Changes between Version 57 and Version 58 of ReportLOTdemo


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Timestamp:
07/25/06 14:26:41 (13 years ago)
Author:
tarmo
Comment:

Fixed more typos

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  • ReportLOTdemo

    v57 v58  
    6969=== Challenges of collaborative learning === 
    7070 
    71 Collaborative learning, much more than traditional teacher-centered learning, focuses on learner interaction rather than material delivered or presented by the teacher. This raises new criteria for learning material, and removes many traditional ones. We may no more see material as information that must be "learnt" per see. For instance in the beginning of the process learning material should not give full answers as it may this way hinder indepth learning (Hakkarainen et al., 2005). The material should rather motivate students to build communities of inquity around the the topics. The material should also be easily available as a source that is used in the collaborative learning process. 
     71Collaborative learning, much more than traditional teacher-centered learning, focuses on learner interaction rather than material delivered or presented by the teacher. This raises new criteria for learning material, and removes many traditional ones. We no longer see material as information that must be "learnt" per se. For instance in the beginning of the process learning material should not give full answers as it might hinder indepth learning (Hakkarainen et al., 2005). The material should rather motivate students to build communities of inquiry around the topics. The material should also be easily available as a source that is used in the collaborative learning process. 
    7272 
    73 The major challenge in collaborative learning is the appropriation of new methods of teaching and learning by the teachers themselves. Most teachers are not versed in collaborative pedagogical practices and very easily fall back on teacher-centered practices, even if the material they use could support a more collaborative learning approach. This is the challenge that collaborative learning material also faces - it must be interesting, enticing, and motivate learners to investigate more. 
     73The major challenge in collaborative learning is the appropriation of new methods of teaching and learning by the teachers themselves. Most teachers are not versed in collaborative pedagogical practices and very easily fall back on teacher-centered practices, even if the material they use could support a more collaborative learning approach. This is the challenge that collaborative learning material also faces - it must be interesting, enticing, and motivate learners to investigate further. 
    7474 
    7575Another challenge is the various methods of working collaboratively - in the class room, in small groups, from home using network connections, from museums, etc. For learning material this basically stipulates that it must be available and usable anywhere, anytime. 
     
    8787Lisa is a music teacher who is preparing a learning material about Beethoven. There is a comprehensive article in Wikipedia, but it doesn’t fit her needs. She wants to have learning material with samples from famous compositions. Lisa writes some most important facts about Beethoven to multimedia page template and adds a photo that she was able to find in LeMill. She knows that there is a good selection of Beethoven’s compositions in the Internet Archive. She can add these clips to LeMill as pieces. There is no need to worry about copyright issues because the clips are in Public Domain. She adds a selection of sound clips to multimedia page template and publishes the material. This is a valuable addition to information that students can find from the textbooks. 
    8888 
    89 The Multimedia Page template consists of text areas and piece placeholders. Text area has four symbol formatting options (bold, italic, subscript, superscript) and four block level formatting options (heading, paragraph, blockquote, preformatted text). It is also possible to create bulleted lists, numbered lists and hyperlinks. Users can have only one level of headings in the Multimedia Page. This prevents them from creating too long documents with complicated structure. We expect that typical granularity for Multimedia Page is comparative to be used in one lesson, not in a whole course. To have all the material for one course in one place users may use the "collections" of LeMill, or use some learning management system (LMS), or simply create another "course web page" with links to the Multimedia Pages. 
     89The Multimedia Page template consists of text areas and piece placeholders. Text area has four symbol formatting options (bold, italic, subscript, superscript) and four block level formatting options (heading, paragraph, blockquote, preformatted text). It is also possible to create bulleted lists, numbered lists and hyperlinks. Users can have only one level of headings in the Multimedia Page. This prevents them from creating too long documents with complicated structure. We expect that the typical granularity for Multimedia Page is for use in one lesson, not in a whole course. To have all the material for one course in one place users may use the "collections" of LeMill, or use some learning management system (LMS), or simply create another "course web page" with links to the Multimedia Pages. 
    9090 
    9191It is not possible to insert images inside the text area. Images, sound clips and videos can be inserted in piece placeholders between text sections. Sound clips and videos will be played in Flash-based players. 
     
