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- 1. Designing a dynamiconline instructional environment with multimedia Guohua PanApril, 2011
- 2. Multimedia and DynamicOnline Environment Traditional Online Teaching Learning Merits Limitation Problem Change Change3/31/2011ID Faculty 2PowerPoint slides, textbook chapters, sections, Word files, and other resources Reading, writing, taking examsEconomical, efficient, familiarPassive, isolated, lack of instructor presenceEarly online learners did not enjoy their experience. They missed the dynamic F2F learning experience.
- 3. Multimedia and DynamicOnline Environment Dynamic Instructional Environment (f2f)Teaching Learning Resources Merits Online? 3/31/2011ID Faculty 3Interacting: demonstrating, scaffolding, challenging, imparting insightInteracting: asking, responding, commenting, interpreting, articulating, reflectingText, graphics, artifacts, body language, tonesInteraction, rich resource, ZPD, learning communityID question – how can we replicate the dynamics in online instructional environment?
- 4. .Multimedia and DynamicOnline Environment Multimedia Why multimedia?Broader presentation scopeRicher informationMore realistic MultisensesDeeper learningis media and content that uses a combination of different content forms. (Wiki)Multimedia such as graphics, audio, video, and animation can present or represent action, objects, phenomena, or status that text cannot. Owing to its rich information, multimedia enables students to see and hear, in addition to read, hence presenting learning objects more realistically than text only. Besides and perhaps more importantly, it addresses the needs of visual, auditory, kinesthetic learners. Multimedia therefore is able to foster deeper learning in students. 3/31/2011ID Faculty 4
- 5. Multimedia and DynamicOnline Environment Technology for instructor presenceText (sample) Video (sample) Graphic (sample)Animation (sample)3/31/2011ID Faculty 5Multimedia is able to do many of the things that an instructor does in classroom, for example, demonstration, illustration, explanation, analysis, scaffolding. Below are four samples of multimedia. Although traditional, text is one of the frequently used media for instructor presence, for example, assignment instruction. As this sample shows, instructor used open-ended questions to make student feel her/his presence. Video is another medium that is gaining momentum. Videos enable students to see and hear sophisticated skills and complex concepts and procedures in real Settings. A picture is worth a thousand words. In many cases, even a thousand words isn’t enough to match what a graphic does. Animation is able to break down an object into smaller pieces, explain them individually, then assemble them as a whole and explain as such.
- 6. Multimedia and DynamicOnline Environment Technology for dynamic environmentBlog Connect Facebook Google Docs Wiki 6ConnectFacebookGoogle DocsWikiBlogBlog (web log) is an interactive website usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video displayed in reverse-chronological order (wiki). Facebook as a social networking service enables users to organize groups for a common interest, for example, exchanging information on study of a subject, such as anatomy in nursing, or marketing in business. Members can be from all over the world. Wiki is a website that allows users to create and edit documents online while collaborating in real-time with other users, including changing, adding or removing material. Adobe Connect is a web conferencing tool that enables real time interaction between instructor and students via internet. Good for virtual office hour, presentation, appointments before cap project and final exam. Other similar tools are Skype, Windows Messenger Live; Yahoo! Messenger 12, etc.Good Docs is Web-based word processor, spreadsheet, presentation, form, and data storage service that allows users to create and edit documents online while collaborating in real-time with other users.3/31/2011ID Faculty
- 7. Multimedia and DynamicOnline Environment Open resources Clip Arts http://www.free-graphics.com/Graphics http://vector4free.com/; http://images.google.com/Photos http://www.freeimages.co.uk/; http://images.google.com/Videos http://academicearth.org/Courses http://www.openculture.com/freeonlinecourses; http://oli.web.cmu.edu/openlearning/forstudents/freecourses3/31/2011ID Faculty 7
- 8. .Multimedia and DynamicOnline Environment More multimedia tools 8CamtasiaCaptivateGoogle BooksCriticalPastGoogle Chart APIPoll EverywhereScreenjellySkypeYahoo! Messenger 10Windows Messenger Live3/31/2011ID Faculty
- 9. Multimedia and DynamicOnline Environment Zone of Proximal Development (ZPD)Actual development level with no guide
- 10. Potential development levelwith guide
- 11. Tailored help justbeyond existing level 3/31/20119. We can accomplish certain things by workingindependently, depending on the knowledge and skills we already have. We can accomplish a lot more when we have experts or more knowledgeable others to guide us, or by working collaboratively with others. That’s why we go to school and college. Assistance is tailored to the needs of the learner. It is just enough to get the learner past his current difficulties. The MKO assists only inthose steps that are beyond the learner's ability.ID Faculty
- 12. Cognitive Apprenticeship andT&L OnlineCrafts Apprenticeship A system of learningpersons involved
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- 14. apprentice functions10(at least two) (demo, guide, …)At least two persons are involved, i.e., master/expert and apprentice/learners(observing, mimicking, …)master demonstrates, interrupts, provides challenge, encourages risk-taking, and guides Apprentice learns by doing through observation, mimicking, being coached, and corrected, and scaffolded3/31/2011ID Faculty
- 15. 11.Cognitive Apprenticeship andT&L OnlineMechanism apprentice
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- 18. tying a shoe,building a fire, and taking blood
- 19. carpenter, tailor, anddriver skills
- 20. flight attendant training(trialand error)(psychomotor duties)learns through trial and errorThe apprentice performs physical duties entailed in the role3/31/2011ID Faculty
- 21. Cognitive Apprenticeship andT&L OnlineBenefits learn at site
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- 23. lower level entrantsLimitations context-free environments
- 24. knowing and seeingassociated with psychomotor exchanges
