These materials were then distributed to the students, who were encouraged to utilise them as they saw fit. The paradigm shiftRedefining Education 7 The Centre for the Edge’s research leads us to suggest that the questions confronting the education sector are not just those of pedagogy or technology, but of purpose and role. The present research project seeks to identify the points in the new materials/pedagogic production and application at which a student’s perception and expectation of pedagogic interface design, navigation and learning activities are judged/mapped against their real-world experience. (Cohen & Manion, p181)[34]. Ryan (2000) acknowledges the emergence of Resource-Based Learning as a pedagogic theory which can provide the foundation for ICT based learning, and includes the majority of factors identified above. precipice of a massive paradigm shift in education wrought by technology. There seems to be a fundamental shift occurring in how we use and think about knowledge and skills. We respect your privacy and confidentiality! Vygotsky developed the concept of assisted learning through the adoption of the Zone of Proximal Development (ZPD). Anticipation of problems – realistic boundaries. All things which hinder /help this thing to work e.g. Yes/No Yes/No, Does the introduction mention learning objectives? But ICT offers the opportunity to combine sound, video, animation and interactivity, which then poses the question – If text is the main means of communication and interaction, why replace a book with a computer?. We’re talking about profound changes at an institutional level. had images that used to illustrate a concept that the learners are trying to The majority of the students created their movies on a Macintosh computer, and consequently, the Apple Desktop interface served as an excellent guideline (especially in a learning context) in designing a working environment. Project-based learning, deriving its theoretical underpinnings from Dewey’s educational, philosophy (1907) and constructivist epistemological belief, organizes learning around a project…Starts with an end product, which serves as a driving question compelling students to learn about the central concepts and principles of a topic…corresponds closely with what happens in the real world (Liu, 2002)[21]. Mutual technical support and discussion. • The Patron Project at the University of Surrey, which offers a web-browser environment for similar sets of audio-visual materials. However, that accusation can be levelled at any strategy (text, lecture, sound) employed to underpin learning. A landmark early example of combining practically pedagogic theory within the ICT environment was developed by Seymour Papert, with his computer learning programme Logo,[20] which developed the constructivist theories from Dewey and Piaget in creating a computer based learning environment, where the student could explore and experiment and so learn by themselves (an early attempt of Active Learning/Self-Directed Study). Although the process of learning as proposed by Rothkop (1970), can be seen to provide a useful model in which to design an ICT learning environment, it tends to concentrate on the individual as a unit, rather than as a collective member of a group. These two groups of participants can be seen to be located at both ends of the UKHE music sector and consequently at the local level, this study should expose cultural and generational differences of understanding and approach to ICT and pedagogy within the music sector and in doing so, seeks to identify a number of questions: • what range of approaches to music-based courseware design might be employed. One area of concern by the design team was that by involving eleven developers, establishing a sense of consistency within the courseware might prove difficult and could result in a confusing and amateurish looking end result. In group workshop and e-mail, students interact and reflect on progress. access, politics, ethics. Pedagogic theorists (Peters, 2000: Garrison & Anderson, 2000) debate the validity of the student learning experience in a mass lecture, arguing that there is little opportunity for the student to engage or interact, and as a consequence, the activity will only produce a surface understanding. area. But as one of the main aims was the reuse of digital materials, the challenge lay in creating a piece of original courseware that would stand on its own terms within a particular learning and teaching environment. This attempt is first of its’ have adopted the use of technology in issuing and receiving assignments, Interactive formative andsummative feedback on useractions and results Either throughsimple text commands or. Enhancement and maintenance of performance will involve self assisstance and other-assistance. First, the ‘Early adopters’ who become champions and evangelists for the use of ICT and second, the ‘laggards’ who are perceived as resistant and negative towards potential of the new technology. The department is located in a publicly-funded university sector institution, which offers a range of degrees dedicated to the theatre and associated arts. In this section will examine overview/background, local context, and pedagogic model of the project. collaborative activities can motivate students to work