Analysis of Two Learning Environment Designs - Essay Example

Analysis of Two Learning Environment Designs - Task 4 Part B - Total Number of Words 274 Table of Contents I. ‘Teaching and Learning in Multimedia’ .................................................................. 4 a. Han, Seungyeon & Hill, Janette R. (2006). Building Understanding in Asychronous Discussions: Examining Types of Online Discourse. Journal of Asynchronous Learning Networks. Vol. 10, Issue 4 ........................................................................................ 4 b. Zumbach, Jorg & Reimann, Peter (1999). Combining Computer Supported Collaborative Argument and Problem-Based Learning: An Approach for Designing Online Learning Environment, Paper Presented at the Computer Supported Collaborative Argumentation Workshop at the CSCL 99 Conference, Stanford, California, December 1999 ............................... 4 c. Zheng, Robert & Zhou, Bei (2006) Recency Effect on Problem Solving in Interactive Multimedia Learning. Educational Technology & Society. Vol. 9, No. 2, 107 – 118 ............................................................. 5 d. Kramsch, Claire; & Anderson, Roger W. (1999) Teaching Text and Context through Multimedia. Language Learning & Technology. Vol. 2, No. 2, pp. 31 – 42 ............................................................................. 6 e. Lockwood, Peter; & Daniel, Heiko (1997) Computer-Assisted Teaching in Soil Science. Sciences of Soils. Rel. 2 ................................. 6 II. ‘Real Life Cases in Multimedia’ ................................................................................. 7 a. Huang, Shih-Jen & Liu, Hsiao-Fang (2000) Communicative Language Teaching in a Multimedia Language Lab. The Internet TESL Journal. Vol. 6, No. 2 ................................................. 7 b. Bennet, Sue; Harper, Barry; & Hedberg, John (2002) Designing Real Life Cases to Support Authentic Design Activities. Australian Journal of Education Technology. Vol. 18, No. 1, 1 – 12 .... 8 c. Ward, Janet D. & Lee, Cheryl L. (2002) A Review of Problem-Based Learning. Journal of Family and Consumer Sciences Education. Vol. 20, No. 1 ............................................................................................... 9 d. Lehman, James D.; George, Melissa; Buchanan, Peggy; & Rush, Michael (2006) Preparing Teachers to Use Problem-Centered, Inquiry-Based Science: Lessons from a Four-Year Professional Development Project. The Interdisciplinary Journal of Problem-Based Learning. Vol. 1, No. 1 ..................................................... 10 e. Marghitu, Daniela, Sankar, Chetan S., & Raju, P.K. (2003). Integrating a Real Life Engineering Case Study into the Syllabus of an Undergraduate Network Programming Using HTML and Java Course. Vol. 4 ..................................................................................... 10 References ........................................................................................ ..... 11 ‘Teaching and Learning in Multimedia’ Han, Seungyeon & Hill, Janette R. (2006). Building Understanding in Asychronous Discussions: Examining Types of Online Discourse. Journal of Asynchronous Learning Networks. Vol. 10, Issue 4. Retrieved September 29, 2007, from http://www.sloan-c.org/publications/jaln/v10n4/v10n4_han.asp The authors examine how the learning of students is reflected in asynchronous online discussion using a qualitative case study. In the process of the study, a total of 170 messages were generated in the discussion forum with a total of five different topics and 17 threads. The use of online discussion tools enables the students to perform a collaborative task. Based on the findings, the researchers have concluded that the use of technology will continue to evolve in education. In the process that the learners become more skilful with the use of online communication, the use of these tools in learning environment is expected to increase. This research study is relevant to “Teaching and Learning in Multimedia” in terms of using allowing the students to use an online discussion tools in discussing an open-ended problems. Zumbach, Jorg & Reimann, Peter (1999). Combining Computer Supported Collaborative Argument and Problem-Based Learning: An Approach for Designing Online Learning Environment, Paper Presented at the Computer Supported Collaborative Argumentation Workshop at the CSCL 99 Conference, Stanford, California, December 1999. Retrieved September 29, 2007, from http://d3e.open.ac.uk/cscl99/Zumbach/Zumbach-paper.html The authors discussed about the importance of designing a well-structured problem for on-line problem-based learning as well as the method of combining a virtual problem-based learning with computer supported collaborative argumentation. The authors stated that a well structured argumentation tool known as on-line discussion board is usually included in newly developed HTML-editors. Other tools like Java-based concept-mapping tools also help the students visualize their own ideas. The authors mentioned that teachers should guide the students in solving the cases. Zheng, Robert & Zhou, Bei (2006) Recency Effect on Problem Solving in Interactive Multimedia Learning. Educational Technology & Society. Vol. 9, No. 2, 107 – 118. Retrieved September 29, 2007, from http://www.ifets.info/journals/9_2/9.pdf The authors conducted a literature review on the significance