Now is week 12 and we are getting closer to the exams. This is so exciting. This week, during tutorial, we presented our webquest to the whole class.
Our webquest was one of the simplest compared to other groups but I guess we really did put in quite a lot of effort to come up with the webquest and although it does seem that other groups seem to have done more with their uses of pictures and other resources, I think for E-Learning, at the end of the day, what is most important will be the results. In the case here, it will be whether the studnet has managed to learn anything at all or maybe another way to look at it will be whether the goals and objectives set out right at the start has been achieved.
We were given some comments on how to make our project better, I shall get down to it and edit the webquest to make it better, the suggestions were really valuable because this is a new application we are learning after all and it is hard to master something that you just learnt and that is why you value professional advice from the experts.
I shall now get down to editing the webquest. Kudos.
Thursday, April 23, 2009
Week 11 - Webquest Part 2
This is week 11 already, time passes so fast.....
This week during lecture, we basically listen to a short talk and then we got about doing our webquest already.
The eXe application is really interesting, it basically has all the simple web authoring functions like inserting images, text, links, etc and added on with E-Learning functions like the quiz. There is also this function where you can add JavaScripts...maybe I can explore using this even though I have not touched it in years, from way back in primary school, I think.
My group also got down to serious business and we did some hard work to get the basic form of our webquest up. Luckily, we had met a few times before this to come up with the goals and objectives and so we were not so lost or had to do anything from scratch, in fact, just a few tweaks here and there and I think our webquest will be all done already.
Al the best for our webquest!
This week during lecture, we basically listen to a short talk and then we got about doing our webquest already.
The eXe application is really interesting, it basically has all the simple web authoring functions like inserting images, text, links, etc and added on with E-Learning functions like the quiz. There is also this function where you can add JavaScripts...maybe I can explore using this even though I have not touched it in years, from way back in primary school, I think.
My group also got down to serious business and we did some hard work to get the basic form of our webquest up. Luckily, we had met a few times before this to come up with the goals and objectives and so we were not so lost or had to do anything from scratch, in fact, just a few tweaks here and there and I think our webquest will be all done already.
Al the best for our webquest!
Week 10 - Webquest
This week is a lesson on what a webquest is about and how to go about making one.
Really interesting because it clear a lot of doubts I had and some misconceptions... at one stage, I actually forgot the key word web of webquest and thought we could just dump all the information into the application and there would be no need to access the Internet at all.
To do this webquest, we get to use this interesint web-authoring and e-learning tool called eXe..... quite an unoriginal name, I must say and for the tutorial this week, we go to sort of try it out. This being the first time, I did we did a really lousy piece of work but it is ok, we learn from mistakes, I guess.
The application seems interesting especially for the quizzes part because you can do stuff like set MCQs, fill-in-the blanks and so on and there are not only the normal MCQs but those multi-select kind where you can choose multiples answers to a question.
I cannot wait to get home to try out the application.
Really interesting because it clear a lot of doubts I had and some misconceptions... at one stage, I actually forgot the key word web of webquest and thought we could just dump all the information into the application and there would be no need to access the Internet at all.
To do this webquest, we get to use this interesint web-authoring and e-learning tool called eXe..... quite an unoriginal name, I must say and for the tutorial this week, we go to sort of try it out. This being the first time, I did we did a really lousy piece of work but it is ok, we learn from mistakes, I guess.
The application seems interesting especially for the quizzes part because you can do stuff like set MCQs, fill-in-the blanks and so on and there are not only the normal MCQs but those multi-select kind where you can choose multiples answers to a question.
I cannot wait to get home to try out the application.
Week 9 - Problem solving and affective learning
This week, we reach the highest level of E-Learning: Problem-solving and Affective learning.
We learn how what are the characteristics of problems, how to differentiate between attitudes and motivation and definations of new terminologies like receiving, responding and valuing.
This is really the most interesting lesson because it deals with the highest-order form of learning that humans can take.
I would say that for Receiving and Responding, taking certain steps like making subtle moves of giving aesthetically-looking designs for applications or stuff like music contribute towards the attaining of these 2 steps by students.
