Teaching, an emergent property of learning environments - IST 2000
8
Click here to load reader
-
Upload
nicolas-balacheff -
Category
Education
-
view
505 -
download
0
description
The trend of research in educational technology, during the last decade, has been to focus on learners and learning. The evolution of the ideas could be sketched in the following way : the initial paradigm was to design Intelligent Tutoring Systems (ITS) as autonomous machines with strong instructional functionalities and some sort of modelling of learners' needs and cognitive characteristics, a second paradigm has been the development of learning environments (eg microworlds) opening to the learner a real space for the exploration and the construction of knowledge. The former has not led to clear success, the later has evidenced serious difficulties (well documented by the Logo literature) and the need to complement the environment by teachers input and guidance. The lesson then, is that if teaching reduced to instruction is not the more successful avenue, the absence of teaching features in a learning environment does not guaranty either the quality of the learning output. What are the lessons ? Clearly the need to search for a new paradigm which could ensure a better equilibrium between learning and teaching, between human and machines. The common interest of Europe and the US, either in general education or professional training (lifelong learning), to overcome educational difficulties especially in science, mathematics and language learning, together with their common recognition of the potentialities of educational technology, should lead to a fruitful synergy in this area.
Transcript of Teaching, an emergent property of learning environments - IST 2000
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 1
Teaching,an emergent property of eLearning environments
[email protected] CNRS, France
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 2
Looking ahead to what we did
• learner centered design– but… the needs of the to-be-learned objects, which are under learnability and teachability constraints, is forgotten
• design richer environments– but... the richer the environment the more complex the learning experience, the more guidance is needed
• domain independant design– but... any knowledge domain as its own epistemological characteristics
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 3
action
feedback
constraints
Ssubject
Knowing as a capacity of facing situations, carrying tasks, solving problems under certain constraints...
M
Optimal learning situations to be organised, under epistemologicaland time constraints
Mmilieu
M
Control of the distance between the learning system and the refered "reality"
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 4
learning systems [SM] are content specific
Being specific
• reading and writing• foreign languages• chemistry• statistics• surgery• music writing• mathematics
algebrageometry
Msocialmaterialsymbolic...
Complexity 1
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 5
Society needs
Content to be learned
abilities
the acceleration of the knowledge life cycle
Learnersneeds
Complexity 2
flexible
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 6
at any time, a relationship should be possible between the learner and a knowledgeable other.
Individuals are more than learning systems
Complexity 3
Teachers and trainers are users of systems as well as learners, hence they may need as much support in order to cooperate efficiently with artificial agents
hybrid
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 7
at any time, a relationship should be possible between the learner and a knowledgeable other.
Individuals are more than learning systems
Complexity 3
Teachers and trainers are users of systems as well as learners, hence they may need as much support in order to cooperate efficiently with artificial agents
hybrid
QuickTime™ et un décompresseurCinepak sont requis pour visualiser
cette image.
Laboratoire Leibniz - IMAG / CNRS-UJF-INPG 8
Look back to eLearning future
Human-system partnershipTwo types of users : learners and knowledge holders
teachers, trainersany expert...
EmergenceEducating is not the function of one well defined entity, but
the product of a web of interactions
Ownership of the learning spaceLife long learners will be creators of their learning space, of its content, of its organization, as well as of its presentation
![Emergent communication in cooperative multi-agent … · [wow.gamepedia.com] [blog.newtonhq.com] 22.11.2018 | Irina Barykina, Emergent communication in multi-agent environments 4](https://static.fdocuments.net/doc/165x107/605adb4cdb484d7d1466fa6b/emergent-communication-in-cooperative-multi-agent-wowgamepediacom-blognewtonhqcom.jpg)
