Lesson 13

Cooperative Learning with the Computer

            Singapore has set the global pace for student learning with a 2:1(2 pupils with 1 computer) ratio in its master plan for IT in education. This show that even in other progressive countries, the1:1 pupil-computer ratio is still an ideal to be achieved. Reality therefore dictates that school faces the fact that each classroom, especially in public or government schools, may not be equipped with the appropriate numbers of computer.

            The creativity of the teacher will have to respond to the situation, and so cooperative learning will likely be the answer to the implementation of IT supported learning in our schools. But the situation may not be that bad since there are motivational and social benefits to cooperative learning and these can compensate for the lack of hardware that educators face.

Defining Cooperative Learning

Cooperative or collaborative learning is learning by small groups of students who work together in common learning task. It is often also called grouped learning but to be truly cooperative learning 5 elements are needed:

1.    A common goal

2.    interdependence

3.    interaction

4.    individual accountability

5.    social skills

Therefore not every group work is cooperative learning since students working on their work sheets physically sat around a table may be working together without these features of cooperative learning.

From several studies made on cooperative learning, it is manifested that cooperative learning in its true sense is advantageous since it:

(a)  encourages active learning, while motivating students

(b)  increases academic performance

(c)  promotes literacy and languages skills

(d)  Improve teacher effectiveness.

In addition, there are studies which show that cooperative learning enhances personal and social development among students of all ages, while enhancing self-esteem and improving social relations between racially and culturally different students.

Cooperative Learning and the computer

           

            Researches have made studies on the learning interaction between the student and the computer. The studies have great value since it has been a long standing fear that the computer may foster student learning in isolation that hinders the development of the student’s social skills.

            Now this mythical fear has been contradicted by the studies which show that when the students work with computers with groups. They cluster and interact with each other for a vice and mutual help. And given the option to work individually or in group, the students generally wish to work together in computer-based and non-computer-based activities. Reflecting on this phenomenon, psychologists think the computer fosters this positive social behavior due to the fact that it has a display monitor – just like television set – that is look upon something communal.

            Therefore researches agree that the computer is a fairly natural learning vehicle for cooperative (at times called promotive) learning.

Components of Cooperative Learning

Educators are still wary about the computer’s role in cooperative learning. Thus they pose the position the position that the use of the computers do not automatically result in cooperative learning. There therefore assign the teacher several tasks in order to ensure collaborative in learning. These are:

• Assigning students to mixed-ability teams
• Establishing positive interdependence
• Teaching cooperative social skills
• Insuring individual accountability, and
• Helping groups process information

These are in addition to assigning a common work goal in which each member of the group will realize that their grouped will not succeed unless everyone contributes to the groups’ success. It is also important for the teacher limits learning group clusters (six is the ideal number in a group) so that there can be closer involvement in thinking and learning.

Lesson 14

THE SOFTWARE AS AN EDUCATIONAL RESOURCE

Whenever people think about computers, they are most likely thinking about the computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produce copies of text-and-graphics material, and the computer housing called “the box” which contains the electronic parts and circuits (the central processing unit) that receives/stores data and is naturally an attention-getter.

There are two kinds of software:

1. The system software. This is the operating system that is found or bundled inside all computer machines.

2. The applications software. This contains the system that commands the particular task or solves a particular problem.

In turn the applications software may be:

(a) a custom software that is made for specific task often by large corporations, or

(b) a commercial software packaged for personal computers that helps with a variety of task such as writing papers, calculating numbers, drawing grapghs, playing games, and such more.

MICROSOFT WINDOWS

Also referred to as a program, Microsoft Windows or windows for short is an operating environmental between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work. Windows uses a colorful graphics interface (called GUI – pronounced “gooee”) that can be seen on the computer screen or monitor whenever the computer is turned on.

The user can work with on-screen pictures (icons) and suggestions (menus) to arrive at the desired software. Windows 95 (now improved with Windows 2003 and 2007) is a software designed for Microsoft Windows. Actually, Windows is in itself a self-contained operating system which provides

• User convenience – just click a file name to retrieve data or click from program to program as easy as changing channels in your TV screen.

• A new look – fancy borders, smooth and streamlined text fonts.

• Information center – Windows puts all communications activities (e-mail, downloads, etc. in a single screen icon); adapts/configures the computer for the Internet.

• Plug and play – configures the computer with added components, such as for sounds and video.

INSTRUCTIONAL SOFTWARE

Instructional software can be visited on the Internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional (CBI) materials for the school resource collection. But beware since CBIs need much improvement, while web-based educational resources are either extremely good or what is complete garbage. In evaluating computer-based educational materials, the following can serve as guidelines:

• Be extremely cautious in using CBIs and “free” internet materials.

• Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting their instructional worth.

• Teachers must evaluate these resources using sound pedagogical principles.

• Among design and content elements to evaluate are: the text legibility, effective use of color schemes, attractive layout and design, and easy navigation from section-to-section (such as from game to tutorial to drill-and-practice section)

• Clarity in the explanations and illustrations of concepts and principles.