I also agree that for attitudinal learning to take place, reinforcement has to have provided and thus such opportunnites have to be created. However, it is hard to do so and that is why this is the hardest form of learning.
I think some studies should be done on this, I think it would really benefit me in many ways if I am able to master this.
We learn how what are the characteristics of problems, how to differentiate between attitudes and motivation and definations of new terminologies like receiving, responding and valuing.
This is really the most interesting lesson because it deals with the highest-order form of learning that humans can take.
I would say that for Receiving and Responding, taking certain steps like making subtle moves of giving aesthetically-looking designs for applications or stuff like music contribute towards the attaining of these 2 steps by students.
I also agree that for attitudinal learning to take place, reinforcement has to have provided and thus such opportunnites have to be created. However, it is hard to do so and that is why this is the hardest form of learning.
I think some studies should be done on this, I think it would really benefit me in many ways if I am able to master this.
Week 8 - Procedure and Principles Learning
I realise that some of the lecture slides are constantly being repeated....perhaps this is to constantly remind us that these are the more important concepts of the module.
Let me attempt to define the terminologies learnt this week like I always do.
Procedure learning is where one actually does things to demonstrate what one has learnt and so actions are taken to show the level of progress of a person.
Principles learning is the understanding of concepts and ideas and action need not be taken here, in fact all that is needed is probably the brain or if we use a concept here: the mind.
It is mentioned that the 2 toughest Instructional Events for teaching procedures is feedback and practice. I think the reason is because one is unable to control the extent to which a student can progess during practice because it is very dependent on the innate ability of the student or in short how fast the student learns and one is unable to react immediately when given feedback.
This is really a cool module.
Let me attempt to define the terminologies learnt this week like I always do.
Procedure learning is where one actually does things to demonstrate what one has learnt and so actions are taken to show the level of progress of a person.
Principles learning is the understanding of concepts and ideas and action need not be taken here, in fact all that is needed is probably the brain or if we use a concept here: the mind.
It is mentioned that the 2 toughest Instructional Events for teaching procedures is feedback and practice. I think the reason is because one is unable to control the extent to which a student can progess during practice because it is very dependent on the innate ability of the student or in short how fast the student learns and one is unable to react immediately when given feedback.
This is really a cool module.
Week 7 - Fact and Concept Learning
Another interesting week full of terminologies..... is there no end to it.
Apparently, it does seem to contain some useful information like how to group information together to make it easier to remember them.
We also learnt the defination of concepts and how to differentiate between a concept and a fact. However, I would say I disagree with the defination of concept provided here or perhaps I am only putting it in different words. But I think my defination of concept does not agree with the one provided here, perhaps this is because it is used in different contexts.
Anyway, my defination of concept is an idea, a thought. Simply that will make it a concept. I also thought the way to differentiate between facts and concepts seem interesing and debatable because can concepts really not have definations? How about the defination of kindness? Can someone do something that is wrong and still call it kindness?
This is one really interesting module.
Apparently, it does seem to contain some useful information like how to group information together to make it easier to remember them.
We also learnt the defination of concepts and how to differentiate between a concept and a fact. However, I would say I disagree with the defination of concept provided here or perhaps I am only putting it in different words. But I think my defination of concept does not agree with the one provided here, perhaps this is because it is used in different contexts.
Anyway, my defination of concept is an idea, a thought. Simply that will make it a concept. I also thought the way to differentiate between facts and concepts seem interesing and debatable because can concepts really not have definations? How about the defination of kindness? Can someone do something that is wrong and still call it kindness?
This is one really interesting module.
Week 6 - Learning Objevctives
This week, I learnt the terminology of learning objectives like terminal objectives, enabling objectives, goal and curricular map.
Goal is basically quite easy for me to understand, having gone through the term in NM2219 and NM3217, it is just a long-term view of what is to be achieved.
Objectives are then short-term measurables views of what can be done to achieve the goal. The curricular map is apparently what is to be taught at each step of the learning journey or the menu of the course.
