Dimiter Bogdanov (bogdanov@iccs.bas.bg)
Fri, 30 Oct 1998 10:49:53 +0002
From: "Dimiter Bogdanov" <bogdanov@iccs.bas.bg> Date: Fri, 30 Oct 1998 10:49:53 +0002 Subject: [ifets] Re: ifets-digest V1 #36- A MODEL FOR THE FUTURE OF LEARNING
>
> Date: Wed, 28 Oct 1998 08:39:14 +0100
> From: "Alfred Bork" <bork@binky.ics.uci.edu>
> Subject: [ifets] A MODEL FOR THE FUTURE OF LEARNING
>
> A MODEL FOR THE FUTURE OF LEARNING
>
> August 26, 1998
>
> What do we want education and learning to look like in the future? We
> begin with a vision, essential for wise planning. Then we discuss a
> model of learning adequate to reach this vision.
>
> Technology based highly interactive learning
>
> This is the model that offers the best possibility to reach the visions.
>
> We are using the term HIGHLY interactive. The word interactive is much
> used with computers, so has lost meaning. Hence it is important
> to state what we mean by highly interactive. This is is not difficult,
> as we are concerned with learning.
>
> Our model for highly interactive learning material comes from the
> personal tutor model. Tutors may work with students in different ways.
> These procedures, for the good tutor, stress interaction.
> Critical to this student-tutor interaction is the student's native language.
> The Socratic tutor asks questions using the student's language and replies
> to these questions are in the student's language; students and tutors
> have a common language, essential for communication in learning. No
> tutor and student have ever communicated by pointing. Language is
> critical to understanding student problems. We expect voice input to be
> of increasing importance in highly interactive units, essential in some
> situations.
>
> Highly interactive learning is very different than lectures. It
> resembles a conversation with both people talking frequently. Hence
> highly interactive learning units are conversationally interactive.
> Long range memory is an important factor; the tutor remembers
> characteristics and problems of the learner from previous sessions,
> and uses this information in new learning activities.
>
================================
> Date: Thu, 29 Oct 1998 11:23:09 +1100 (EST)
> From: j.eklund@uts.edu.au (John Eklund)
> Subject: [ifets] my response to postings so far
>
> Hello Everyone,
> Here's what's happening so far:
... I also hold to the notion that adaptivity is a
> dimension of the broadly used term 'interactivity'.
=================================
The interactivity is one of the key factors when we are designing a
distance learning environment. In particular, the better interactivity
the higher quality refining the students knowledge model.
Interactivity is a process mapping the interrelationships between edu
participants and serves also as a gateway to the settings. Some of the
interactivity tasks are:
- The straightforward aspect of the interactivity
is to implement the instructional mode of learning. Very often the
interactivity is mixed with the interface;
- To induce some learners perceptions. In the
classical classroom the teacher is teaching this way. Note how
different is this task from the previous one that has procedural
nature;
- To set up the communications between the
participants in a study session;
- To support the refinement of the students
knowledge model;
- To support log-book recording as well as
administration of the environment.
> Learning is Affordable
>
> The affordability of learning materials is complex. As with the Open
> University, two factors must be considered, cost of development and
> cost of delivery to the students. The cost of development of very
> large amounts of highly interactive learning units will be great.
Another key factor to be taken in account in designing of the learning
environment is applicability. Alfred Bork is talking about this as
affordability and I think it is a very good term (more general than
the applicability). The affordability factor could be seen as composed
of several components:
- Cost-effectiveness - could we apply the
today's ICT information/communication technologies) in a
cost-effective way? This issue is not so simple. Firstly, to
teach/learn through a Web-based environment we use a
technical/technological infrastructure (Hw/Sw/networks). Then, as
second point, an organizational infrastructure is needed and finally,
the both mentioned infrastructures are embedded in a public one. The
discussed InterBook tools are based on LISP technology, we here are
trying to use Netscape/Microsoft technologies.
- Scalability - the solutions should be easy to deploy, be
international recognized and global nature.
- Certified knowledge - In the traditional education we have
authorized persons who transfer the knowledge to the learner. In the
Web-based environment we need some mechanisms ensuring working with
trusted information. The way to do this is to have certified
environments (courses, materials, methodologies).
****************************************************
Dr. Dimiter Bogdanov
Head of SE Department
Institute of Computer & Communication Systems
Bulgarian Academy of Sciences
"acad. G. Bonchev" str. BL. 2, 1113 Sofia - Bulgaria
Tel.: +359 2 70 01 18 Fax: +359 2 72 39 05
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