Design for Higher Order eLearning

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Design for Higher Order eLearning

• Design for eLearning

Modified October 2006
Alan Barnes/Ruth Geer
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Higher order elearning

• Higher order thinking
• Multiple Intelligences and the human brain
• Computers as Mind Tools
• Meaningful Learning
• Higher order learning and the web

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What is higher-order thinking?

• No simple definition
• Not a single process
• Involves many cognitive tasks problem solving
  critical thinking
• Tasks are complex
• Require conscious effort
• Self regulated
• Involves judgement
• ( Grabe Grabe, 2004, p.63)

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Gardners Intelligences

• Linguistic
• Logical-Mathematical
• Spatial
• Musical
• Bodily-Kinesthetic
• Interpersonal
• Intrapersonal
• Naturalist
• Existential

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Activity

• Check out your multiple intelligences at
  http//www.thirteen.org/edonline/concept2class/mi/
  index.html

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New Ways of looking at Brains
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Localisation of function
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Mindtools-readings

• David Jonassen champions computers as mind tools.
  If you are not familiar with mind tools read the
  first chapter below and examine the others
  looking for connections with your teaching area.
• Ch1. What are Mindtools in Jonassen D. H.,
  Computers as Mindtools for Schools Merrill
  Prentice Hall, New Jersey 2000
• Ch2. Using mindtools to develop critical
  thinking and foster collaboration in schools in
  Jonassen D. H., Computers in the Classroom
  Merrill Prentice Hall, New Jersey 1996

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What is meaningful learning?

• New experiences are related to what learners know
• Learners see relevance in creating connections
• Setting tools contribute to learning
  accomplished by learner
• Learners are actively engaged
• Learners are reflective

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(Taken from Grabe Grabe, 2001, p59)
Scientific Research
Meaningful Learning
Logo Programming
Good Simulations
Tutorials
Trial error puzzles
Drill Practice
Rote Learning
Reception Learning
Discovery Leaning
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Theory to Practice

• Authentic activities
• Social context
• Modelling/Scaffolding
• Cooperative
• Problembased learning
• Effectiveness of technology

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The Learning Spectrum
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Activity

• Consider some of the web materials that you use
  and map them against the learning spectrum. Some
  examples are below
• http//www.funbrain.com/grammar/
• http//www.activeworlds.com/
• http//www.nothinginlife.com/game/simulation.html

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Project-based learning

• Decision-making
• Development of what if questions
• Discussion communication
• Final product or solution
• Process extendable

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Possible Roles of Technology

• Support knowledge construction
• Provides source vehicle for exploring knowledge
• Medium for communication collaboration
• Simulates real world environments

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Higher Order Learning and the Web

• Accessible anywhere, anytime and soon anyhow(eg.
  mobile phones and IPods)
• Vast resources both local and global
• Create learning communities beyond the
  classroom(eg. nrich)
• Strong student control of learning and ownership
• Many possibilities for homework and support

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Evaluating Higher Order Thinking in Email
Discussion

• Ruth Geers work
• demonstrates how higher order thinking can be
  evaluated and planned for in online learning
  communities. An important issue for teachers is
  how to recognise cognition is occurring in
  individual learners.
• Social Level Interaction
• Individual Level Interaction
• Group Level Interaction
• See paper GeerBarnes 2006
• See Ruth Geers paper

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A model for social behaviour, cognitive
development and interactive analysis

• Participation and social behaviour
• S1 Individual disclosure
• S2 Social behaviour
• S3 Mutual consideration
• Cognitive behaviour analysis at individual level
• I1 Elementary clarification
• I2 In-depth clarification
• I3 Synthesis and application
• Interactive behaviour analysis at group level
• G1Planning
• G2 Sharing/comparing/contributing of information
• G3Inconsistency of ideas, concepts, statements
• G4 Negotiation of meaning/co-construction of
  knowledge
• G5 Testing modification of proposed
  synthesis/co-construction of knowledge
• G6 Agreement statements application of newly
  constructed knowledge

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Evaluating Higher Order Thinking in Email
Discussion
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Evaluating Higher Order Thinking in Email
Discussion
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A Pyramid for Interactive eLearning Dr. Ruth Geer.
See Ruth Geers paper
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Features of the Pyramid for Interactive eLearning

• Different levels of interaction and
  sophistication.
• Matching technologies and learning outcomes at
  each level of interaction
• eLearning through collaboration and cooperation
  near the top
• Social Interaction underpins all levels
• eLearning at higher levels need experience at
  lower levels
• Digitised archives exist for teacher analysis

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How to design for higher order elearning using
the pyramid

• Identify levels of online interaction and
  technology use that students are familiar with
  then choose the next level
• Make sure students can access support for
  technologies at that level.
• For any new group always ensure that social
  interaction occurs early
• Consider the role of teacher e- presence
  carefully
• Consider structured assessments and completion
  points

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How to know elearning is occurring

• Keep the digital archives for examination
• Scan for critical indicators (next slide) of
  learning outcomes
• Scan for early indicators that the level of
  interaction is being achieved
• Do simple counts of use of the technology

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Check for Critical Indicators
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References

• Grabe, M Grabe, C 2003, Integrating Technology
  for Meaningful Learning, 4rd edn, Houghton
  Mifflin, Boston.
• Jonassen D. H., Using mindtools to develop
  critical thinking and foster collaboration in
  schools in Computers as Mindtools for Schools
  Merrill Prentice Hall, New Jersey 2000
• Jonassen D. H., What are Mindtools in
  Computers in the Classroom Merrill Prentice Hall,
  New Jersey 1996
• BBCi 2003, Intelligence and Learning
  http//www.bbc.co.uk/learning/returning/betterlear
  ner/learningstyle/c_intelligence_01.shtml Viewed
  March 2004
• Geer R. Barnes A.(2006) Media Stickiness and
  Cognitive Imprinting Inertia and Creativity in
  Cooperative Work Learning with ICTs. WCCE 2006
• Geer R.(2006) A pedagogical framework for
  technology-mediated interactions. ATEA 2006