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ERIC Number: ED417885
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Instructional Design in Computer Mediated Learning.
Bull, Kay Sather; Kimball, Sarah Leigh; Stansberry, Susan
This paper outlines assumptions and principles related to computer mediated learning (CML) and suggests instructional design and classroom strategies for CML planning and practice. The pedagogy of control is contrasted with the pedagogy of choice and the latter constructivist viewpoint is recommended as the basis of CML. Assumptions about learning in the pedagogy of choice are explained, including reality as a mental construction, disequilibrium leading to learning, learners' construction of learning, transformation of information through construction, self-construction versus social construction, and differential time needs. Instructional design practices in CML are outlined: (1) constructivist planning practices that foster student development (instruction in realistic settings, using existing knowledge, learning as ongoing conversation, time for reflection and guided practice, flow charts to show multiple tracks, just-in-time learning and design, field-testing materials); (2) cognitive practices related to rules and norms, student self-regulation, reflective procedural knowledge, personalized learning, self-assessment/analysis, use of concept maps, collaborative research, idea generation, coaching, problem-based practice, and different designs for novices and experts; (3) affective and motivational environments (psychologically secure environment, student empowerment, support for curiosity and intentional learning processes, project ownership, student responsibility, negotiated learning tasks); and (4) instructional design tools (advance organizers, hypertext, play, case studies, authentic learning, think-alouds). Collaborative student learning strategies include sharing perspectives, self-explanation, watching others, peer scaffolding, reciprocal teaching, and sharing ways to structure and remember information. (SV)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A