The role of different media in designing learning environments. (original) (raw)
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Role of technology in the design of learning environments
Learning Environments Research, 2020
The design of learning environments is being increasingly investigated, largely as a result of higher-education providers being challenged by both societal and technological developments. These providers are becoming more aware that the quality of learning environments affects students' approaches to learning and satisfaction. This paper presents an alternative to more-traditional methods for designing learning environments that is driven by input of their main stakeholders: students and teachers. By using this method, we were able to explore stakeholders' insights into learning spaces design and how learning technologies can be integrated in such spaces. Qualitative research was conducted with the aim of guiding the redesign of technology-enhanced learning environments. For this particular research, we used 'sandpits', which are creative and design-thinking workshops, in which participants are encouraged to redesign provocative concepts of a large and a small technology-enhanced learning environment. Thirteen 'sandpits' were delivered involving 32 teachers and 25 students. Through these design-thinking workshops, students and teachers reflected on and discussed the role of technology in face-to-face learning and teaching and proposed new design solutions for technology-enhanced learning environments.
Manchester School of Architecture (University of Manchester / Manchester Metropolitan University), AMPS., 2020
Author (Presentation): Christiane Wagner, Contemporary Art Museum (MAC USP), University of São Paulo Abstract: Many people live a reality in which everything happens online through worldwide connections, i.e., the "global village" (McLuhan 1968). These individuals are connected most of the time, and the pace of their connections increasingly accelerates. They have access to a lot of information from all areas, as well as access to digital platforms. This seems to be fair, as they think that they are informed. However, it's not quite like that. Without understanding how to discern, these individuals will have access to information that is nothing more than a source of misinformation. In this sense, the role of communication and information technologies and their meaning is discussed, as well as the pedagogical methodologies to enable individuals to discern content, learning, and knowledge formation amid the complex digital interface. Some essential observations in this process have been analyzed, specifically how technology is changing teaching, based on Seymour Papert's constructionist theory of learning (1980) and his idea of the "art of intellectual model building." One of them, and the most dominant since we started the digital era, is the digitalization of the whole system, mainly in the press and education. For this analysis, three points will be addressed. The first and most significant is the understanding of the process of knowledge construction in the digital interface. Next, the central pedagogies related to this process will be explored. Finally, the sense of this dynamic of the networked information age, specifically how cultural diversity in its social, economic, and political aspects are related to the individual's new behavior, will be addressed. The analysis will also discuss the socio-cultural context regarding the evolution of psychological and pedagogical theories, scientific and technological development, and the possibilities of innovation and implementation of resources aimed at constructing the data for virtual visual, textual, and auditory content.
UNIVERSAL - Design Spaces of Learning Media
2001
This paper illustrates how the model of computational media can be introduced in the field of higher education. In our practical work, we identified four distinct design spaces for learning media and named them as follows: artifact design space, agent design space, process design space, and business model design space.
Designing digital learning environments
Information and Communication Technologies in Education, 2001
In this paper an overview is given of current developments in the Netherlands. The second part starts with some educational fundaments for Digital Learning Environments (DLE's). The elements of DLE's are described by the different interactions and communications between the student and participants and materials in learning environments. The paper finishes with some concrete examples and some considerations about choices to make for schools.
Research on educational technologies--ranging from motion pictures to computer-based tutoring systems--documents a disapointing history in which strong claims for a new technology are followed by large-scale implementations which eventually fail Mayer, in press). For example, in 1922, the famous inventor Thomas Edison proclaimed that "the motion picture is destined to revolutionize our educational system and that in a few years it will supplant...the use of textbooks" (cited in Cuban, 1986, p. 9). Yet, in reviewing the role of motion pictures in schools over the decades since Edison's grand predictions, Cuban (1986, p. 17) concluded that "most teachers used films infrequently in classrooms." Similarly, fifty years later in the 1970s, the game-like computer-assisted instruction (CAI) programs that were tauted as the wave of the future in education eventually proved to be no more effective than teacherbased modes of instruction (Cognition and Technology Group at Vanderbilt, 1996). Today, similarly strong claims are being made for the potential of multimedia learning environments.
Learning and instruction, 2003
Multimedia learning occurs when students build mental representations from words and pictures that are presented to them (e.g., printed text and illustrations or narration and animation). The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone. This article explores a program of research aimed at determining (a) research-based principles for the design of multimedia explanations-which can be called methods, and (b) the extent to which methods are effective across different learning environments-which can be called media. A review of research on the design of multimedia explanations conducted in our lab at Santa Barbara shows (a) a multimedia effect-in which students learn more deeply from words and pictures than from words alone-in both book-based and computer-based environments, (b) a coherence effect-in which students learn more deeply when extraneous material is excluded rather than included-in both book-based and computer-based environments, (c) a spatial contiguity effect-in which students learn more deeply when printed words are placed near rather than far from corresponding pictures-in both book-based and computer-based environments, and (d) a personalization effect-in which students learn more deeply when words are presented in conversational rather than formal style-both in computer-based environments containing spoken words and those using printed words. Overall, our results provide four examples in which the same instructional design methods are effective across different media.
New-Media-and-Learning_-Innovative-Learning-Technologies.pdf
This chapter is to challenge the research opportunity of media literacy in the twenty-first-century learning environment. Different technologies with human-computer interaction are addressed in this section as two different main structures. The relationships between these two structures are constructed as matrices. One of these structures is constituted by the educational technologies of the twenty-first century. The second is the learning framework of the twenty-first century. The research will be done using content analysis of the technologies used and learning frameworks. Based on the data obtained, this study will attempt to demonstrate that teachers can provide more effective and productive instruction using humancomputer interaction. This section will hopefully provide information to teachers and students about suitable learning environments designed for the use of and in conformance with twenty-first-century skills with the use of innovative technologies, and technologies they should use in these environments.