e3-chap-02 - Alan Dix...Title e3-chap-02.ppt Author Alan Dix Created Date 12/6/2005 10:04:38 AM
Innovation in Teaching Alan Dix Lancaster University .
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Transcript of Innovation in Teaching Alan Dix Lancaster University .
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Innovation in Teaching
Alan Dix
Lancaster University
www.hcibook.com/alan
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note
NOT…presenting best solutionsor best practice
WILL talk about … reflecting on experiencedeveloping solutions
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examples ...
• driving lesson
• p-learning and e-learning
• just-in-time theory
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driving lesson
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what happened
• removed external judgement– I didn’t know intention
• allowed personal feedback– she did know
• enabled “play” and experiment– not goal directed
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repeat 3[forward 50 right 60]
LOGO and Papert
• simple programming language• plus turtle
http://el.www.media.mit.edu/groups/logo-foundation/
draw a triangle?
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Montessori
• self correcting materials• instant feedback• no judgement
http://www.montessori-ami.org/http://www.modern-montessori.com/
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computers
• rapid feedback– before bad habits form– e.g. spelling checkers
… but not correctors!
• low judgement …
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computer personality
• work at Dundee– questionnaires and interviews– personal questions (medical)
• electronic versions– simple questionnaires – keyword based (like Elisa)– the more human-like the better– but better than real human
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p-learning and e-learning
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p-learning(physical learning)
• lectures
• tutorials and labs (20-30)
• small groups tutorials ?
• individual tutorials
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p-learning e-learning
• lectures web
• labs ?
• tutorials bulletin boards & chat
• individual one-to-one email
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deconstruction and reconstruction
p-learning
e-learning
deconstruction reconstruction
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deconstructionfind the real objectives
• lecture• information, motivation, demonstration
• group tutorial• collaboration, individual feedback
• lab+ personal experience, physical materials
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reconstruction
• potential media & meetingse-learning:
web, CD-ROM, video, email, bulletin boards, chat, webcam, streaming video/audio
p-learning:weekend course, summer camp, monthly evening meeting, paper materials and books
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reconstruction
• potential media & meetingse-learning: web, CD-ROM, video, email, webcam,
bulletin boards, chat, streaming video/audiop-learning: weekend course, monthly evening meeting,
summer camp, paper materials and books
• match with objectives e.g. weekend course for motivation, group
formation, demonstrations and hands on
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just-in-time theory
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mini-case studies
• context– week-log intensive course
• when technology doesn’t work …– analyse why– use it as extended examples
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Excel modes
• wouldn’t closewhy?
• theory:– hidden mode– closure
www.hcibook.com/alan/casestudy/excel-mode/
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does it work?
• weakness– knowing it is ‘teaching’ time
• strengths– ‘real’ example– introduces theory when relevant
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ecological validity
• examples– one issue at a time– a good ‘solution’– from theory to practice
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ecological validity
• examples– one issue at a time– a good ‘solution’– from theory to practice
• mini-case study– lots of relevant issues– no easy solution – tradeoffs– from practice to theory
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passing on knowledge
• case studies, examples, patterns– good for use in practice– but how to generalise– textbooks full of theory!
• just-in-time theory– appropriate theory when needed
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just-in-time theory
• appropriate theory– given when needed
• contextualised theory– apply theory in actual context– including trade-offs
• situated theory– make new theory if necessary
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recap ...
• driving lesson– feedback, play and judgement
• p-learning and e-learning– metamorphose fundamental learning
• just-in-time theory– ecologically valid examples,
theory when it matters