1. Innovation In Computer Assisted Study Anywhere
In-Casa
Innovation In Computer Assisted Study Anywhere
The effectiveness of a mix of learning media
Fons Vernooij
Thomas Thijssen
29 december 2018
University of Amsterdam
Edineb 2001

2. University of Amsterdam
The dilemma of media
If you read this, I run the risk that my verbal
message is not communicated / received.
If you do not read this, I run the risk that the
information on this sheet is not communicated,
but you will never know.
Maybe I should have used a different medium.
Verhaal van de bioscoop en radio die door de TV verdongen zouden worden
Bestaan allemaal nog: dus een functie
29 december 2018
University of Amsterdam
Edineb 2001

3. University of Amsterdam
Bates (1994):
It is a relatively untested assumption that advanced technologies,…, are pedagogically more effective than older ones.
Hara (2000):
The literature about distance learning is dominated by enthusiastic studies and accounts.
Kling (2000):
Frustrations with new technologies are caused by:
technological problems;
minimal en slow feedback;
ambiguous instructions via website and .
Technologie aandachtsvelden en stand van zaken
29 december 2018
University of Amsterdam
Edineb 2001

4. University of Amsterdam
THE INTRODUCTION OF NEW MEDIA
Functionalities
activated
potential
Disfunctionalities
Conclusion:
you don’t choose for a medium,
but for its functionalities and you
must account for its disfunctionalities
29 december 2018
University of Amsterdam
Edineb 2001

5. University of Amsterdam
EXAMPLE
Discussion as an instructional format
Medium 1
Class discussion
Medium 2
Discussion database
Functio-nalities
Synchronic
Teacher control
‘Rich’ communication
Verbal skills
Time to think
Space independent
A-synchronic contact
Writing skills
Dis-
functio-nalities
Shy students
Space dependent
Reasoning not re-readable
………
Less teacher control
Technological barriers
………….
29 december 2018
University of Amsterdam
Edineb 2001

6. University of Amsterdam
THE LEARNING PROCESS
Desired Learning outcomes
Learning Activities:
Cognitive
Regulative
Affective
Attained
learning outcomes
29 december 2018
University of Amsterdam
Edineb 2001

7. University of Amsterdam
EXTERNAL OR INTERNAL CONTROL
Future research should focus:
on the transformation of externally to internally controlled learning processes
and on how this should be translated into effective learning environments.
In this respect, the role of new technologies is an important issue.
A lot of research still has to be done on this subject.
(Vermunt, 1992)
29 december 2018
University of Amsterdam
Edineb 2001

8. Pedagogical characteristics Media characteristics
Assessment for competencies
Desired learning outcomes
Learning activities
Pedagogical characteristics
Cognitive
Regulative
Affective
Design process
Critical cutting edge for optimization
Media characteristics
Activated
Functionalities
Potential Functionalities
Disfunctionalities
We now have discussed our building blocks for our central framework.
First we heave the design process as our model can be used for this, but also for evaluating an running or finished course with new and old media.
Second we have the media at hand or the media that you are trying to incorporate in the course. On the other hand we have the preferred learning outcomes and the activities necessary to reach them. We have to say that some activities can be undertaken by students or instructors. Example: a teacher can prepare a summary or can leave this up to the students.
To further elaborate this framework we define 3 categories of functionalities on both the media side and the learning activities side.
And finally the critical cutting edge!
Voorbeeld eigen curses functionality werkte zich tegen ons: regulatief, makkelijk aanpasbaar, ambigiuos instructions als gevolg.
Media
29 december 2018
University of Amsterdam
Edineb 2001

9. University of Amsterdam
CONCLUSIONS
You never choose for a medium, but for the critical
functionalities, related to the learning activities.
You get the disfunctionalities for free.
For every medium you choose you must ask:
What are critical functionalities?
Which potential functionalities are forgotten?
What are the disfunctionalities?
How to compensate for these disfunctionalities?
Only then an optimal mix of media can be selected.
29 december 2018
University of Amsterdam
Edineb 2001

10. University of Amsterdam
FURTHER RESEARCH
What are critical functionalities?
What are critical disfunctionalities?
Can we reach new learning outcomes
with a new mix of media?
29 december 2018
University of Amsterdam
Edineb 2001