Lesson 15
✿ Understanding Hypermedia ✿
Lesson 15
From the Educational Technology I course, the student has already become aware of multimedia or an audiovisual package that includes more than one instructional media (means of knowing) such as text, graphics, audio animation and video clip.
Hypermedia is nothing but multimedia, but this time packaged as educational computer software where information is presented and student activities are in a virtual learning environment. Most Educational IT application is hypermedia and these include:
● Tutorial Software Packages
● Knowledge Webpage’s
● Simulation Instructional Games
● Learning Project Management and Others
The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills. This fact makes it therefore important to understand hypermedia in the educational context in order to ensure their successful integration in the teaching-learning process.
Characteristics of hypermedia applications
There are two important features that are outstanding among other features that characterize the hypermedia software:
1. Learner control.
This means the learner makes his own decisions on the path, flow or events of instruction. The learner has control on such aspects, as sequence, pace, content, media, feedback, etc. that he/she may encounter in the hypermedia learning program.
2. Learner wide range of navigation routes.
For the most part, the learner controls the sequence and pace of his path depending on his ability and motivation. He has the option to repeat and change speed, if desired. Of course, at the start, the learner may choose the learning activities he prefers. Meanwhile, the teacher has the prerogative to determine suitable learning objectives.
The learner also has a wide range of navigation routes such as by working on concepts he is already familiar with. They may even follow a linear or logical path, even if the previous activity is half-completed. He may explore other sections opting to return or complete the previous activity.
MONDAY, JUNE 17, 2013
LESSON 2
AN OVERVIEW: EDUCATIONAL TECHNOLOGY 2
Educational technology 2 is concerned with “Integrating Technology into Teaching and Learning.” Specifically this is focused on introducing, reinforcing, supplementing and extending the knowledge and skills to learners so that they can become exemplary users of educational technology. Mainly directed to student teachers, also professional teachers who may wish to update their knowledge of educational technology, it is our goal that this course can help our target learners to weave technology in teaching with software (computer programmed learning materials) becoming a natural extension of their learning tools.
Necessarily, Educational Technology 2 will involve a deeper understanding of the computer a well as hands-on application of computer skills. But this is not to say that the goal of the course is to promote computer skills. Rather, the course is primarily directed at enhancing teaching-and-learning through technology integration.
In essence, the course aims to infuse technology in the student-teachers training, helping them to adapt and meet rapid and continuing technological changes particularly in the thriving global information and communication technology (ICT) environment.
More specifically, the course objectives are:
To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners
To impart learning experiences in instructional technology-supported instructional planning
To acquaint students on information technology or IT- related learning theories with the computer as a tutor
To learn to use and evaluate computer-based educational resources
To engage learners on practical technology integration issues including managing IT classrooms, use of the internet for learning, cooperative learning through the use of information technology, etc.
To inculcate higher level thinking and creativity among students while providing them knowledge of IT-related learning theories
While the course is primarily intended for the use of student-teachers, it can also be of great use to professional teachers, school administrators, teacher educators, and in fact anyone who is interested on how information technology can be used to improve not only instruction but the school management and curriculum.
It may be said, too, that the study of this course on integrating Information Technology in instruction should not be considered as a formidable task, but rather as a refreshing and exciting study given the idea that all learning should be fun.
AN OVERVIEW: EDUCATIONAL TECHNOLOGY 2
Educational technology 2 is concerned with “Integrating Technology into Teaching and Learning.” Specifically this is focused on introducing, reinforcing, supplementing and extending the knowledge and skills to learners so that they can become exemplary users of educational technology. Mainly directed to student teachers, also professional teachers who may wish to update their knowledge of educational technology, it is our goal that this course can help our target learners to weave technology in teaching with software (computer programmed learning materials) becoming a natural extension of their learning tools.
Necessarily, Educational Technology 2 will involve a deeper understanding of the computer a well as hands-on application of computer skills. But this is not to say that the goal of the course is to promote computer skills. Rather, the course is primarily directed at enhancing teaching-and-learning through technology integration.
In essence, the course aims to infuse technology in the student-teachers training, helping them to adapt and meet rapid and continuing technological changes particularly in the thriving global information and communication technology (ICT) environment.