• Accuracy, coherence, logic of information

• Their being current since data/statistics continually change

• Relevance/effectiveness in attaining learning objectives

• Absence of biased materials (e.g. gender bias or racial bias)

Lesson 15

Understanding Hypermedia

Hypermedia is nothing but multimedia, but this time packaged as an educational computer software where information is presented and student activities are integrated in a virtual learning environment. Most educational IT applications are hypermedia and these include:

1. Tutorial software packages

2. Knowledge webpages

3. Simulation instructional games

4. Learning project management, and others

The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills.

The flight simulator used to train pilots is an example of a highly developed hypermedia program. Observe that it simulates an environment that allows student pilots to practice authentic (as is needed to be done in the real world) tasks while reducing the load of the cognitive mode of learning.

Characteristics of hypermedia applications

There are two important features that are outstanding—among other features – that characterize the hypermedia software:

1. Learner control.

This means the learner makes his own decisions on the path, flow or events of instruction.

2. Learner wide range of navigation routes.

The learner controls the sequence and pace of his path depending on his ability and motivation.

3. Variety of media.

Includes more than one media (text, graphics, audio, animation and video clip) but does not necessarily use all types of media in one presentation.

In the use of hypermedia the following instructional events will prove useful to the teacher:

1. Get the learner’s attention

2. Recall prior learning

3. Inform learners of lesson objectives

4. Introduce the software and its distinctive features

5. Guide learning, eliciting performance

6. Provide learning feedback

7. Assess performance

8. Enhance retention and learning transfer

Lesson 16

THE INTERNET AND EDUCATION

                                                

The Internet, also simply called the Net, is the largest and far-flung

network system of all systems. Surprisingly, the Internet is not really a

network but loosely organized collection of about 25,000 network accessed by

computers on the planet. It is astonishing to know that no one owns the

Internet. It has no central headquarters, no centrally offered services, and no

comprehensive online index to tell users what information is available on the

system.

How is everything coordinated through the Internet? This is done through a

standardize4d protocol called Transmission Control protocol/Internet Protocol

(TCP/IP). To gain access to the Internet, the computer must be with what is

called a Server which has special software that uses the Internet protocol.

Originally developed and still subsidized by the United States government, the

Internet connect not only commercial, industrial, scientific establishments but

all other sectors including education and its libraries, campuses, and computer

centers.

The great attraction of Internet is that one the sign-up fees are paid,

there are no extra charges. Electronic mail, for example, is free regardless of

the amount of use. In contrast, individuals using the Internet on their own

personal computers must pay ongoing monthly fees to whoever is their service

provider.

Getting around the Net

The vast sea of information now in the Internet, including news and

trivia, is an overwhelming to those who wish to navigate it. Everyday, the Net

user-population and the available information continue to grow, and new ways are

continuously being developed to tour the Internet.

The most attractive way to move around the Internet is called browsing.

Using a program called a browser, the user can use a mouse to point and click on

the screen icons to surf the Internet, particularly the World Wide Web (the

Web), an Internet’s subset of text, images, and sounds are linked together to

allow users to access data or information needed.

The future of the Internet seems limitless. Already its complexity has

spawned and continues to spawn Net sites including new demand for services to

business, industries, science, government, and even homes. Many experts predict

that Internet is destined to become the centerpiece of all online communications

on the planet and in some future time in the solar system using interplanetary

satellite communications stations.

A view of educational uses of the Internet

Today, even elementary school graders in progressive countries like the

United States are corresponding via e-mail with pen pals in all 50 states. They

ask probing questions like, “What is your state’s most serious problems,” or How

much does a pizza cost in your state? This educational activity prodded by their

schools are paying dividends from increasing the pupil’s interest in Geography

to a greater understanding of how people live in large cities and other places

in the United States or the world.

Educational software materials have also developed both in sophistication

and appeal. There is now a wider choice from rote arithmetic or grammar lessons

to discovery and innovation projects. But the real possibility today is

connecting with the world outside homes, classrooms, and Internet cafes. And

today schools are gearing up to take advantage of Internet access, where they

can plug into the Library of Congress, make virtual visits to famous museums in

the world, write to celebrities, and even send questions to heads of states.

Lesson 15

Understanding Hypermedia

Hypermedia is nothing but multimedia, but this time packaged as an educational computer software where information is presented and student activities are integrated in a virtual learning environment. Most educational IT applications are hypermedia and these include:

1. Tutorial software packages
2. Knowledge webpages
3. Simulation instructional games
4. Learning project management, and others

The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills.
The flight simulator used to train pilots is an example of a highly developed hypermedia program. Observe that it simulates an environment that allows student pilots to practice authentic (as is needed to be done in the real world) tasks while reducing the load of the cognitive mode of learning.

Characteristics of hypermedia applications

There are two important features that are outstanding—among other features – that characterize the hypermedia software:

1. Learner control.
This means the learner makes his own decisions on the path, flow or events of instruction.

2. Learner wide range of navigation routes.
The learner controls the sequence and pace of his path depending on his ability and motivation.

