1. Inquiry-Oriented Learning Tasks, Group work & Office Applications CPE4112 Computer-Based Teaching & Learning Session 3

2. outline Overview of Inquiry-Oriented Learning: Authentic Tasks & Scaffolding Activity 1 - Working on a Powerpoint Package: Web research Activity 2 - Working on an Inquiry- Oriented Learning Task

3. OVERVIEW Authentic Tasks & Scaffolding

4. Authentic Task It has the capability to motivate and encourage learner participation by facilitating learners’ engagement with the instructional message. Immersion in such a task provides motivation that is needed for the initial perseverance of an otherwise “discomforting and unfamiliar settings”. Authentic tasks (or problems) are based on real situations to simulation models that focus on applying new knowledge and skills. These tasks serve as springboards for inquiry, information-gathering, and reflection of theoretical concepts and relationships, industrial standards, norms and practices, and culture. Overview

5. Scaffolding Scaffolding can be conceived as composing of zones of proximal development (ZPD) through which learners can navigate with the aid of a supporting context, including but not limited to people (Vygotsky, 1978). ZPD is defined by Wertsch (1985) as the “distance between the child’s actual developmental level as determined by independent problem-solving and the higher level of potential development as determined through problem-solving under adult guidance and in collaboration with more capable peers” (pp.67-68). Overview

6. Role of Scaffolding Provides clear directions (step-by-step to complete the task) Clarifies purpose (keeping the “big picture” central) Keeps learners on task (“take the curves” without fear of going over the edge) Delivers Efficiency (Focus, clarity and time on task ensure efficiency) Overview

7. Scaffolding Scaffolding is a 2-step process: Cognitive support to identify strategies for accomplishing individually unattainable learning goals/tasks (modeling and coaching) Assistance is faded as learner becomes increasingly competent. Overview

8. Scaffolding - Modeling Provides an example of the required performance, whereby the most important steps & decisions are stressed Goal is the imitation of the performance of an expert by learner When model is faded & students follow their own thoughts, modeling is part of scaffolding process Talk-aloud modeling –Talk through the steps of the task, explaining major moves, rules, steps in procedure being modeled, involving options available Performance modeling –A physical demo of the process. Overview

9. Scaffolding - Coaching A coach directs from the sidelines instead of in front of the class, giving hints, prompts, feedback The aim is to provide support when students need help but allow them to take as much responsibilities and freedom for own learning. Kinds of Coaching: –Offering explanations –Resolving questions –Inviting participation –Sharing ideas –Verifying & clarifying understanding –Providing guides and structures –Using worked examples –Giving away parts of the solution Overview

10. Activity One Working on a Powerpoint Package (group work)– Finding and selecting Web Resources

11. Activity One A Powerpoint Package In groups of 4, prepare a series of Powerpoint slides (about 6-10 slides) to acquaint students to Finding and evaluating web resources in a specific subject area. The Powerpoint slide show should be: –Objective-driven (50 min – 100 min) –Student-controlled –Be a multimedia package (sound, graphics, text) –Upload the finished PP to the BB discussion board area as an attachment to a mail describing the Package, its intended use and a brief evaluation.

12. Activity One Evaluating your Package Are the objectives/outcomes of the lesson met? How are the students assessed? Is the package engaging? How is it engaging? (e.g. the task, the multimedia) Is the navigation of the package simple and self-explanatory? Are the multi-media elements complementary to one another to enhance the learning experience? How can the package be redesigned/redeveloped to enhance engagement?

13. Activity Two: Working on an Inquiry-oriented Learning Task

14. Activity Two An Inquiry-Oriented Learning Task State the aims and objectives of your task Describe the (i) context, (ii) activity and (iii) tools (activity sheet, presentation tool, websites, etc.) in the task Provide a rationale for using computers in the task Describe the physical classroom environment that the task will take place in Provide a ½ page lesson plan to show the sequence of events Explain how you intend to assess the students