    101101The following scenario describes typical usage of presentation template: 
    102102 
    103 Mary is an English teacher who is an expert in using ICT in her teaching. From time to time she is invited to give presentations on that topic. Recently she was having a workshop about using blogs and social software in international study projects. Teachers who participated the workshop became very interested in social software. In the evening Mary took some time to publish the presentation in LeMill. She exported the presentation as image files in her office software. In LeMill she wrote a short background info and uploaded the images to the presentation template. Mary decided to leave out some slides which were not so relevant for the web version of her presentation. She e-mailed link of her presentation page to some of her colleagues and wrote a little note about it in her blog. A few weeks later she was invited to give another workshop on social software. She decided that next time she will record her presentation and put the audio file on the LeMill presentation page with the slides. 
     103Mary is an English teacher who is an expert in using ICT in her teaching. From time to time she is invited to give presentations on that topic. Recently she was having a workshop about using blogs and social software in international study projects. Teachers who participated in the workshop became very interested in social software. In the evening Mary took some time to publish the presentation in LeMill. She exported the presentation as image files in her office software. In LeMill she wrote a short background info and uploaded the images to the presentation template. Mary decided to leave out some slides which were not so relevant for the web version of her presentation. She e-mailed a link to her presentation page to some of her colleagues and wrote a little note about it in her blog. A few weeks later she was invited to give another workshop on social software. She decided that next time she will record her presentation and put the audio file on the LeMill presentation page with the slides. 
    104104 
    105 In the presentation template user has to write the title of the presentation and some background information (when and where the presentation was given). It is also possible to upload audio recording of the presentation. Initially three placeholders for presentation slides are displayed. User is expected to upload individual presentation slides as image files. It is also possible to search for images from existing pieces in LeMill. Below each slide the user can write a short caption where she can explain the slide or provide other information that is important for understanding the presentation. 
     105In the presentation template the user has to write the title of the presentation and some background information (when and where the presentation was given). It is also possible to upload audio recording of the presentation. Initially three placeholders for presentation slides are displayed. The user is expected to upload individual presentation slides as image files. It is also possible to search for images from existing pieces in LeMill. Below each slide the user can write a short caption where she can explain the slide or provide other information that is important for understanding the presentation. 
    106106 
    107107Template demo at:  
     
    142142== Conclusions == 
    143143 
    144 These online learning object authoring templates attempt to answer the various challenges posed by collaborative learning approaches. The templates are kept simple, small, and restricted, so that teachers are not encouraged to create too detailed material that leaves nothing for the learners to discover. The Progressive Inquiry Context Template is aimg to be an example of an interesting, motivating learning object, whose main function is to present a theme to learners, and open questions rather than provide answers. The combination of images, questions, and voiceover produces a very captivating material that is more fun to look at than just pages in a book. 
     144These online learning object authoring templates attempt to answer the various challenges posed by collaborative learning approaches. The templates are kept simple, small, and restricted, so that teachers are not tempted to create too detailed material that leaves nothing for the learners to discover. The Progressive Inquiry Context Template is aimed to be an example of an interesting, motivating learning object, whose main function is to present a theme to learners and open questions, rather than provide answers. The combination of images, questions, and voiceover produces a very captivating material that is more fun to look at than just pages in a book. 
    145145 
    146146Viewing of the objects created with these templates has been made as easy as possible - they are all viewable in a normal web browser, using an easy-to-remember, simple URL, without authentication. This makes linking into them from any learning platform very easy, and also allows learners to independently search and browse for them. 
     
    150150== Acknowledgements == 
    151151 
    152 The authors would like to extend their thanks to the entire WP3 project partners whose feedback and opinions have helped the design process immensely. We also acknowledge the research and work done by EUN and the other CALIBRATE partners in the CALIBRATE projecrt and in previous research and development projects. They have provided the foundation upon which this current work is based. 
     152The authors would like to extend their thanks to the entire WP3 project partners whose feedback and opinions have helped the design process immensely. We also acknowledge the research and work done by EUN and the other CALIBRATE partners in the CALIBRATE projecr and in previous research and development projects. They have provided the foundation upon which this current work is based. 
    153153 
    154154== References ==