Knowledge formation is a personal and social process. Intrapersonal and interpersonal and human-technology interactions influence knowledge construction. Moreover, knowledge is a fluid entity where the relationships between these variables exist as synergistic interactions. Borrowing Jonassen & Carr and Yueh’s (1998) idea about technology sharing cognitive responsibilities, digital tools should target specific cognitive load. Designers should consider learning experience that is student-centred with technological tools to help students establish relationship between concepts. It should allow student the flexibility to manipulative variables and to constantly reorganize constructs. The context should increase student opportunities to practice and test their knowledge (i.e. analysis thinking patterns – i.e. visualization and simulation). It should make learning (i.e. constructing relationships among variables) more favorable and efficient. It should consider learning activities that allow for near transfers of conceptual knowledge where students apply their understanding (i.e. problem-based learning).
Designers of learning experience can:
- Isolate cognitive load that technological tools are responsible for.
(e.g. data storage, organizational and or visualization tools)
- Isolate cognitive processes that require more support.
(e.g. information processing and analytical tools for reflection)
- Identify opportunities for learners to socialize.
- Integrate these educational tools and scaffold students’ use according to their competencies.
References
Jonassen, D.H., Carr, C. and Yueh, H.P. (1998) Computers as mind tools for engaging learners in critical thinking. TechTrends, 43, 24-32. http://dx.doi.org/10.1007/BF02818172
Alice;
You provided an excellent post! I liked your point, “designers should consider learning experience that is student-centered with technological tools to help students establish a relationship between concepts. I thoroughly believe that active learning with technology provides students with hands-ons opportunities to enhance their critical and problem-solving skills. I would like to add, the emphasis of TELEs should be given towards time to reflect and refine their conceptual knowledge. Effective two-way communication can assist students to advance their learning and verify the impact of their own understanding.
Dear Mary,
Thank you for your feedback.
Indeed, effective two-way communication is important and change requires time. How do you think educators can expand learning time? What are your thoughts on possible policy changes to prolong learning engagement?
Alice
Dear Mary,
Time is such a highly sourced commodity. Learners need to first develop the conceptual relationships then polish their understanding of it. It is often in the process of reflection the conceptual understandings that helps expose then correct misconceptions. Facilitator feedback provides a secure and quality source of remediating erroneous understandings. The efficient multi-way and one-to-many communicative methods also aid in refining conceptual relationships. To what extent do you think the refine process requires?
Alice
Hi
I like the fact that you mentioned that learning is “a personal and social process”.
I wonder if there is a model or research on how much or what type of ‘social’ there needs to be for learning to occur.
A good next step might be to include some examples
Make sure to include your references at the bottom of your posts.
Christopher