system which incorporates authoring and delivery.
Goodkovsky shares information on the software shell they are designing
which is a high adaptive individual instruction and suggests guidelines
to "make it adaptive to current Knowledge/Skills of learner and to
suspected causes of his/her errors." He discusses the differences
between the capabilities of a CBT authoring and an ITS Authoring Tool .
Although some of us (myself included find it difficult to conceptualize
this (the gap between knowing what should be done and how to do it that
many of us are discussing)n the variables uses are relevant to any
instructional design (e.g. content psychological, previous knowledge,
workability, psysiological state. He speaks of the ideal relationship
between learner, system, and author (indirectly).
We do all seem to agree with David Merrill's idea that "Education should
be about maximizing potential, shouldn't it?" What a complex field
those of us who teach instructional design have to impart to our
students!!!! Far more complex than the cookie cutter, linear approach
that many of them expect.
As to motivating the learner so that he/she becomes a partner in his/her
own development, motivation is an issue that many of us discussed.
Keller's work is one that influenced many of us and Reynolds comments'
on motivation add to earlier concerns of others.
David, looking forward to reading Media Equation by Reeves and Nass For
some of us technology does need to be humanized . Hartley continues
along this line to suggest how developing the computer as a
(collaborative) learning facilitator with which students, and
instructors, can contribute and interact. David raises one more issue
that confronts many of us--the difference between instruction and
information.
The issue raised here on how to develop materials that allow students to
react
"with environments (visualizations and simulations) and receive
guidance, coaching, and
feedback on their interaction. The problem I face (and is shared with
many of my colleagues is that although I have the ability and interest
in designing these simulations neither the system nor my own skill in
working with technology allow me to do so.) A university with limited
resources does not encourage or even permit some of us to develop these
in than print-based media or in low tech ways….Can you tell how
frustrated I am learning to create web-based courses that fall far short
on my own instructional standards!!!!! This discussion has provided
some exciting new areas to explore and strategies to acquire those
skills. David if we haven't changed your mind that learners today are
different…how about teachers?
Dennis Nelson speaks for all of us when he responds to David's" It makes
me wonder that we ever communicate when I see the variety of meaning
that we all have for the words we use." In an global dialogue he
suggests clarifying meaning before going on.
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