I have some difficulties differentiating between the enabling and terminal objectives but here goes: Enabling objectives are small targets to be achieved so as to achieve the overall target of terminal objectives, thus, enabling objectives are a subset of terminal objectives.
This module is really chim, all these ideas and concepts are killing me.
Goal is basically quite easy for me to understand, having gone through the term in NM2219 and NM3217, it is just a long-term view of what is to be achieved.
Objectives are then short-term measurables views of what can be done to achieve the goal. The curricular map is apparently what is to be taught at each step of the learning journey or the menu of the course.
I have some difficulties differentiating between the enabling and terminal objectives but here goes: Enabling objectives are small targets to be achieved so as to achieve the overall target of terminal objectives, thus, enabling objectives are a subset of terminal objectives.
This module is really chim, all these ideas and concepts are killing me.
Week 5 - Needs Assestment
This week, we learnt about the 3-Face Model for needs assestment.
I had some problems understanding it at first but I think i finally got the hang of it.
For each of the 3 parts of the model, there are steps to be taken. The steps are basically suggestions of how to solve the problems.
I think needs assestment is important because you need to get to the root of things and come up with the relevant questions before you can have answers or in other words and more applicable in this case, you need to know the problems before you can come up with the solutions. Which if we use the problem model of the 3-Face model, there might even be no problem at all.
However, since needs assestment is at the root of coming up with a learning design, perhaps this lesson should have been before last week's lesson. You need to assess the needs of your students before you can come up with a good lesson plan for them. Maybe the lecturer can take note of this for the future students. It makes more sense for the flow of the module to go this way.
I had some problems understanding it at first but I think i finally got the hang of it.
For each of the 3 parts of the model, there are steps to be taken. The steps are basically suggestions of how to solve the problems.
I think needs assestment is important because you need to get to the root of things and come up with the relevant questions before you can have answers or in other words and more applicable in this case, you need to know the problems before you can come up with the solutions. Which if we use the problem model of the 3-Face model, there might even be no problem at all.
However, since needs assestment is at the root of coming up with a learning design, perhaps this lesson should have been before last week's lesson. You need to assess the needs of your students before you can come up with a good lesson plan for them. Maybe the lecturer can take note of this for the future students. It makes more sense for the flow of the module to go this way.
Week 4 - Learning Design Authoring and Design Integration
This week, we learnt something very interesting called Learning Design. Basically, whereit helps you come up with a lesson plan to teach something. In a nutshell, you divide it into 3 columns so as to make it easier for you to classify the resources available and can be tapped upon to carry out the delivery of education to your students to the fullest.
However, what was really confusing for me were the 2 views of the curriculum. There is the Ptolemic view and the Copernican view. I shall attempt to explain the two based on what I have understood.
The Ptolemic view is such that the teacher gives ideas to the students and the students come up with tasks and activities on their own to facilitate better learning.
The Copernican view is the other way round where the teacher give activities and tasks to the students which in turn facilitate ideas in the students of what they should learn.
Sounds interesting if you ask me. Assuming that my explanation is correct, each has its pros and cons. The Ptolemic view should be the dominant view today and especially for older students like above secondary school. This view aims at independent learning from the students and teachers basically are just there to start a spark and get the students going on their own. The pro is then that the spark does not go off well and students are turned off or do not receive enough support from teachers.
For the Copernican view, it should be the stance taken in the past and for younger students like secondary school and below. This is because we have to control what the students do because they do not have a mind of their own. It is also because, in the past, people were not as well-informed as they are now. In the future, this might be applicable to primary school students only due to the advent of the Internet.
The Copernican view is also probably more applicable to E-Learning as the teacher come up with tasks and activities for the student. The con about using this view is therefore that students might tend to be lazier as everything as laid out for them on a platter and spoon-fed to them.
The correct view should then be a combination of both or a balanced one such that the pros of both views are used to great effect. Tasks and activities should be provided for the students but not all the time, sometimes we need to leave some room for them to show off their creativity.
I hope my understanding of the 2 views are correct.
However, what was really confusing for me were the 2 views of the curriculum. There is the Ptolemic view and the Copernican view. I shall attempt to explain the two based on what I have understood.
