Instructor describes conception

E.g. Instructor shows a diagram of a fission chain reaction, and explains the concept/diagram.

Learner is describing conception

Ex: learner explains the fission chain reaction back to the teacher.

Instructor describes conception.

Instructor clarifies concept in light of learner's conceptions.Ex: instructor notices some inaccuracies in the learner's conception of fission, and explains further.

Learner redescribes concept.

Ex: learner redescribes the fission reaction, having corrected innaccuracies.

1Theory, ideas2Conceptions3Re-description4Re-description

Most widely-used educational medium.

Used mainly for logistical, rather than pedagogical advantages

Examples: Periodicals, Textbooks, Journals

Print and "Self-Assessing Questions."

These questions allow the student to describe their perception of concepts.

Does not allow the teacher to immediately respond.

Hypermedia resources made available via the web, instead of a disc.

Should be designed in light of this framework.

Good for conveying a particular viewpoint or idea.

TV Programs should offer students ways to discern the main point of arguments or concepts.

Controllable by student - makes it somewhat adaptive, but not "interactive."

Much of the same advantages of television.

Materials with open access to navigable links between text, graphics, and multimedia.

Enhanced Hypermedia.

Media is constructed to allow students to build understanding and is adaptive to student needs.

Students have freedom to explore, but also receive guidance.

Digital Document Discussion Environment.

A discussion forum that is linked to/related to a particular document.

Computer-mediated conferencing.

CMC includes discussion boards (like Blackboard), "chat", and virtual classrooms.

Requires a "moderator" to be effective.

Convergence between audio conferencing and the web.

Allows users to share multimedia or diagrams during audio conferences.

A two-way video/audio link between locations.

Provides access to a remote experts, locations, or processes.

Discussion/collaboration between students.

Feedback offered is from another student, not the instructor.

A program that embodies an aspect of the real world.

This allows student to make inputs and receive intrinsic feedback.

Computer emulates the teacher providing extrinsic feedback on learning progress.

The program must anticipate questions or issues from learner.

Provides both a goal and interactive environment to accomplish goal.

In this manner, provides both intrinsic and extrinsic feedback.

Like a simulation, except students are building their own runnable system - not just controlling a system of another's design.

Microworlds provide the programming language.

Allows students to work together in the decision-making process.

Collaboration can take place over nteworks, in person, etc.

A program that allows the user to create a model of a system, comparing output with a real-wold system.

Includes concept-mapping and scientific modeling tools.

Instructor identifies clear learning objectives in regard to the concept.

Ex: students must be able to explain the difference between fusion and fission.

Learner attempts to meet instructor's topic goal.

Ex: learner draws a diagram of the fission/fusion reaction and explains the differences.

Instructor provides additional redescription and/or links to new information.

Ex: instructor critiques the explanation of fission/fusion.

Learner adapts to feedback from instructor.

Ex: learner adapts to feedback and creates a presentation for classmates on fission/fusion.

6 Instructor Set Goals7Learner's action8Feedback9Learner's modified action
INSTRUCTOR

Instructor's conception

INSTRUCTOR
5

Adaptation of task goal inlight of learner's description

INSTRUCTOR

Tailoring learner's task to fill in gaps in learners description.

Ex: instructor asks student to create a presentation focusing on a certain aspect of fission reactions.

INSTRUCTOR
12

Reflection on learners' actions to modify descriptions

INSTRUCTOR

Instructor evaulates effectiveness of descriptions.

Ex: instructor notices a common misconception; then attempts to correct misconception.

INSTRUCTOR

Instructor's constructed environment

LEARNER

Learner's conception

LEARNER
10

Adaptation of actions in light of theory, goal, and feedback

LEARNER

Learner adapts output; learner understands areas of previous weakness.

Ex: student creates a presentation focused on an aspect of fission that is devoid of previous errors.

LEARNER
11

Reflection on concept in light of experience

LEARNER

Student considers completeness of learning.

Ex: learner feels that he/she now has a more complete understanding of a fission chain reaction.

LEARNER

Learner's actions