together toward a common a student would create a chemical reaction, study it, and record the results in Who will fund the development of pedagogic software and where will the expertise be found to create software that will both stimulate and challenge an active learner, and also be able to intelligently respond to a range of questions posed by the user. In ICT courseware, this approach could still hold some relevance today, in for example, a mixed-mode theory where behaviourism, was an important component in stimulating and motivating users through a gaming environment, or in developing tacit knowledge and practical skills through drill and practice activities. When we pose the question, what is the relationship between the observer and the observed in this instance, it was tutor and student. Or, is it a networked PC and a printer ? Reflecting on these examples, it argues that, although technological challenges exist, the more pressing task at present is to transcend the traditional testing paradigm and conceptually develop (e)Assessment strategies that allow to more fully exploit the benefits of emerging technologies in order to foster the development of 21 st century skills. literacy mandatory in schools? All it takes is the Internet connection and a device that can Laurilliard (1993), echoes these concerns when she discuss the challenges for educators in facilitating and encouraging student learning to incorporate the following factors within ICT courseware design: • To develop the active engagement of the learner rather than the passive reception of given knowledge. degree without setting foot in a classroom, more people can access education The UI is a visual representation of the application and is all that user sees when interacting with the application, consequently the users familiarity with the system involves the user’s initial impression of the system, where the user determines how to interact with the system. This research therefore, is concerned with the ways in which undergraduate students in a Digital Arts Department understand and interact with two examples of computer-based pedagogic music courseware The first exemplar the students evaluate will be produced by academics from a Music Conservatoire and the second exemplar; will be created by music technology students from within their own department. First questionnaire test run – too complicated (see appendix 2) consequently, re-designed to a simpler version (see appendix 3) form those responses and notes form a general discussion, the following comments are presented. (10,000 words+ Thesis). Dowling (2000) develops this theme of community of practice with the idea of ‘transmitters’ and ‘acquirers’, which can be seen to map over the design and implementation of this project: It could be argued that the initial student designers are ‘full participant – transmitters’, whilst the student testers are, ‘yet to be participant – acquirers’. Students then combined their shared experiences of computer technology within a piece of courseware designed and created by the target user. Rather than impose hypotheses and procedures a priori, research design in participant observation remained flexible. And as I will later argue, as the nature of the student changes in a digital age, so the views of pedagogic facilitator/teacher/designer need to evolve: for students who have grown up with computers, often in a high quality gaming environment. If we speak in very broad terms about the trends in the twentieth century, we can identify three fundamentally different ideas about the nature of learning and what the properties/ nature of knowledge are. According to Underwood (1994) there are three models of learning, each of which has its validity in a specific area: • the constructionist model for formal conceptual learning, • the apprenticeship model for skills development. (1998) Human Computer Interaction ,Prentice Hall, Europe, p 166, [40] Rees M. et al. It outlines some of my attempts to investigate a genuinely student-centred approach to the production of an exemplar for computer-assisted musical courseware in the HEI. Yes/No Yes/No, Is there a good balance between consistency and variation of screen layout? John Hannah is a part-time blogger. More recently, attention has been given to the negative effects of the traditional presentational style of lecturing on the quality of learning outcomes, which it is argued, produces only a surface understanding. It is finally time to add and Blackboard (http://www.blackboard.com/), do provide new models of flexibility and open learning. In designing and applying an appropriate research methodology to this research project, the key decision was therefore an analysis of the two significant paradigms of research theory: Positive/Scientific/Quantative and Humanistic/ Anti-Positive/Qualitative. various facets of the gaming world in our schools in the following ways. How or when does the individual recognise they have learnt. The rationale for my use of this model in the present circumstances is the perceived match between Bickmore-Brand’s mapping of principles and my own professional experience and reflection. Yes/No Yes/No, Are all sound excerpts cleanly edited? Similarly, Trivedi (2002),[19] raises a note of caution regarding the overuse of graphics, stating that, ’Despite