Introduction to virtual learning environments-Updated February 24, Overview of module (1/2) Theory (introductory lecture) and practice (exercise and seminar) Contents of the introductory lecture –Technological points related to e-learning –Pedagogical points related to e-learning –Combining these views –Education and the WWW –Cases –Introducing our exercise and giving topics to each group see page 1 in your material

Introduction to virtual learning environments-Updated February 24, Overview of module (2/2) Some terms –E-education –E-learning –Web-based learning –Blended learning Framework –(1) content, (2) learning process, and (3) technology Module consists of lectures and an exercise. see pages 1-2 in your material

Introduction to virtual learning environments-Updated February 24, Some useful concepts Hypertext Hypermedia see page 2 in your material

Introduction to virtual learning environments-Updated February 24, Usability issues of hypertext (1/3) UsabilityAcceptability Four categories of usability issues:  Navigation  Screen design and layout  Terminology consistency, and  Match with the user's tasks see pages 2-3 in your material

Introduction to virtual learning environments-Updated February 24, Usability issues of hypertext (2/3) Nielsen (1989) –Difference between users-> need to use a pilot group and need different mechanisms for different tasks Leventhal (1993) –Hyperholmes-comparing conventional book to hypertext (ht) –ht users were marginally accurate in answering questions, and excelled at the questions where the key information was embedded in a text entry. see page 3 in your material

Introduction to virtual learning environments-Updated February 24, Usability issues of hypertext (3/3) –Problems with especially the web: disorientation, navigation inefficiency and cognitive overload –Critical issues while creating webpages (Nielsen, 1999): download speed, search mechanism, scrolling on navigation pages, effects see page 3 in your material

Introduction to virtual learning environments-Updated February 24, Virtual communities (1/2) Groupware enables –communication, –collaboration, and –coordination see page 4 in your material

Introduction to virtual learning environments-Updated February 24, Virtual communities (2/2) Virtual communities consist of groups of people who have regular contact with one another in cyberspace Four types of virtual learning communities: –1. Virtual Learning Communities of Relationship, –2. Virtual Learning Communities of Place, –3. Virtual Learning Communities of Mind, and –4. Virtual Learning Communities of Memory. see page 4 in your material

Introduction to virtual learning environments-Updated February 24, Approaches of learning (1/6) Behaviorism, Objectivist way, i. e. objectivism, Cognitive way, i. e. Cognitivism, and Constructivist way, i. e. constructivism Jonassen (1992a) see pages 4-5 in your material

Introduction to virtual learning environments-Updated February 24, Approaches of learning(2/6) Behaviorism –Stimulus->response –In educational software Question->Answer see page 5 in your material

Introduction to virtual learning environments-Updated February 24, Approaches of learning(3/6) Objectivism –Transferring knowledge-a student assimilates what a teacher or an software or a website tells see page 5 in your material

Introduction to virtual learning environments-Updated February 24, Approaches of learning (4/6) Cognitivism –Learners interact with that information, interpret it, and build personal knowledge representations see pages 5-6 in your material

Introduction to virtual learning environments-Updated February 24, Approaches of learning (5/6) Constructivism –Compared to cognitivism, constructivism is more concentrated on in which ways these changes in knowledge representations occur see page 6 in your material

Introduction to virtual learning environments-Updated February 24, Approaches of learning (6/6) Two Schools of Constructivism –Social constructivism Important while trying to understand CSCL Cultural and social contexts are important –Cognitive constructivism understanding through many channels: reading, listening, exploring and experiencing his or her environment (Piaget, 1977) see page 6 in your material

Introduction to virtual learning environments-Updated February 24, Effect of the approaches on educational software (1/3) Behaviorist principles –Teaching machines –Computer assisted instruction (CAI) –Virtual reality (VR) see pages 6-7 in your material

Introduction to virtual learning environments-Updated February 24, Effect of the approaches on educational software (2/3) Four paradigms by Koschmann (1996): –computer-aided instruction (CAI), –intelligent tutoring Systems (ITS), –Logo-as-Latin, and –computer-supported collaborative learning (CSCL) see page 7 in your material