- 25. failure toaccount for the implicit processes.12(beside the master/expert)(to learn a specific skill)learning new skills in an actual, physical context of practice, working side by side with an expert(under-represented groups into workforce)providing the apprentice/learner with a planned and structured training program to learn a specific task.bringing lower level entrants and under-represented groups into the organization3/31/2011ID Faculty
- 26. Cognitive Apprenticeship andT&L OnlineCognitive Apprenticeshipa pedagogical model a process of social interaction: involving cognitive exchanges
- 27. bringing tacit processinto open
- 28. focusing on cognitiveand meta cognitive skills, i.e., thinking process
- 29. nurturing the learnerfrom peripheral into full participants.(teaching implicit processes)A method that teaches the implicit processes that an expert uses to carry out complex tasks 3/31/2011ID Faculty 13
- 30. Cognitive Apprenticeship andT&L OnlineCognitive Apprenticeship TechniquesModeling
- 31. modeling expertperformance
- 32.
- 33. reading comprehension14(demonstrating)teaching behaviorthat shows how an expert feels, thinks or acts within a given situationexternalizing cognitive processes, verbalizing thought processes, thinking aloud to illustrate the invisiblewrite out explicit steps and work through a problem aloud, demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article. Thus, students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations.3/31/2011ID Faculty
- 34. Cognitive Apprenticeship andT&L OnlineCoaching overseeing process
- 35.
- 36. examples 15a processof overseeing student learninghelping learners to accomplish their learning goals structuring learning
- 37. helpingchoose learning tasks
- 38. providinghints, and feedback
- 39. diagnosingproblems
- 40. offeringverbal or non-verbal encouragement
- 41. evaluatingcompleted products .3/31/2011ID Faculty
- 42. Cognitive Apprenticeship andT&L OnlineScaffolding a supporting framework
- 43.
- 44. Vygotsky's Zone ofProximal Development
- 45. support from moreknowledgeable others
- 46. Fading i.e., gradualremoval of the support system16a temporary or movable platform to stand or sit on while working (in construction); a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)instructional techniques to help learners bridge the gap between their existing knowledge and the instructor’s intended learning outcome, the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments, a cooperative problem-solving effort by teachers and learners Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the "actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" two processes occur in scaffolding: 1) providing support to thestudent by a more knowledgeable other (MKO), whether a teacher, a better informed peer, a community member, a domain expert, a parent, or in some cases, even a computer2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding3/31/2011ID Faculty
- 47. Cognitive Apprenticeship andT&L OnlineArticulation and ReflectionArticulation
- 48. expression, deliberation, speaking,verbalisation
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- 50.
- 51.
- 52. opportunity to lookback 3/31/201117speaking out, thinking aloud of ideas, knowledge, reasoning, think path; making learning explicit through language, i.e., via demonstration, discussion, presentation contemplating, pondering, thinking of ideas, performances, or thoughts activity evoking insights and nurturing revisions looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expertID Faculty
- 53. Cognitive Apprenticeship andT&L OnlineFading
- 54.
- 55.
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- 57.
- 58. carrying out work18gradualremoval of the scaffoldingphasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals finding own solutions to the problems carrying out work by the learners independently3/31/2011ID Faculty
- 59. Cognitive Apprenticeship andT&L Online Using technology to practice CAModeling/ Demonstratingtext audio video tutorials graphicsanimation 19http://www.hach.com/fmmimghach?/CODE%3ADOC272.53.8006320519%7C1Modeling can be conducted in various formats with different tools, regardless of instructional environment, for example, animation of math formula analysis, pronunciation of words in foreign language, photos of historical figures or events, text-based instruction, software tutorials, or video vignettes. http://www.outreachproductions.com/?page_id=494(Doug)http://wmserver.cstl.semo.edu/mrodgers/ch180/CH180_Lab03.wmvhttp://cstl.semo.edu/id/ConnectPro/ConnectFeatures/Features.htmhttp://www.claytowne.com/ct_gallery_ill_medical_scientific_C.htmlhttp://cstl.semo.edu/id/MA318/FractionModel/FractionModel.htm3/31/2011ID Faculty
- 60. Cognitive Apprenticeship andT&L Online Coaching / Scaffolding critical questionsresourcestimely feedback 3/31/2011ID Faculty 20The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with. The critical questions are constructed in the assignments, discussion instructions, or they may also be presented through email communications , comments on discussion postings, etc. Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties, or provided through email communications, comments on discussion postings, assignments, etc. In addition to instructor, feedback can also be from peers, i.e., comments on discussion postings, individual contribution to group project. It can come in writing, or verbal through chat, Facebook, Google Docs, video Conferencing, Wiki. When one student responses to a question, others are listening / reading. Students don’t have to, neither can they, learn everything from instructor. Sample
- 61. Cognitive Apprenticeship andT&L Online Articulating through discussion forum postings, individual projects, assignments, presentations.Through articulation, the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding. Articulation can be interwoven in a learning experience through a variety of strategies including discussion, demonstration, presentation, and the exchange of written or other learner-produced artifacts.3/31/2011ID Faculty 21
- 62. Cognitive Apprenticeship andT&L Online Reflection is practiced through writing or presentation. Critique of peer work can also serve the goal of reflection because a student needs to analyze the pros and cons if s/he wants to do a real good critique. A re-work of independent project is another format of reflection. This re-worked product can be a critique, a a lab project, a piece of writing, a presentation, a video clip, or any other discipline-specific product. 3/31/2011ID Faculty 22
- 63. Cognitive Apprenticeship andT&L OnlineZone of Proximal Development (ZPD)Actual development level with no guide
- 64. Potential development levelwith adult guide
- 65.
