Web Pedagogy - Instructional design and delivery
 

The dawn of the information age is behind us.  But don't get too excited:  it's still morning, and there's a long way to go before lunch.  (Steven M. Schneider)

Rich information environments and communication are not enough to improve learning.

If pedagogy doesn't change, learning won't.  Why would changing the mode of delivery enhance learning?

The Web is an excellent vehicle for facilitating group work, but it is a lousy vehicle for reading.

The Web is a powerful cognitive tool (a technology that enhances thinking, problem-solving, and learning).
 
 

"A Model to Guide the Integration of the WWW as a Cognitive Tool in K-12 Education," by Thomas C. Reeves, Instructional Technology Department, College of Education, University of Georgia.   Fulltext  in pdf (select Web in K-12/AERA 1999 Paper).

WEB-BASED LEARNING CAN ACCOMMODATE THESE DIFFERENT INPUTS TO THE LEARNING ENVIRONMENT:
 

• extrinsic - outside the learning environment (rewards)
• intrinsic - integral to the learning environment (intellectual curiosity)

WEB-BASED LEARNING SUPPORTS THESE PROCESSES OF LEARNING:
 

• objectives sequenced into learning hierarchies that exist apart from the learner
• direct instruction addressing each of the objectives in sequence

• emphasizes learner's intentions, experience, and cognitive strategies
• students build and share unique knowledge representations

• The ways in which knowledge and skills are initially learned affect the degree to which these abilities can be used in other contexts.
• By emphasizing authentic tasks that students "own" for themselves, web-based instruction can be designed to enhance the transfer of knowledge and skills.

• awareness of objectives
• ability to plan and evaluate one's own learning strategies

capacity to monitor progress and adjust learning behaviors to accommodate needs

Goal Theory of Motivation

mastery - improve ability, intrinsic motivation

performance - prove ability, extrinsic motivation

 

Classroom tasks that influence mastery goals:

interesting and diversified

perceived as meaningful and useful

student control (content and pace)

reasonably challenging with short term goals

 

Acquiring knowledge or learning skills?

knowledge needs to be connected to other knowledge

skill can only be learned by practice and feedback

jog memory:  checklists, labels, diagrams, codes, mnemonics

improve information:  different kinds of signals, automatic reminders, rules, blocking information that is not essential, feedback

reduce complexity:  calculators, tables, algorithms, procedures, graphs, decision trees, simulations, printed formats

identify something quickly:  colors, labels, shapes