of working memory and cognitive load on learning performance of students and how the use of multimedia enables the learners to improve their learning by reducing the extraneous cognitive load on the part of the learners. It also discussed the impact of short- and long-term memory in solving problem-based cases, the effects of problem types on students’ thinking process. Based on the literature gathered, the authors conducted a research study to test 3 hypotheses: (H1) participants in synchronized interactive multimedia will outperform unsynchronized interactive media in solving multiple rule-based problem-solving; (H2) Synchronized and unsynchronized multimedia could affect learners’ spatial ability and performance; (H3) demographic factors could affect learners’ ability to solve problems. Study result confirms that all three hypotheses were true. Kramsch, Claire; & Anderson, Roger W. (1999) Teaching Text and Context through Multimedia. Language Learning & Technology. Vol. 2, No. 2, pp. 31 – 42. Retrieved September 30, 2007, from http://llt.msu.edu/vol2num2/pdf/article1.pdf The authors conducted a literature review on the use of multimedia technology in teaching language. It is said that the use of interactive video, CD-ROM, the Internet, electronic mail, and the WWW enables the students to increase their linguistic skills in real-life situations. It also enables the teachers to bring close language and culture as well as integrating the non-verbal gestures with the use of language communication in the process of using videos. The authors concluded that the use of multimedia enhances the learning experience of the students by offering both textual and contextual environment. Lockwood, Peter; & Daniel, Heiko (1997) Computer-Assisted Teaching in Soil Science. Sciences of Soils. Rel. 2. Retrieved September 30, 2007, from http://hintze-online.com/sos/1997/Articles/Art5/art5.html#anim1 The authors conducted a research study with regards to the benefits of using interactive multimedia particularly the combination of text, graphics, pictures, animations, digital video, sound, etc. in teaching soil science. Based on the survey result, the authors strongly agree that multimedia enhances the learning experience of the students since it enables the learners to gain more information in lesser time than the use of traditional classroom lectures as it enables the students to develop cognitive learning. ‘Real Life Cases in Multimedia’ Huang, Shih-Jen & Liu, Hsiao-Fang (2000) Communicative Language Teaching in a Multimedia Language Lab. The Internet TESL Journal. Vol. 6, No. 2. Retrieved September 29, 2007, from http://iteslj.org/Techniques/Huang-CompLab.htm The authors conducted a study conducted a research study in which they have applied the exemplar ‘Teaching and Learning in Multimedia’ to communicative language teaching in order to determine and examine the impact of the computer simulations on teaching and helping the students learn. Participants in the study include 45 second-year students studying foreign languages at Fooyin Institute of Technology in Taiwan. In a multimedia computer lab, students were allowed to play computer simulation software called SimTowns where they had to work on an instructed topic. Students’ learning experience using the multimedia computer lab was compared with the learning experience from traditional language lab that uses only audio-tapes, video-tapes, or CDs wherein students practice English speaking in pairs. When it comes to learning a second language, the authors concluded that the use of a multimedia lab alone is not as promising as the traditional classroom approach due to a less interaction between the students and the teacher. This study is related to “Real Life Cases in Multimedia” since it focuses on the use of multimedia simulation in education. Students are allowed to apply their knowledge as they go through a multimedia simulation. In the process of going through multimedia simulation, reflective learning can be achieved. Bennet, Sue; Harper, Barry; & Hedberg, John (2002) Designing Real Life Cases to Support Authentic Design Activities. Australian Journal of Education Technology. Vol. 18, No. 1, 1 – 12. Retrieved September 29, 2007, from http://www.ascilite.org.au/ajet/ajet18/bennett.html The authors conducted a literature review emphasizing the need to enable the students to go through authentic activities based on real world situation. In general, a case based learning approach enables the students to get involve with a complex and authentic situations whereby learners should be able to think like an expert. It also allows the students to be able to think back and compare their previous experiences and knowledge with the new real-cases presented to them. Considering the need to expose the students in real-case problems, the authors described the proper way of designing instructional problems and cases using Web pages, introductory page, e-mail communication, and other multimedia tools. In the end, the authors concluded that the use of authentic activities is useful in guiding the learners understand a more complex real-life situations. Ward, Janet D. & Lee, Cheryl L. (2002) A Review of Problem-Based Learning. Journal of Family and Consumer Sciences Education. Vol. 20, No. 1, pp. 16 - 26 Retrieved September 30, 2007, from http://www.bie.org/files/Ward%20&%20Lee_A%20Review%20of%20Problem-Based%20Learning.pdf