RESEARCH ON AND RESEARCH WITH EMERGING TECHNOLOGIES
by Hannafin et al
SUMMARY OF ARTICLE
In the article, "Research on and Research with Emerging Technologies", the authors divides it up into four sections.
The first section examines computer-assisted learning systems over the past 30 years. In the beginning, computers had no educational software.
Most of the computer software was designed to support data manipulation and business applications. Early efforts to build educational software was limited because its ability to represent images, provide direct access to various parts of a lesson,
and highlighting the important ideas was poorer than alternatives. Human-computer interactions was a big turning point with computers and learning,
because users could now interact with the lessons on an individual basis. It wasn't until the late 1960's when people started accepting the cognitive approach to learning. It assisted the learner in selecting appropriate information, organizing information into internally consistent concepts, and integrating new with existing knowledge.
The second section analyze (CBI) research that relates to effectiveness, design, and individual differences. This section is divided into three subsections: cost effectiveness, findings from meta-analysis, and design research. Cost effectiveness is a very critical issue, because the cost associated with computer-aided learning were rarely considered feasible. Meta-Analysis is a statistical process whereby the findings of several studies, focusing on a common problem or topic, are pooled in an effort to draw inferences as to the meaning of a collective body of research. In the subsection dealing with design research, the author pinpoints keys things to consider when designing a computer-based instruction: 1) Orienting the learner, 2) Presenting the lesson which may include illustrations, animations, fidelity, and screen design and display, 3) Encoding support which deals with personalizing instructions and interaction methods, 4)Detecting and correcting errors, 5) Lesson sequencing which discusses the way the lesson should be taught and to see if the learner or the designer has full control of the lesson, 6) Motivation, 7) Applying knowledge and skills, and 8) Contextual Factors.
The third section examines and analyzes research on emerging computer-based learning systems. The author talks about learning systems and how it has really emerged based on contemporary psychological and pedagogical perspectives. They also talk about Situated cognitive theory and generative learning models. Situated cognition theory is the theory that learning occurs in environments where experts work or closely resembles it.
Generative learning models means that learning occurs when the learner relates prior knowledge to new material and creates understandings based on these relationships. The authors then describes four good learning systems that utilize technology in innovative ways to support construction on personal understanding. Those systems are Logo MicroWorlds, Jasper Woodbury, Voyage of the Mimi, and Citizen Kane.
In the forth section, the authors identifies problems, issues and unresolved research questions related to the future of computer-aided learning. Based on trends in research on teaching, learning, and educational technology, four categories of future research have been identified: new design methods, tools for thinking and learning, classroom applications, and expanded theory and research.
IMPACT ON PRACTICE OF EDUATION
This articles has a great impact on the practice of education. Just 30 years ago, no one even thought that computers would relate to learning or education. There wasn't even any software available for creating a learning environment. Because of the impact of research and development on technology and computers, educators today are now building computer-based instructions that has text, audio, graphic, video, and animations. Computer-interactive has also increased the popularity of computer learning.
REACTION ON ARTICLE
This article was very informative in that it discusses and clarifies a great deal on emerging technologies, especially computer. The most interesting part of the article was when the author debated on whether the learner or the designer should have control of the lesson sequencing. I feel that it could go either way, depending on the approach of the course or training. Another interesting section in the article was when the author discusses the presentation of the lesson. I agree with them that a multimedia instruction enhances learning more than information presented from a single source. Images and audio gives the learner multiple channels through which information may be encoded.
QUESTION(S) / TOPIC(S) FOR DISCUSSIONS
1. Should lesson sequencing be resided to the learner or designer?
2. How do you see education and technology evolve in 10 years.
