The evolution of ICT-based learning
environments: which perspectives for the
school of the future?
Adviser : Ming-Puu Chen
Presenter : Li-Chun Wang
Bottino, R. M. (2004). The evolution of ICT-based learning environments: Which
perspectives for the school of the future? British Journal of Educational
Technology, 35(5), 553-567.
Abstract
•
This paper briefly outlines the evolution of ICT-based learning
environments: technological evolution, changed cognitive and
pedagogical frameworks, changed role assigned to ICT-based
systems in education.
•
The objective:
- how the implementation of innovative learning environments,
based on advanced technology, is the result of the strict
interrelation between educational and cognitive theories,
technological opportunities and teaching and learning needs.
2
Outlines
• Introduction
• Visions of learning and relationships with ICT design and use
-The transmission model
- The learner centred model
- The participative model
• An example of educational technology supporting mathematics
learning
• Conclusions
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ICT-based Systems
•
The transmission model
– The computer had been used for educational purposes were
influenced by behaviourism.
– Learning as an induction of a required behaviour to the well-known
model ‘ stimulus-answer’.
– The reference to this model: drill and practice programmes
• Aimed to exercise the student in the development of specific,
often quite limited, competencies and abilities.
• Employ some form of questioning strategy, gaming techniques
for encouraging participation and motivation.
• Minimal content instruction
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ICT-based Systems
•
The transmission model
– Example: Tutorial systems
• Include content instruction in a given topic
• Design: Reinforcing memorisation, presenting objectives,
specifying prerequisites, eliciting and assessing performance.
• Presented questions require application of the concepts or rules
covered in the instructional sequences.
• Feedback is often diagnostic by identifying processing errors
and prompting remediation or recasting of the instruction.
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ICT-based Systems
• The learner centred model
– Constructivist theories
– The computer is considered for learning aims
– Focus on the internal aspects of students, on their attitudes and
behaviours and on the cognitive processes that are involved in
learning interactions with the computer.
– Example: Microworld
• Provide the user with a number of primitives (objects and functions)
• Embody an abstract domain described in a model
• Offer a variety of ways to achieve a goal
• Allow the direct manipulation of objects
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ICT-based Systems
• The participative model
– Emphasis the social nature of cognition and meaning.
– Highlight the importance of studying the relations among individuals,
mediating tools, and the social group.
– Learning not only as an individual construction developed during the
interaction with the computer but also a social construction
developed within the whole leaning activity.
– Contextual forms of assessment (portfolios, problem-based
assignments, peer refereeing and evaluation)
– Situated multi-environment learning systems (Distributed cognition ?)
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ICT-based Systems
• The participative model
– Examples: Situated multi-environment learning systems
• The computational objects and interactivity that a system makes
available to the user and their relationship with the cognitive processes
involved in the acquisition of the knowledge for the learning of which
the system has been realised.
• The tools offered to validate student’s actions and the support they offer
to the evolution of student’s knowledge.
• The tools offered to support the re-elaboration of personal experience and
its sharing within the class.
• The tools offered to support the setting up of a social context able to
assist students’ performance and the evolution of competencies and
knowledge.
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Summary: ICT-based Systems
The transmission
model
The learner centred
model
The participative
model
Educational
Theory
Behaviourism
Constructivist
Cognitive
(social context)
Example of
systems
Drill and practice
program
Tutorial systems
Microworlds
Situated multienvironment
learning systems
Learning
activity
Transmission of
information
Active exploration
Individual and
Personal construction social construction
The Role of ICT As substitutes for
teacher
Features
Learning aims
The performance of Attitudes
remedial activities Behaviours
Cognitive processes
Mediating tools
Metacognition
Reflection
Organising
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An example of educational technology
supporting mathematics learning
• ARI-LAB-2
– To support the designing arithmetic problem-solving activities.
– Construction: children should be allowed to construct, manipulate,
and validate artifacts and to share them with their community.
– Collaboration: educational environments should involve
collaboration between teachers and students and between the
individual learner and fellow learners.
– Context : to support all the activities that are developed through its
mediation in the context of use.
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An example of educational technology
supporting mathematics learning
• Outlined principles:
– Supporting knowledge representation, and validation
• Concrete representation; validating a solution strategy
– Supporting the elaboration of personal experience and its sharing
• Elaborate the solution process enacted within the microworld,
transforming it into a product to reflect on and to share with others.
– Supporting communication, comparison and collaboration
• In a social interaction practice.
– Supporting teacher’s planning and management of the learning
activity
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