1. Technologies for Learning.
Succesful instruction, regardless of the psychological perspective-behavior-ist, cognitivist, constructivist, or social-psychologist- includes a number of common features :
- Active participation and interaction
- Practice
- Individualized instruction
- Reinforcement or feedback
- Realistic context
- Cooperative group
2. Cooperative Learning
Definision : Cooperative learning involves small
heterogeneous groups or students working together to achieve a common academic
goal or task learning collaboration and social skills.
A. The advantages :
• Active learning, “requires” students to actively interact with
others.
• Social skills, Students learn to interact with others developing
their interpersonal, communication, leadership, compromise, and collaboration
skills.
• Interdependence, positive interdependence and accountability are developed as students
interact to reach a common goal.
• Individual accountability, learn to be accountable for their actions.
B. The limitations :
• Students compatibility, it is sometimes difficult to form groups of students
who will work together well.
• Students dependency, the challenge is to devise management systems that
require learners truly collaborate.
• Time consuming, requires more time to cover the same amount of content than do some other
methods.
• Individualist, who prefer to work independently do not like
cooperative learning.
• Logistical obstacles, the teacher must arrange a lot of information ,
students responsibilities, and assesment activities.
3. Games
The terms game, simulation, and simulation game are
often used interchangeably. A game is
an activity in which participants follow prescribed rules that differ from
those of real life as they strive to attain a challenging goal.
The distinction between play and reality is what makes
games entertaining. Most people seem to enjoy setting aside the logical rules
of everyday life occasionally and entering an artificial environment with
different dynamics.
A. The advantages :
• Attractive, games provide attractuve
frameworks for learning activities.
• Novels, as a departure from normal
classroom routine and games arouse interest because of their novelty.
• Atmosphere, relaxed atmosphere fostered
by games can be especially helpful for those (such as low achievers) who avoid
other types of structured learning activities.
• Time on task, can keep learners
interested in repetitious rasks, such as memorizing multiplication tables.
B. The limitations :
• Competition , can be counter-productive
for students who are less interested in competing or who are weak in the
content or skill being practiced.
• Distraction, students can get caught up
in the excitement of play and fail to focus on the real objectives.
• Poor design, to be instructionally
meaningfull the game activity must provide actual practice of the intended.
4. Simulation
Definision : A
simulation is an
abstraction or simplification of some real-life situation or process.
Simulations can vary greatly in the extent to which they fully reflect the
realities of the situation they are intended to model.
5. Simulation Games
Definision : A
simulation game combines
the attribute of a simulation (role playing, a model of reality) with attribute
of game (striving toward a goal, specific rules). Because they combine the
characteristic of both simulation games have advantages, limitations, and
applications in common with both formats.
6. Learning centers
Definition : A
learning center may be as
simple as a table and some chair around which students discuss, or it may be as
sophisticated as several networked computers used by a group for collaborative
research and problem solving.
7. Programmed instruction
Definition : Programmed
instruction was
chronologically the first technology for learning and is an explicit
application of principle of learning theory – operant conditioning or
reinforcement theory. Since reinforcement theory suggested that people have
a tendency to learn behaviors that are followed by reinforcers,
psychologist B.F. Skinner wanted to develop a method of instruction whereby students would spend most
of their time performing the skills or displaying the knowledge being taught—not just sitting and listening.
8. Programmed tutoring
Definiton : Programmed
tutoring (also referred
to as structured tutoring) is a one-to-one method of instruction in
which the tutor’s responses are programmed in advanced in the form of carefully
structured printed instructions. In a typical program the tutor and student go
trough the lesson material together.
9. Programmed teaching
Definition : Progammed teaching, also known as direct instruction, is an attempt to
apply the principles of progammed instruction in a large group setting. In this
approach, a whole class is broken into smaller groups of 5 to 10 students.
These smaller groups are led through a lesson by a teacher, paraprofessional,
or student peer following a highly prescriptive lesson plan. Progammed teaching
is seen by its proponents as a total system for organizing classroom instruction
and designed to generate high rates of responding by all students.
10. Personalized
System of Instruction
The
final technology for learning in this chapter is the Personalized system of
instruction (PSI), sometimes referred to as the keller,who developed it. It can
be describe for managing instruction. The idea that all student ceed achieve
basic mastery but need different of time and practice to get there.
A. The
advantages :
- Self
pacing.
- Mastery.
“acumulation of ignorance”.
- Effective.
B. The
limitations :
- Development
cost
- Behaviorist
commitment
- Self
discipline.
Source : Heinich, Molenda, Russell, Smaldino et. 2002. Instructural Media and Technologies for Learning volume 7. California: The University of California.
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