- 66.
- 67.
- 68. Optimal level ofhelp
- 69. Conveying an expertmodel23We can accomplish certain things by working independently, depending on the knowledge and skills we already have. We can accomplish a lot more when we have experts or more knowledgeable others to guide us, or by working collaboratively with others. That’s why we go to school and college. Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the task.Learning the task as a whole, not concentrating on individual sub-skills of the task. authentic, original, ill structured, as in real life/work, instead of simplified, structured as in textbook, classroom.Help the learner when he is at a point where he needs help in order to continue the task. When learners are left for too long at a point where they cannot make progress, they may lose interest and motivation and become frustrated.Assistance is tailored to the needs of the learner. It is just enough to get the learner past his current difficulties. The MKO assists only inthose steps that are beyond the learner's ability.A model of a task that will lead the learner to accomplish the task efficiently. This model provides a framework around which learners can organize their skills.3/31/2011ID Faculty
- 70. Cognitive Apprenticeship andT&L OnlineBenefits encouraging
- 71.
- 72. helping to retainand transfer
- 73. facilitating higher orderreasoning24of Cognitive Apprenticeship encourages authentic activity and assessment as the learning activities are similar to real-world practice motivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts 3/31/2011ID Faculty
- 74. Cognitive Apprenticeship andT&L OnlineChallengesrequiring highly facilitative teaching skillshigher levels of learner anxiety and frustration time consumingadditional and more sophisticated resources25of Cognitive Apprenticeshipteachers constantly attending to learners’ difficulties/problems student autonomy level depending on teachers’ coaching and scaffoldingpatience and advanced facilitative teaching skills necessaryoverwhelmed learners become anxious, frustrated, afraid to explore tasks enormous time required for exploring different areas, creating productsconstantly discuss and reflect accomplishments and future plans may require resources not readily available i.e., SMEs, time, money, etc. 3/31/2011ID Faculty
- 75. Cognitive Apprenticeship andT&L OnlineConclusionCognitive apprenticeship affords both opportunities and challenges, as do most educational models. What challenges have you considered? How might you overcome them? What benefits might such a model bring to you and your students? What aspects of cognitive apprenticeship are you already using? What aspects might you take back to your classroom for a trial run? 3/31/201126ID Faculty
- 76. Cognitive Apprenticeship andT&L OnlineReferencesBereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates. Cave, A. (2010). Learning math in second grade: An application of cognitive apprenticeship. National Forum of Applied Educational Research Journal, 23 (3), 1-16. Chiu, M-H., Chou, C-C., & Liu, C-J. (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Teaching, 39(8), 688-712. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In Resnick L. B. (Ed.), Knowing, learning, and instruction: essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Dennen, V.P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In David Jonnassen (Ed.), Handbook of Research on Educational Communications and Technology (2nd ed.), pp 813-828. Dennen, V.P. & Burner, K.J. (2010). The Cognitive apprenticeship model in educational practice. In J.M. Spector, M.D. Merrill, M.P. Driscoll & J. van Merrionboer (Eds.) Handbook of Research in Educational Technology, 3rd Ed. Mahwah, NJ: Erlbaum, pp 426-439. Dickey, M. D. (2008). Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education. Computers & Education 51, 506–518. Pascal, T. & Hencmann, M. (2008). Cognitive apprenticeship in online learning. 24th Annual Conference on Distance Teaching & Learning. Schoenfeld, A. H. (1985). Mathematical problem solving. NY: Academic Press. Stewart, K.K. & Lagowski, J.J. (2003). Cognitive apprenticeship theory and graduate chemistry education. Journal of Chemical Education, 8(12), 1362-1366. Wang, F.K. & Bonk, C. (2001). A design framework for electronic cognitive apprenticeship. JALN, 5(2), 131-151. 3/31/201127ID Faculty