More specifically, the course objectives are:
To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners
To impart learning experiences in instructional technology-supported instructional planning
To acquaint students on information technology or IT- related learning theories with the computer as a tutor
To learn to use and evaluate computer-based educational resources
To engage learners on practical technology integration issues including managing IT classrooms, use of the internet for learning, cooperative learning through the use of information technology, etc.
To inculcate higher level thinking and creativity among students while providing them knowledge of IT-related learning theories
While the course is primarily intended for the use of student-teachers, it can also be of great use to professional teachers, school administrators, teacher educators, and in fact anyone who is interested on how information technology can be used to improve not only instruction but the school management and curriculum.
It may be said, too, that the study of this course on integrating Information Technology in instruction should not be considered as a formidable task, but rather as a refreshing and exciting study given the idea that all learning should be fun.
FRIDAY, JUNE 14, 2013
Lesson 11
The computer as the Teacher’s Tool
In the previous lesson, we saw how the computer can act as a tutor particularly along a behaviorist and cognitive approach to learning. But we also saw certain computer software programs have been developed to foster higher thinking skills and creativity.
In this lesson, we shall again look at the computer, but this time from another perspective the computer as the teacher’s handy tool. I can in fact support theconstructivist and social constructivist paradigms of constructivist learning.
Constructivist was introduced by Piaget (1991) and Bruner (1990). They gave stress to knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized information from which they can induce ideas and principles. Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge to real life situations.
While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social constructivism. This is an effort to show that the construction of knowledge is governed by social, historical and cultural contexts, in effect; this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspective of the community or society he lives in.
The psychologist Vygotsky stressed that learning is affected by social influences. He therefore suggested the interaction process in learning. The more capable adult (teacher or parent) or classmate can aid or complement what the learner sees in a given class project. In addition Dewey sees language as a medium for social coordination and adaptation. For Dewey human learning is really human languaging that occurs when students socially share, build and agree upon meaning and knowledge.
Learning framework
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Constructivisism
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Social Constructivism
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Assumption
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Knowledge is constructed by the individual.
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Knowledge is constructed within a social context.
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Definition of Learning
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Students build their own Learning.
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Students build knowledge influenced by the social context.
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Learning Strategies
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Gather unorganized information to create new concept/principle.
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Exchange and share form ideas, stimulates thinking.
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General Orientation
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Personal discovery of knowledge.
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Students discuss and discover meanings.
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Example
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8*5-8+8+8+8+8
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Two alternative job offers
Option 1-8 hrs./day for 6 days/ week.
Option 2- 9 hrs./day for 5 days/ week.
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The computer’s Capabilities
Given its present-day speed, flexibility and sophistication, the computer can provide access to information, foster creative social knowledge- building, and enhance the communication of the achieved project package. Without the computer, today’s learners nay still be assuming the tedious tasks of low-level information gathering, building and new knowledge packaging. But this is not so, since the modern computer can help teacher- and – students to focus on more high level cognitive tasks.
Based on the two learning theories, the teacher can employ the computer as a/an:
· An information Tool
· A communication Tool
· A constructive Tool
· As co- constructive Tool
· A situating Tool
Informative Tool. The computer can provide vast amounts of information in various forms, such as text, graphics, sound, and video. Even multimedia encyclopedias are today available on the Internet.
The Internet itself provides an enormous database from which user can access global information resources that includes the latest news, weather forecasts, airline schedule, sports development, entertainment news and features, as well as educational information directly useful to learners. The Internet on education can be sourced for kinds of educational resources on the Internet.
Along the constructivist point of view, it is not enough for learners to download relevant information using the computer as an information tool. Students can used gathered information for composition or presentation projects as may be assigned by the tea cher. Given the fact tha the Internet can serve as a channel for global communication, the computer can very well be the key tool for video telecon ferencing sessions.
Constructive tool. the computer itself can be used for manipulating information,visualizing one's understanding, and building new knowledge. the Microsoft word computer program itself is a desktop publishing software that allows users to organize and present their dies in attractive formats.
Co-constructive tools. Students can use constructive tools to wwork. cooperatively and construct a shared understanding of new knowledge. one way of co-construction is the use of the electronic whitebaord where students may post notices to a shared document/ whitebaord. students may also co-edit the same document from thier homes.The computer-supported intentional learning environments (CSILE) is an example of an integrated environment developed by the Ontario Institute for Studies in Education. within CSILE, students can enter their ideas in notes and respond to each others ideas. Manifest in the the student-generated database are higher level thinking processes-explaining, problem soliving/finding, expertise and development, literacy improvement.
