Arun-Kumar Tripathi (tripathi@amadeus.statistik.uni-dortmund.de)
Mon, 3 Aug 1998 12:12:23 +0200 (MET DST)
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Date: Mon, 3 Aug 1998 12:12:23 +0200 (MET DST) From: Arun-Kumar Tripathi <tripathi@amadeus.statistik.uni-dortmund.de> Subject: Re: [ifets] Re to Dr. C.N.Quinn: Moderators
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Dear Dr. Quinn and Dr. Fomichov,
Thank you very much for starting such nice and intelligent discussion on
IFETs Forum.
On Mon, 3 Aug 1998, VLADIMIR A. FOMICHOV wrote:
> We should stress that even our discussion starts with the problem "To
> laugh or not to laugh ?".
>
> Thank you, Dr.Quinn, for stressing this problem.
Yup, I would rather say To laugh is better..
>
> Certainly, to laugh. Because it is well known that the world looks
> brighter behind a smile. "Laughing can be a healthy component of
> learning".
>
I am fully admire the comment of Dr. Fomichov..laughling brings and gives
us real motivation of learning.
> But he laugh shouldn't be overexciting. Very often, when a teachre
> jokes or causes laugh, various children start laughing having in
> their mind different conceptual pictures of the situation. It may
> lead the lesson far away form the topic of the lesson and cause a
> number of discussions.
This situation, I have faced often..then that means Laughing is way to
motivate the children in their teaching..but there should be some limit of
laughing, other wise it could be a mess-up situtaion.
>
> That is why we meant that the teacher should certainly joke and make
> children laugh. But be very careful while doing it, keeping in mind
> the difference between his'her conceptual picture (CS) of the world
> and children's CS of the world, the difference in their life
> experience, emotional experience, etc.
>
Absolutely true.
> We've got a great number of the examples of the kind.
>
Please give some...
>
> Sincerely,
> Vladimir and Olga
>
> ****************************************************
> Date: Mon, 3 Aug 1998 10:55:22 +1000
> To: ifets@gmd.de
> From: "Clark N. Quinn" <C.Quinn@unsw.edu.au>
> Subject: Re: [ifets] Discussion Initiation: V.Fomichov, O.Fomichova
> ---------------------------------------------------------
>
> Thanks for the discussion!
>
> >1. The accent in the design of ITSs is to be moved to constructing
> >systems stimulating the learners to carry out some activities of
> >exploratory character, developing the creativity of the learners.
>
> This seems to be very much a construcivist approach (e.g. Jonassen),
> which
> I'm generally in support of. However, I'm concerned about carrying
> it too
> far. Take, for example, understanding a dynamic system, such as an
> ecosystem. Is it necessary to use a dynamic modelling tool, such as
> STELLA, to actually build an externalisation of it, or is it
> sufficient to
> interact with a simulation to internalise (and qualitatively discuss)
> the
> relationships rather than build it? Of course it depends on your
> pedagogical goals, but I would argue that for at least in some cases,
> the
> internalisation is sufficient and externalisation is too much overhead
> (unless, say, modelling is a curriculum goal).
>
> >2. ITSs of a new generation must carry away the learners even more
> >than the various computer games not destined for realizing
> educational
> >purposes.
> >
> >However, CONTRARY to the case of computer games, ITSs must NOT EXCITE
> >the learners (especially, children); in particular, must not cause an
> >outburst of laugh at lessons.
>
> I very much agree with the first part (see my brief bio posted in a
> prior
> message), but I'm not sure I agree with the caveat. I think laughing
> can
> be a healthy component of learning.
>
> >But when an ITS EXCITES the learners (in particular, causes an
> >outburst of laugh) then the consequences for the teaching process are
> >unforeseen. Most often, students (especially, children) will be
> unable
> >to return to the emotional state being necessary for successful
> >learning activity during the remaining part of the lesson.
>
> This seems to address the above question, but I suspect it depends on
> your
> classroom; in the 'old' classroom, with a computer at the back where
> a few
> students play, laughter could be disruptive. In a activity-station
> organisation, however, it could be easily accomodated. I would hate
> to
> think of a classroom so inflexible that the consequences of laughter
> cannot
> be tolerated. I therefore ask the moderators if they have a
> particular
> model of classroom they are assuming, or whether another reason is
> justifying the banning of laughter.
>
> >8. ITSs of a new generation must be oriented (as a whole) not only at
> >studying various special disciplines (mathematics, biology, foreign
> >languages, etc.) but also at transferring the life experience of
> >adults, the knowledge how to be successful in the life (in
> particular,
> >how to understand the other people, how to take into account the
> >emotional state, intentions, and beliefs of a dialogue partner,
> etc.).
>
> Agreed, but I think we could also include other categories: self-
> learning,
> design, research, information processing and publishing (the latter of
> which is supported in the discussion). These strike me as the special
> disciplines that may be emerging.
>
> Enough for now, others? - Clark
>
> ----------------------------------------------------------------------
> --
> Dr Clark N. Quinn
> Director of Education Technology
> Access Australia Cooperative Multimedia Centre
> Australia Technology Park P: +61-2-9209-
> 4603
> Cornwallis Street F: +61-2-9209-
> 4601
> Eveleigh NSW 1430
> clarkq@cmcaccess.com.au
> ----------------------------------------------------------------------
> --
>
>
>
Kind Regards
Arun Tripathi
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