Trayectorias: a new model for online task-based learning

This paper discusses a framework for designing online tasks that capitalizes on the possibilities that the Internet and the Web offer for language learning. To present such a framework, we draw from constructivist theories (Brooks and Brooks, 1993) and their application to educational technology (Newby, Stepich, Lehman and Russell, 1996; Jonassen, Mayes and McAleese, 1993); second language learning and learning autonomy (Benson and Voller, 1997); and distance education (Race, 1989; White, 1999). On the one hand our model balances the requirements of the need for control and learning autonomy by the independent language learner; and on the other, the possibilities that online task-based learning offer for new reading processes by taking into account new literacy models (Schetzer and Warschauer, 2000), and the effect that the new media have on students’ knowledge construction and understanding of texts. We explain how this model works in the design of reading tasks within the specific distance learning context of the Open University, UK. Trayectorias is a tool that consists of an open problem-solving Web-quest and provides students with ‘scaffolding’ that guides their navigation around the Web whilst modelling learning approaches and new learning paradigms triggered by the medium. We then discuss a small-scale trial with a cohort of students (n = 23). This trial had a double purpose: (a) to evaluate to what extent the writing task fulfilled the investigators’ intentions; and (b) to obtain some information about the students’ perceptions of the task

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication

Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

Implementing Guided Inquiry Learning and Measuring Engagement Using an Electronic Health Record System in an Online Setting

In many courses, practical hands-on experience is critical for knowledge construction. In the traditional lab setting, this construction is easy to observe through student engagement. But in an online virtual lab, there are some challenges to track student engagement. Given the continuing trend of increased enrollment in online courses, learning sciences need to address these challenges soon. To measure student engagement and actualize a social constructivist approach to team-based learning in the virtual lab setting, we developed a novel monitoring tool in an open-source electronic health records system (EHR). The Process Oriented Guided Inquiry Learning (POGIL) approach is used to engage students in learning. In this paper, we present the practice of POGIL and how the monitoring tool measures student engagement in two online courses in the interdisciplinary field of Health Information Management. To the best of our knowledge, this is the first attempt at integrating POGIL to improve learning sciences in the EHR clinical practice. While clinicians spend over 52% of a patient visit time on computers (called desktop medicine), there is very little focus on learning sciences and pedagogy to train clinicians. Our findings provide an approach to implement learning sciences theory to eHealth use training

A learning design toolkit to create pedagogically effective learning activities

Despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience. This article describes a learning design toolkit which guides practitioners through the process of creating pedagogically informed learning activities which make effective use of appropriate tools and resources. This work is part of a digital libraries project in which teaching staff at two universities in the UK and two in the USA are collaborating to share e-learning resources in the subject domains of Physical, Environmental and Human Geography. Finding, or creating, suitable e-learning resources and embedding them in well designed learning activities can be both challenging and time consuming. Sharing and adapting effective designs and solutions is both a stimulant and a time saver. This article describes the background to the specification of a learning activities design toolkit to support teachers as they create or adapt e-learning activities. This uses a model of pedagogical approaches as a basis for developing effective learning design plans and illustrates its use. The authors share their definition of a learning activity and taxonomies for the constituent elements. Real examples are discussed to illustrate their approach

Challenging the five-stage model for e-learning: a new approach

The five‐stage approach to e‐moderating has provided a coherent model upon which to base online learning design in higher education. However, despite its growing popularity, there are concerns that the model is becoming a dominant discourse, being adapted as a template for the design of all online teaching and learning, to the exclusion of other ideas. It is suggested that the five‐stage model may not be the panacea it appears and alternative models of e‐learning cannot be ignored. This paper reviews the five‐stage model and contrasts it with a new conceptual model, ‘the e‐learning ladder’, conceived as part of research with healthcare students in the higher education setting

Supporting active database learning and training through interactive multimedia

The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches

Learning relationships from theory to design

This paper attempts to bridge the psychological and anthropological views of situated learning by focusing on the concept of a learning relationship, and by exploiting this concept in our framework for the design of learning technology. We employ Wenger's (1998) concept of communities of practice to give emphasis to social identification as a central aspect of learning, which should crucially influence our thinking about the design of learning environments. We describe learning relationships in terms of form (one‐to‐one, one‐to‐many etc.), nature (explorative, formative and comparative), distance (first‐, second‐order), and context, and we describe a first attempt at an empirical approach to their identification and measurement

Authoring a Web‐enhanced interface for a new language‐learning environment

This paper presents conceptual considerations underpinning a design process set up to develop an applicable and usable interface as well as defining parameters for a new and versatile Computer Assisted Language Learning (CALL) environment. Based on a multidisciplinary expertise combining Human Computer Interaction (HCI), Web‐based Java programming, CALL authoring and language teaching expertise, it strives to generate new CALL‐enhanced curriculum developments in language learning. The originality of the approach rests on its design rationale established on the strength of previously identified student requirements and authoring needs identifying inherent design weaknesses and interactive limitations of existing hypermedia CALL applications (Hémard, 1998). At the student level, the emphasis is placed on three important design decisions related to the design of the interface, student interaction and usability. Thus, particular attention is given to design considerations focusing on the need to (a) develop a readily recognizable, professionally robust and intuitive interface, (b) provide a student‐controlled navigational space based on a mixed learning environment approach, and (c) promote a flexible, network‐based, access mode reconciling classroom with open access exploitations. At the author level, design considerations are essentially orientated towards adaptability and flexibility with the integration of authoring facilities, requiring no specific authoring skills, to cater for and support the need for a flexible approach adaptable to specific language‐learning environments. This paper elaborates on these conceptual considerations within the design process with particular emphasis on the adopted principled methodology and resulting design decisions and solutions