Situating tool
By means of virtual reality (RS) extension system, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment. A flight simulation program is an example of a situating tool which places the user in a simulated flying environment. Mulch-User Domains or Dungeons (MUDs), MUD object-oriented (MOOs), and Multi-User Shared hallucinations (MUSHs) are eaxmple os situating systems. MUDs and MOOs are mainly text\based virtual reality environments on the internet. When users log on to a MOO environment, they may interact with the virtual reality(such as by writing on a notice board) through simple text-based commands. A school-to-school or clasroom-tocalsrrom environment is possible wherby the user can choose to walk around the campus talk with other users who are logged to the same site.to caution users, the computer as a situating tool is news and still undergoing further research and development.
Constructive tool. the computer itself can be used for manipulating information,visualizing one's understanding, and building new knowledge. the Microsoft word computer program itself is a desktop publishing software that allows users to organize and present their dies in attractive formats.
Co-constructive tools. Students can use constructive tools to wwork. cooperatively and construct a shared understanding of new knowledge. one way of co-construction is the use of the electronic whitebaord where students may post notices to a shared document/ whitebaord. students may also co-edit the same document from thier homes.The computer-supported intentional learning environments (CSILE) is an example of an integrated environment developed by the Ontario Institute for Studies in Education. within CSILE, students can enter their ideas in notes and respond to each others ideas. Manifest in the the student-generated database are higher level thinking processes-explaining, problem soliving/finding, expertise and development, literacy improvement.
Situating tool
By means of virtual reality (RS) extension system, the computer can create 3-D images on display to give the user the feeling that are situated in a virtual environment. A flight simulation program is an example of a situating tool which places the user in a simulated flying environment. Mulch-User Domains or Dungeons (MUDs), MUD object-oriented (MOOs), and Multi-User Shared hallucinations (MUSHs) are eaxmple os situating systems. MUDs and MOOs are mainly text\based virtual reality environments on the internet. When users log on to a MOO environment, they may interact with the virtual reality(such as by writing on a notice board) through simple text-based commands. A school-to-school or clasroom-tocalsrrom environment is possible wherby the user can choose to walk around the campus talk with other users who are logged to the same site.to caution users, the computer as a situating tool is news and still undergoing further research and development.
Lesson 10
The Computer as a Tutor
The computer is one of the wonders of human ingenuity, even in its original design in the 1950s to carry out complicated mathematical and logical operations. With the invention of the microcomputer (now also commonly referred to PCs or personal computers), the PC has become the tool for programmed instruction.
Educators saw much use of the PC. It has become affordable to small business, industries and homes. They saw its potential for individualization in learning, especially as individualized learning is a problem since teachers usually with a class of forty or more learners. They therefore devised strategies to use the computer to break the barriers to individualized instruction.
Computer-assisted instruction (CAI)
The computer can be a tutor in effect relieving the teacher of many activities in his personal role as classroom tutor. It should be made clear, however, that the computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller. Even with the available computer and CAI software, the teacher must:
· Insure that students have the needed knowledge and skills for any computer activity.
· Decide the appropriate learning objectives.
· Plan the sequential and structured activities to achieve objectives.
· Evaluate the students’ achievement by ways of tests the specific expected outcomes.
On the other hand, the students in CAI play their own roles as learners as they:
· Receive information.
· Understand instructions for the computer activity.
· Retain/keep in mind the information and rules for the computer activity.
· Apply the knowledge and rules during the process of computer learning.
During the computer activity proper in CAI the computer, too, plays its roles as it:
· Act as a assort of tutor (the role traditional played by the teacher)
· Provides a learning environment.
· Delivers learning instruction.
· Reinforces learning through drill-and-practice.
· Provides feedback.
Today, educators accept the fact that the computer has indeed succeeded in providing an individualized learning environment so difficult for a teacher handling whole classes. This is so, since the computer is able to allow individual students to learn at their own pace, motivate learning through a challenging virtual learning environment, assist students through information needed during the learning process, evaluate students responses through immediate feedback during the learning process, and also give the total score to evaluate the student’s total performance.
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