Interactive Web-based Resources A Synopsis of: Practicing What We Teach: how learning theory can guide development of online educational activities David T. Schaller and Steven Allison-Bunnell, Eduweb

EdWeb Site “Our mission is to create exciting and effective learning experiences that hit the sweet spot where learning theory, digital media, and fun meet.“

Article Summary Explores 3 Learning Theories as direction for developing web-based interactive resources. –Kolb: Experiential Leaning Theory –Gardner: Entry Points for Multiple Styles –Egan: Theory of Developmental Phases

Interactivity Two-way communication –Between real people or recorded narrative Decision Making –Create their own path, experience consequence “Doing” instead of “Seeing” –Manipulate and construct

“Educational” Web Site Learning Goals or Outcomes Focused Subject Domain Scaffolding and Guidance

Experiential Leaning Theory David Kolb, 1970s Experience in the learning process Inspired by Dewey and Piaget Dimensions of learning –Perception –Processing

Dimensions of Learning Perception –Ranges from concrete experience to abstract conceptualization Processing –Ranges from active experimentation to reflective observation Four-quadrant Model

Kolb's model of learning styles. Adapted from Kolb et al

Engaging Learning Styles Internet Resources: Great for Assimilating Learners who collect information What about Accommodating Learners preferring social interaction? What about Divergent Learners needing brainstorming and feedback?

Artist’s Toolkit Developed by EduWeb, The Minneapolis Institute of Art, and the Walker Arts Center Offers 4 ways to explore topic of art and possibly address multiple quadrants or styles 1.Watch 2.Find 3.Create 4.Study

Watch Designed for k-5

Find Designed for k-5

Create Designed for k-5

Study Designed for older students and teachers

What About You? Your Students? Accommodating –Hands-on and experimental Diverging –Seeing the BIG picture Converging –Detailed problem solver Assimilating –Analytical and logical

Activity Connections Role-Play for accommodating learners Simulations for assimilating and converging learners Puzzle/Mystery for assimilating and converging learners Creative Production for divergent learners “As developers, recognizing the strengths of each activity type and the learners it appeals to most strongly helps us avoid building activities that appeal merely to our own learning styles.”

Entry Points Addressing multiple styles in one activity Howard Gardner’s Multiple Intelligences Howard Gardner's Entry Points for multiple intelligences (Gardner 1999).

Developmental Phases * While the first three phases occur fairly naturally in human development, the latter two require substantial guidance and support for an individual to achieve. Table 4. Egan's theory of developmental phases in learning style (Egan 1998). Kieran Egan assumed student knowledge

A Place to Start Learning Theory as a starting point allows the teachers to develop media without the feedback available from student in the classroom. Be open to various theories that apply to the situation. Focus on learning goals, addressing multiple styles, and scaffolding learning.

References Schaller, D. T. & Allison-Bunnell, S., (2003). Practicing what we teach: How learning theory can guide development of online educational activities. Achives and Museum Informatics. Presented at Museums & the Web 2003 conference. Retrieved February 16, 2007 from This paper was originally published by Achives and Museum Informatics in the proceedings of the Museums & the Web 2003 conference. © 2003 Archives and Museum Informatics. Egan, K. (1998). The Educated Mind: How cognitive tools shape our understanding. Chicago: University of Chicago Press. Gardner, H., (1999). The Disciplined Mind. New York: Penguin Books. Kolb, D. A., R. E. Boyatzis, and C. Mainemelis. (1999). Experiential learning theory: Previous research and new directions. In R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on Cognitive, Learning, and Thinking styles. NJ: Lawrence Erlbaum, 2000.