The authors conducted a literature review on problem-based learning focusing on how problem-based questions and instruction should be written. It also mentioned the works of Tchudi and Lafer (1996) describing that a good real-life problem should be written in a way that (1) it triggers the learner’s curiosity and provide them a reason for learning; (2) enables the learner to think creatively; (3) enables learners to know their strength and weaknesses; (4) enables learners to increase their knowledge; (5) arouses learners interest and need for skill and knowledge; (6) enables learners to understand the relationship between problem procedure and what make the procedure make sense; (7) enables learners make new inquiry; (8) strengthens bond among the learners; and (9) allows learners to cooperate with one another while solving the problem. Aside from having these characteristics, a good quality problem should also have a presentation or visualization to enable the learners to clearly view the problem. The authors also discussed about the advantages and disadvantages of using a problem-based instruction, the barriers to problem-based learning, teachers’ new role in making real-life problem-based learning successful, and how to assess learning in problem-based learning. Lehman, James D.; George, Melissa; Buchanan, Peggy; & Rush, Michael (2006) Preparing Teachers to Use Problem-Centered, Inquiry-Based Science: Lessons from a Four-Year Professional Development Project. The Interdisciplinary Journal of Problem-Based Learning. Vol. 1, No. 1. Retrieved September 29, 2007, from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1007&context=ijpbl The authors conducted a quantitative and qualitative evaluation on the need to enable the Science students in solving authentic problems based in a real-world context. As part of the three-year study, a total of 287 teachers and more than 700 students all over 51 school districts were gathered to participate in the study. The authors used a survey questionnaire to determine the participants’ (23 teachers’ and students’) attitude on science education, their learning performance, whether project-based science and computers were used in classroom teaching, etc. Study result revealed that students could benefit from project-based science. Authentic questions used in class increases the learners’ interests and motivation to lean. It also enables the learners to work with their community in solving real-life problems and make teachers more confident in teaching the subject. Marghitu, Daniela, Sankar, Chetan S., & Raju, P.K. (2003). Integrating a Real Life Engineering Case Study into the Syllabus of an Undergraduate Network Programming Using HTML and Java Course. Vol. 4. Retrieved September 30, 2007, from www.auburn.edu/research/litee/jstem/include/getdoc.php?id=647&article=206&mode=pdf The authors tested the impact of multimedia real-life case problems in the learning performance of COMP2000 students using two questionnaires. The first one consists of 24 bipolar descriptors to evaluate the concept of clarity and relevance of the case study to their learning. The second is composed of 24-bipolar to test its reliabilities in previous studies. The test revealed positive result in students’ learning in terms of its relevance and usefulness in the subject matter; learning impact from instruction material used, importance and value, enhances skill development, promotes self learning, increases learning motivation, and improves communication skills. *** End *** References: Bennet, Sue; Harper, Barry; & Hedberg, John (2002) Designing Real Life Cases to Support Authentic Design Activities. Australian Journal of Education Technology. Vol. 18, No. 1, 1 – 12 Han, Seungyeon & Hill, Janette R. (2006). Building Understanding in Asychronous Discussions: Examining Types of Online Discourse. Journal of Asynchronous Learning Networks. Vol. 10, Issue 4 Huang, Shih-Jen & Liu, Hsiao-Fang (2000) Communicative Language Teaching in a Multimedia Language Lab. The Internet TESL Journal. Vol. 6, No. 2 Kramsch, Claire; & Anderson, Roger W. (1999) Teaching Text and Context through Multimedia. Language Learning & Technology. Vol. 2, No. 2, pp. 31 – 42 Lehman, James D.; George, Melissa; Buchanan, Peggy; & Rush, Michael (2006) Preparing Teachers to Use Problem-Centered, Inquiry-Based Science: Lessons from a Four-Year Professional Development Project. The Interdisciplinary Journal of Problem-Based Learning. Vol. 1, No. 1 Lockwood, Peter; & Daniel, Heiko (1997) Computer-Assisted Teaching in Soil Science. Sciences of Soils. Rel. 2 Marghitu, Daniela, Sankar, Chetan S., & Raju, P.K. (2003). Integrating a Real Life Engineering Case Study into the Syllabus of an Undergraduate Network Programming Using HTML and Java Course. Vol. 4 Ward, Janet D. & Lee, Cheryl L. (2002) A Review of Problem-Based Learning. Journal of Family and Consumer Sciences Education. Vol. 20, No. 1 Zheng, Robert & Zhou, Bei (2006) Recency Effect on Problem Solving in Interactive Multimedia Learning. Educational Technology & Society. Vol. 9, No. 2, 107 – 118 Zumbach, Jorg & Reimann, Peter (1999). Combining Computer Supported Collaborative Argument and Problem-Based Learning: An Approach for Designing Online Learning Environment, Paper Presented at the Computer Supported Collaborative Argumentation Workshop at the CSCL 99 Conference, Stanford, California, December 1999 Read More