the ability of graphics to improve learning, it is imperative that designers use them only whey they are relevant to the instruction; otherwise they will provide no benefit to the learners’. The participants had been selected for a specific purpose in that they represent a music student’s view of ICT. Teacher training status was awarded from 1951 and continued until 1976. I was particularly interested at this stage, in the approach to design aesthetics a music student would employ. Gone are the days when The Australian National Council of Open and Distance Learning (NCODE), describes RBL as, Resource-Based Learning is defined as an integrated set of strategies to promote student-centred learning in a mass education context, through a combination of specially designed learning resources and interactive media and technologies. [43] Jones, M. G. What Can We Learn from Computer Games: Strategies for Learner Involvement; Amory, A. et al The Use of Computer Games as an Educational Tool:Identification of Appropriate Game Types and Game Elements; Wong, K. Video game effect on computer-based learning design. Yes/No Yes/No, Will the courseware encourage practice? In sum, the cognitive approach & cognitive theories emerged as a new perspective, employing “information-processing ideas” rather than the behaviouristic assumptions that the learner is determined by his environments and so passively adapts to the circumstances. Would a program of this nature be useful to you, in your area of work? In this model he utilises the Bickmore-Brand principles of learning, mapping them over the learning activities of the nominated project. They identify two approaches; the Constant comparative method (in which the researcher simultaneously codes and analyses data in order to develop concepts – refining, exploring integrating into a coherent theory) and Theoretical Sampling, a procedure whereby researchers consciously select additional cases to be studied according to the potential for developing new insights or expanding and refining those already gained [31]. The Rose Bruford contribution to the consortium project, was to submit a pieces of student designed music courseware: Recording the Orchestra; authored by third year Music Technology students. Understanding and analysing the achievement of the goal and feedback. overseeing examinations, and teaching. skills. This process is dependent on the user’s previous interaction experience where the user predicts the result of his future action by recognising the interaction device from other similar interactive systems. [39] (Dix A. et al. But there is little focus or mention in either description of the quality, complexity or interactivity of the actual curriculum materials for the student. As with the Behaviourist approach, for specific learning activities in a mixed-mode courseware package, the Cognivist model would be of some value. In both workshop, e-mail and seminar interaction, students discussed the learning objectives, interface design and reflected on the iterative feedback from their peers and users. It asks whether, on the basis of this observation, new approaches to teaching and learning material design should be adopted, and what these new approaches should be if the materials produced are to satisfy expectations while enhancing the students’ generic and transferable skills base. Through time and interaction the role of the teacher will subordinate. the group instead of the individual is an important skill. • Creating personal log books and portfolios• Finding appropriate work placements.• Selecting the focus for project and research• Tutor-led discussions, e-mail and workshops, • Encouraging open discussion in setting group projects• Collaborative seminars and reflective discussion.• Student as mentor. • A constructivist approach will provide the dominant pedagogic model and underpin the strategy and design of the project. The teacher in fact willselect the material to be examined. Essential to this work is the intellectual and aesthetic appreciation of initial material and the projected end, and the technical skills to realise it. Bogdan, R. & Taylor, S. (1998) Introduction to Qualitative Research Methods, J Wiley & Sons, Coffiel, F (Ed) (2000) Differeing Visions of a Learning Society. IMLE’s, VLE’s and MLE’s then tend to be structured around generic templates and ‘engines’, where the academic or contracted developer is then expected to produce the content media; for example, (http://digitalbrain.com, & http://oracle.com) However, currently this situation appears doomed to failure for two reasons. We can apply looks at the technological wave and what it means for the education sector. the implications for paradigm shift in applying ICT in teacher education and development. Secondly, the transmission or ‘delivery model’ of learning is contested by, for example, socio-cultural theorists such as Lave (1993) and Young (2000), who argue that the acquisition of knowledge and learning is, in part, a social process which takes place in the broader context of organisational and social changes (social constructivism). Of Proximal Development ( ZPD ) the role of the Zone of Proximal (... At the University of Surrey, which offers a range of degrees dedicated to students! 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