3. Variety of media.
Includes more than one media (text, graphics, audio, animation and video clip) but does not necessarily use all types of media in one presentation.

In the use of hypermedia the following instructional events will prove useful to the teacher:

1. Get the learner’s attention
2. Recall prior learning
3. Inform learners of lesson objectives
4. Introduce the software and its distinctive features
5. Guide learning, eliciting performance
6. Provide learning feedback
7. Assess performance
8. Enhance retention and learning transfer

Lesson 14

THE SOFTWARE AS AN EDUCATIONAL RESOURCE


Whenever people think about computers, they are most likely thinking about the computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produce copies of text-and-graphics material, and the computer housing called “the box” which contains the electronic parts and circuits (the central processing unit) that receives/stores data and is naturally an attention-getter.

There are two kinds of software:

1. The system software. This is the operating system that is found or bundled inside all computer machines.
2. The applications software. This contains the system that commands the particular task or solves a particular problem.
In turn the applications software may be:
(a) a custom software that is made for specific task often by large corporations, or
(b) a commercial software packaged for personal computers that helps with a variety of task such as writing papers, calculating numbers, drawing grapghs, playing games, and such more.

MICROSOFT WINDOWS

Also referred to as a program, Microsoft Windows or windows for short is an operating environmental between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work. Windows uses a colorful graphics interface (called GUI – pronounced “gooee”) that can be seen on the computer screen or monitor whenever the computer is turned on.
The user can work with on-screen pictures (icons) and suggestions (menus) to arrive at the desired software. Windows 95 (now improved with Windows 2003 and 2007) is a software designed for Microsoft Windows. Actually, Windows is in itself a self-contained operating system which provides

• User convenience – just click a file name to retrieve data or click from program to program as easy as changing channels in your TV screen.
• A new look – fancy borders, smooth and streamlined text fonts.
• Information center – Windows puts all communications activities (e-mail, downloads, etc. in a single screen icon); adapts/configures the computer for the Internet.
• Plug and play – configures the computer with added components, such as for sounds and video.

INSTRUCTIONAL SOFTWARE

Instructional software can be visited on the Internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional (CBI) materials for the school resource collection. But beware since CBIs need much improvement, while web-based educational resources are either extremely good or what is complete garbage. In evaluating computer-based educational materials, the following can serve as guidelines:

• Be extremely cautious in using CBIs and “free” internet materials.
• Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting their instructional worth.
• Teachers must evaluate these resources using sound pedagogical principles.
• Among design and content elements to evaluate are: the text legibility, effective use of color schemes, attractive layout and design, and easy navigation from section-to-section (such as from game to tutorial to drill-and-practice section)
• Clarity in the explanations and illustrations of concepts and principles.
• Accuracy, coherence, logic of information
• Their being current since data/statistics continually change
• Relevance/effectiveness in attaining learning objectives
• Absence of biased materials (e.g. gender bias or racial bias)

Lesson 11

 The Computer as the Teacher’s Tool

In the previous lesson, we saw how the computer can act as a tutor, particularly along with the behaviorist and cognitivist approach to learning. But we also saw how certain computer software programs have been developed to foster higher thinking skills and creativity.

In this lesson, we shall again look at the computer, but this time from another perspective the computer as the teacher’s handy-tool. It can in fact support the constructivist and social constructivist paradigms of constructivist learning.

Constructivism was introduced by Piaget (1981) and Bruner (1990). They gave stress to the knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized information from which they can induce ideas and principles. Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.

While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social constructivism. This is an effort to show that the construction of knowledge is governed by social, historical and cultural contexts.

In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspectives of the community or society he lives in.

The psychologist Vygotsky stressed that learning is affected by social influences. He therefore suggested the interactive process in learning. The more capable adult (teacher or parent) or classmate can aid or complement what the learner sees in a given class project. In addition, Dewy sees language as a medium for social coordination and adaptation. For Dewey human learning is really human languaging that occurs when students socially share, build and agree upon meanings and knowledge.

Learning framework --Constructivism  --Social Constructivism

Assumption  --Knowledge is constructed by the individual --Knowledge is constructed within a social context

Definition of learning --Students build their own learning --Students build knowledge influenced by the social context

Learning Strategies --Gather unorganized information to create new concept/principle --Exchange and share from ideas, stimulates thinking

General Orientation --Personal discovery of knowledge --Students discuss and discover meanings

Example --8*5 – 8 + 8 + 8 + 8 + 8 --Two alternative job offers Option 1 – 8 hrs./day for 6 days/week

Option 2 -  9hrs./ day  for 5 days a week

The Computer’s Capabilities

Given its present-day speed, flexibility and sophistication, the computer can provide access to information, foster creative social knowledge-building, and enhance the communication of the achieved project package. Without the computer, today’s learners may still be assuming the tedious task of low-level information gathering, building and new knowledge packaging. But this is not so since the modern computer can help teacher-and-students to focus on more high level cognitive tasks.

Based on the two learning theories, the teacher can employ the computer as a/an:

• An information tool

• A communication tool

• A constructive too

• As co-constructive tool

• A situating tool