The Ptolemic view is such that the teacher gives ideas to the students and the students come up with tasks and activities on their own to facilitate better learning.
The Copernican view is the other way round where the teacher give activities and tasks to the students which in turn facilitate ideas in the students of what they should learn.
Sounds interesting if you ask me. Assuming that my explanation is correct, each has its pros and cons. The Ptolemic view should be the dominant view today and especially for older students like above secondary school. This view aims at independent learning from the students and teachers basically are just there to start a spark and get the students going on their own. The pro is then that the spark does not go off well and students are turned off or do not receive enough support from teachers.
For the Copernican view, it should be the stance taken in the past and for younger students like secondary school and below. This is because we have to control what the students do because they do not have a mind of their own. It is also because, in the past, people were not as well-informed as they are now. In the future, this might be applicable to primary school students only due to the advent of the Internet.
The Copernican view is also probably more applicable to E-Learning as the teacher come up with tasks and activities for the student. The con about using this view is therefore that students might tend to be lazier as everything as laid out for them on a platter and spoon-fed to them.
The correct view should then be a combination of both or a balanced one such that the pros of both views are used to great effect. Tasks and activities should be provided for the students but not all the time, sometimes we need to leave some room for them to show off their creativity.
I hope my understanding of the 2 views are correct.
Week 1 Reflection
Alright, this is like long overdue but here goes:
At the lecture for the first lesson, we learnt the 3 main perspectives of E-Learning and the basic history of E-Learning.
We were told to come up with a mind-map on the spot which I think we did quite badly on.
We had to hand up a soft copy of a mind-map up and I decided to do it alone as I was quite busy at the time and I did not want to involve others as it would do no good for them and I myself would feel guilty about depending on others.
As it is, I did on what E-learning was about and I think it was alright.
However, for this week, what would be confusing for me would be the 3 perspectives. I am not really sure but here is what I would explain as the 3 perspectives:
1) E-Learning as basic concept of educational delivery or interaction via technology. (This sees E-Learning as using technology as a platform to teach something)
2) E-Learning as computer-based and online method of delivery. (This sees E-Learning as the using the functions of the Internet and/or the computer as a platform to teach something)
3) E-Learning as an educational technique (This sees E-learning from the perspective of a teacher)
I hope my explanations for the above three are correct.
At the lecture for the first lesson, we learnt the 3 main perspectives of E-Learning and the basic history of E-Learning.
We were told to come up with a mind-map on the spot which I think we did quite badly on.
We had to hand up a soft copy of a mind-map up and I decided to do it alone as I was quite busy at the time and I did not want to involve others as it would do no good for them and I myself would feel guilty about depending on others.
As it is, I did on what E-learning was about and I think it was alright.
However, for this week, what would be confusing for me would be the 3 perspectives. I am not really sure but here is what I would explain as the 3 perspectives:
1) E-Learning as basic concept of educational delivery or interaction via technology. (This sees E-Learning as using technology as a platform to teach something)
2) E-Learning as computer-based and online method of delivery. (This sees E-Learning as the using the functions of the Internet and/or the computer as a platform to teach something)
3) E-Learning as an educational technique (This sees E-learning from the perspective of a teacher)
I hope my explanations for the above three are correct.
Tuesday, February 3, 2009
Theories of behaviorism, cognitivist and sociocultural theories of learning
In essence, i believe that the three theories of learning can be used in our world today but varies in effectiveness according to the different levels of Jonassen's Taxanomy of Problem.
I disagree with the part of the theory of behaviorism which states that people are selfish. If that was true, then how about people like Mother Theresa and
other people who have sacrificed their personal needs for other people? A behaviorist could argue that it made her feel good. However, my personal view is
that what Mother Theresa went through is not easily justifiable by her feeling good about it.
However, I would agree that most people are selfish. In fact, the carrot and stick system promoted by the behaviorist system is a usable system of education. It is most applicable in solving the lower complexity problems as stated by Jonassen. The system is most effective when used on children but even adults need to have such a system implemented on them. An example of this would be laws and the meritocracy system of capitalist political systems. Laws are the stick and working hard to get what you want is the carrot. However, laws can be broken and that is why the carrot and stick system is only applicable to the ignorant which more often than not, are children.
