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首页> 外文会议>IFIP TC3/WG3.1 amp; WG3.3 Working Conference on ICT and the Teacher of the Future; Jan 27-31, 2003; Melbourne, Australia >Designing Learning Experiences: Supporting Teachers in the Process of Technology Change
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Designing Learning Experiences: Supporting Teachers in the Process of Technology Change

机译：设计学习体验：在技术变革过程中支持教师

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摘要

As teachers adopt technology in their classrooms and develop the pedagogical models that will allow them to make use of the affordances of the technology, we are seeing improved learning outcomes and high-quality learning demonstrated. The pedagogical models that are showing the most promise come from ideas about how designers can implement the class of theories referred to as constructivism. Designers of technology-based learning environments can draw on the work of the many writers who have sought to develop guidelines and heuristics to support new modes of learning (see for example, Grabinger, 1996; Hannafin & Land, 1997; Squires, 1996). Constructivist frameworks are based upon the argument for learners being placed in authentic environments that incorporate sophisticated representations of context through such constructs as virtual "worlds". Learning experiences, which adopt these approaches, designed around bounded resources, such as CD-ROM technologies, are now well documented and many teachers have been making extensive use of these environments for some time. One such project, Exploring the Nardoo, which has been developed within constructivist frameworks as a virtual world has been acclaimed for its illustration of these concepts. The product displays varying degrees of fidelity of representation, learner immersion and active participation and has been shown to offer learning advantages for users. However, teachers need to continue to address the constantly changing nature of the capability of the technology, and potential learning opportunities offered by these changes. Unbounded environments, such as the World Wide Web, have offered a new set of affordances and now the concept of learning objects is set to again require teachers to re-conceptualise learning experiences for their students. The concept of a 'learning object' has developed from the movement to create reusable learning resources. Significant investment in content, described in terms of standards, which can be reused and re-purposed in education settings, is becoming a priority nationally (The Le@rning Federation, http://socci.edna.edu.auewcms/view_page.asp) and internation- ally (Ariadne: http://ariadne.unil.ch/, Merlot: http://taste.merlot.org/, LRX: http://www.lrx.com.au/). Teachers are now seeking tools to make effective use of the myriad of learning objects that are now being developed, in such entities as digital libraries, to construct meaningful learning environments. This paper will review the changes in pedagogy which ICT based learning environments have been able to facilitate, report on research findings on learning outcomes for a series of innovative bounded CD-ROM learning environments, and review the potential of learning object technologies to again challenge teachers striving for high quality learning from their students.
机译：随着教师在教室中采用技术并开发教学模型，使他们能够利用技术的支持，我们看到了学习成果的改善和高质量学习的证明。最有前途的教学模型来自于关于设计师如何实施被称为建构主义的理论类别的思想。基于技术的学习环境的设计者可以借鉴许多作家的工作，他们试图制定指导方针和启发式方法以支持新的学习模式（例如，参见Grabinger，1996； Hannafin＆Land，1997； Squires，1996）。建构主义的框架基于这样的论点，即将学习者置于真实的环境中，该真实环境通过诸如虚拟“世界”的构造结合了复杂的上下文表示。现在，已经很好地记录了围绕有限资源（例如CD-ROM技术）设计的采用这些方法的学习经验，并且许多老师已经在一段时间内广泛使用了这些环境。其中一个名为“探索纳多（Exploring the Nardoo）”的项目，是在建构主义框架内开发的虚拟世界，因其对这些概念的阐释而倍受赞誉。该产品显示出不同程度的保真度，学习者的沉浸感和积极参与的能力，并已显示为用户提供学习优势。但是，教师需要继续解决技术能力不断变化的本质，以及这些变化提供的潜在学习机会。诸如万维网这样的无限制环境提供了一组新的功能，现在学习对象的概念再次被设置为要求教师重新为学生重新概念化学习体验。 “学习对象”的概念已从运动中发展出来，以创建可重复使用的学习资源。对内容的大量投资（按标准描述）可以在教育环境中重复使用和重新用于教育，这已成为全国范围的优先事项（The Le @ rning Federation，http://socci.edna.edu.au/newcms/view_page .asp）和国际（Ariadne：http：//ariadne.unil.ch/、Merlot：http：//taste.merlot.org/、LRX：http：//www.lrx.com.au/）。如今，教师正在寻找工具，以有效利用在数字图书馆等实体中正在开发的大量学习对象，以构建有意义的学习环境。本文将回顾基于ICT的学习环境已经能够促进的教学法的变化，报告一系列创新的有限制CD-ROM学习环境的学习成果的研究结果，并回顾学习对象技术再次挑战老师的潜力努力向学生提供高质量的学习。

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