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5 Νοε 2013 (πριν από 3 χρόνια και 7 μήνες)

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Stoas Research

Designing Web
-
based
Constructivist Learning
Environments

Emiel van Puffelen


Stoas Research

Wageningen

The Netherlands

Stoas Research

learning process



knowledge transfer from teachers
or knowledge transmission from
information sources


knowledge is individually
constructed by learners based on
interpretation of experiences in the
world


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Instructional design should thus
focus more on:


creating constructivist learning
environments (CLEs)


that engage learners in
knowledge construction


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According to Jonassen
(1998)


CLEs should supply:


questions / cases / problems /
projects


related cases


information resources


cognitive (knowledge
-
construction)
tools


conservation and collaboration tools


social / contextual support

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Information and Communication
Technology (ICT)

support of education:


web information technology


ICT interfacing of social interaction

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ICT interfacing of social
interaction can be used for:


conservation and collaboration
tools


social / contextual support

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Web information technology can
be used for:


questions / cases / problems /
projects


related cases


information resources


cognitive (knowledge
-
construction)
tools


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Purpose of this research


to find and test optimal design
strategies for CLEs using web
technology support for the
information (construction)
functions.



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Research Methods


focus: 18 Wageningen University
teachers designing a CLE


teachers were assisted in group design
techniques and web design


teachers were interviewed at beginning of
design and at the end of the course


teacher meetings were monitored during
design, construction and utilization phase


student satisfaction was monitored at the
end using a web
-
based questionnaire

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The task


case oriented education for 180
first year students of Wageningen
University


multidisciplinary introduction to
environmental science: using input
of 18 university teachers from 14
department groups


course: 8 weeks of 4 hours


project start: April 2000


course start: September 2000


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The Team

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The design meetings

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Design results

first

teachers had no clear idea how to proceed,
in the meetings they decided to use:


a case oriented approach


group sessions (18 groups of 10 students)
for collaborative work during the course


face
-
to
-
face approach for these meetings


general presentation software for the
construction of group work presentations


a simple design for the web interface

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Web interface
(dutch)

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Construction results


group discussions were based on the
structure and examples on the web.


case content and an environmental science
glossary were constructed.


work schedule, teacher contact data, and a
search function were added.


a library containing pictures with
environmental science related explanations
was constructed.


most teachers were able to provide
substantial input, as they had just attended
a joint web page construction course.


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The Teachers web design course

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Plenary Course introduction

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Student group work

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Course results: impressions


students used the web
-
based information
functions to formulate and solve their
case questions


students assigned each other tasks, and
worked alone or in small groups to
accomplish them


students presented their work half way
through and at the end of the course


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Course results: teachers opinion


teachers were pleasantly surprised by
the quality of the student presentations



teachers were pleased with this type of
education, and had liked their new role.



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Course results:
web
-
based
questionnaire


introduced in the last week.


response was 61% (109 of 180
students).


course scored well with exception of
the first part which had suffered from
the time stress


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Conclusions


facilitating effective group interaction is
essential for designing web
-
based CLEs


group design requires frequent meetings


web
-
based functions can be designed when
major decisions on instruction design are
taken


supporting information functions with web
-
based technology can shift teachers
behavior towards facilitating active learning


in addition, it can stimulate intensive group
work



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Conclusions


constructing cases for CLEs is time
consuming, and Web
-
based support
does not change that much.


web
-
based cases are an excellent use
of information technology for education.


complicated case material, requires
combination with the social functions of
CLEs.


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Final remark


The CLE helped the
students to learn
together, and it helped
the teachers to
cooperate in a way they
had never done before.