Introduction to virtual learning environments-Updated February 24, Effect of the approaches on educational software (3/3) Leidner and Jarvenpaa (1993, 1995) –Hands-on students use: appeared to help students assimilate the information and acquire insights not stated by the instructor –Not requiring hands-on use: students' attention increased in the class sessions –Teaching procedural and exploratory materials computers are more useful in teaching skills rather than in teaching facts and knowledge see page 8 in your material

Introduction to virtual learning environments-Updated February 24, IT visions and learning –IT has been used in the same way in education as in enterprises –Automated classrooms computer-aided instruction (CAI)- for example, drill end practice programs –Informate up for example, the use of –Informate down for example, learning networks, hypermedia simulation technologies and virtual reality –Vision to transform for example, the use of CSCW and CSCL applications see pages 9 and 10 in your material

Introduction to virtual learning environments-Updated February 24, Hypertext and educational theories Constructivism Hypertext (hypermedia) Learning style Experimental learning = Action->Experiment see page 10 in your material

Introduction to virtual learning environments-Updated February 24, Education and the WWW (1/6) General approach = five strategies –1) Traditional strategy –2) Simple technology adoption –3) Moderate (Internet/Intranet) technology adoption –4) Complex technology adoption –5) Total technology adoption see pages 11 and 12 in your material

Introduction to virtual learning environments-Updated February 24, Education and the WWW (2/6) –three kinds of collaboration tools Software and services for community building Software and services for project work Software and services for course administration and collaboration. see page 12 in your material

Introduction to virtual learning environments-Updated February 24, Education and the WWW (3/6) Approaches of constructivism, situated action, and cognitive flexibility –Effects like disorientation, navigation inefficiency and cognitive overload have multiplied on the web –Trails and guided tours –Situated action and cognitive flexibility see pages 12 and13 in your material

Introduction to virtual learning environments-Updated February 24, Education and the WWW (4/6) Future –Internet 2 –Mobile learning see pages 13 and14 in your material

Introduction to virtual learning environments-Updated February 24, Education and the WWW (5/6) Internet 2 –10 gigabits per second –Applications: Video conferencing Digital video Internet Television Virtual Classrooms Virtual Laboratories Online Libraries Distance learning Mobile Internet see pages 13 and14 in your material

Introduction to virtual learning environments-Updated February 24, Education and the WWW (6/6) Mobile learning –A framework Mobile learning applications Mobile user infrastructure (browser, handheld device) Mobile protocol (adoption of content with WAP) Mobile network infrastructure (cellular systems, satellites, etc) –Four steps of learning paradigms (or views) understanding of knowledge management and learning communities are needed see page 14 in your material

Introduction to virtual learning environments-Updated February 24, Some interesting hypertext or the WWW cases in the field of education CSILE (Computer-Supported Intentional Learning Environment) Nestor BSCW (Basic Support for Collaborative Work) Mobile learning project Mobilearn Finnish applications –ITRI at University of Jyväskylä see pages in your material

Introduction to virtual learning environments-Updated February 24, My own research in the postgraduate studies (1/3) Collaborative hypertext The WWW-based coursework in the basics of informatics Idea of web-based seminar see pages in your material

Introduction to virtual learning environments-Updated February 24, My own research in the postgraduate studies (Case 1) Collaborative hypertext –discussion phase – authoring phase –annotative phase Toolbook as a tool – see pages 17 and 18 in your material

Introduction to virtual learning environments-Updated February 24, My own research in the postgraduate studies (Case 2) WWW-based coursework in the basics of informatics –a slideshow presentation –coursework of three layers 1) slides themselves 2) links 3) search engines and directories (e. g. Altavista or yahoo) –The students were required to report their findings (learning) concerning three features in the course work see page 18 and 19 in your material

Introduction to virtual learning environments-Updated February 24, My own research in the postgraduate studies (Case 3) The Course Knowledge work and its tools Web CT and its presentations feature Working in small groups (3 to 5 students) dealing with one typical knowledge work profession (lawyer, teacher, etc.) Presentations were put in each group’s separate workspace on the web Other groups commented on the outcomes Control groups to compare the value see pages 19 and 20 in your material

Introduction to virtual learning environments-Updated February 24, Exercise Either –Application on the Web or –article-based exercise see pages in your material