Moving on to the cognitivist theory of learning, cognitivists believe that the focus is on each different individuals to cater to their different cognitive process so as to educate each of them to the maximum. Regarding this, I would say I tend to agree more with the sociocultural theory of learning which states that it is the 'system' we are in which affects our learning. However, if you ask me my personal opinion, I would say that it is both theories are workable depending on individuals. For instance, most people would tend to follow the norm like for example fashion or the seating arrangement of classes. This would be a case of conforming to the 'system' in which we are in. However, there are also deviants like guys who wear dresses or the school outcast who sits at the front row in a corner. Hence, both systems work but the sociocultural theory or learning would cater more to the masses while the cognitivist system would cater to the standouts who refuse to conform to social forces.
For the cognitivist theory of learning, I would say that the whole list of Jonassen's Taxanomy of Problem can be applied. For the sociocultural theory of learning, however, it is again most effective at lower levels of complexity and slowly loses its effectiveness as problems get more complex. I would, however, mention that dependent on context, the sociocultural theory can be more effective than the behaviorism theory and vice versa. For instance, when you give sweets to children and cane them while teaching them and when you try to use social forces on them, the first one would be more useful. For teenagers however, as long as you can make something look 'cool', they will probably do it as compared to you telling them the merits of working hard to get something and punishment.
In conclusion, the three theories are still applicable in our world today but dependent on the context in which you use them.
Oh, and just for the record, I responded to Bernadette Sandra's blog and the other three I read are Ryan Seah Jiahao, Loh Yee Teng Eunice and Tan Mei Long Chloe.
I disagree with the part of the theory of behaviorism which states that people are selfish. If that was true, then how about people like Mother Theresa and
other people who have sacrificed their personal needs for other people? A behaviorist could argue that it made her feel good. However, my personal view is
that what Mother Theresa went through is not easily justifiable by her feeling good about it.
However, I would agree that most people are selfish. In fact, the carrot and stick system promoted by the behaviorist system is a usable system of education. It is most applicable in solving the lower complexity problems as stated by Jonassen. The system is most effective when used on children but even adults need to have such a system implemented on them. An example of this would be laws and the meritocracy system of capitalist political systems. Laws are the stick and working hard to get what you want is the carrot. However, laws can be broken and that is why the carrot and stick system is only applicable to the ignorant which more often than not, are children.
Moving on to the cognitivist theory of learning, cognitivists believe that the focus is on each different individuals to cater to their different cognitive process so as to educate each of them to the maximum. Regarding this, I would say I tend to agree more with the sociocultural theory of learning which states that it is the 'system' we are in which affects our learning. However, if you ask me my personal opinion, I would say that it is both theories are workable depending on individuals. For instance, most people would tend to follow the norm like for example fashion or the seating arrangement of classes. This would be a case of conforming to the 'system' in which we are in. However, there are also deviants like guys who wear dresses or the school outcast who sits at the front row in a corner. Hence, both systems work but the sociocultural theory or learning would cater more to the masses while the cognitivist system would cater to the standouts who refuse to conform to social forces.
For the cognitivist theory of learning, I would say that the whole list of Jonassen's Taxanomy of Problem can be applied. For the sociocultural theory of learning, however, it is again most effective at lower levels of complexity and slowly loses its effectiveness as problems get more complex. I would, however, mention that dependent on context, the sociocultural theory can be more effective than the behaviorism theory and vice versa. For instance, when you give sweets to children and cane them while teaching them and when you try to use social forces on them, the first one would be more useful. For teenagers however, as long as you can make something look 'cool', they will probably do it as compared to you telling them the merits of working hard to get something and punishment.
In conclusion, the three theories are still applicable in our world today but dependent on the context in which you use them.
Oh, and just for the record, I responded to Bernadette Sandra's blog and the other three I read are Ryan Seah Jiahao, Loh Yee Teng Eunice and Tan Mei Long Chloe.
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