The Open University: Educational Dialogue Research Unit
http://edru.open.ac.uk/index.cfm
Sunday, July 09, 2006
Computer-Mediated Communications in Education
Here are some titles of articles that I am reading at this time. Since one of my areas of interest in using the web for educational purposes my course on Computer Mediated Communications is requiring quite a bit of reading. These are just a few of the many articles. More will come later with annotations.
De Wever, B. A. b. d. u. b., Schellens, T. A., Valcke, M. A., & Van Keer, H. A. Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. 46(1), 6-28.
Fauske, J. A., & Wade, S. E. A. A. W. e. u. e. (2004). Research to Practice Online: Conditions that Foster Democracy, Community, and Critical Thinking In Computer-Mediated Discussions. 36(2), 137-153.
Garrison, D. R. A. A. g. u. c., Cleveland-Innes, M. A. A. m. a. c., Koole, M. A. A. m. a. c., & Kappelman, J. A. A. j. s. c. Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. 9(1), 1-8.
Gerbic, P. A. A. p. g. a. a. n., & Stacey, E. A. A. e. s. d. e. a. A purposive approach to content analysis: Designing analytical frameworks. 8(1), 45-59.
Henri, F. A. A., & Pudelko, B. A. Understanding and analysing activity and learning in virtual communities. 19(4), 474.
Oravec, J. A. A. Blending by Blogging: weblogs in blended learning initiatives. 225-233.
Wallace, R. M. Online Learning in Higher Education: a review of research on interactions among teachers and students. 3(2), 241.
De Wever, B. A. b. d. u. b., Schellens, T. A., Valcke, M. A., & Van Keer, H. A. Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. 46(1), 6-28.
Fauske, J. A., & Wade, S. E. A. A. W. e. u. e. (2004). Research to Practice Online: Conditions that Foster Democracy, Community, and Critical Thinking In Computer-Mediated Discussions. 36(2), 137-153.
Garrison, D. R. A. A. g. u. c., Cleveland-Innes, M. A. A. m. a. c., Koole, M. A. A. m. a. c., & Kappelman, J. A. A. j. s. c. Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. 9(1), 1-8.
Gerbic, P. A. A. p. g. a. a. n., & Stacey, E. A. A. e. s. d. e. a. A purposive approach to content analysis: Designing analytical frameworks. 8(1), 45-59.
Henri, F. A. A., & Pudelko, B. A. Understanding and analysing activity and learning in virtual communities. 19(4), 474.
Oravec, J. A. A. Blending by Blogging: weblogs in blended learning initiatives. 225-233.
Wallace, R. M. Online Learning in Higher Education: a review of research on interactions among teachers and students. 3(2), 241.
Sunday, January 08, 2006
Curiosity and the Autonomous Learner
During the process of searching more information, I recently found an article that ultimately adds to my interest in the Autonomous Learner. This article is titled, "Using Instructional Design Strategies to Foster Curiosity" by Marilyn P. Arnone. For me the title of the article was enough to give a surge of energy to think through what ended up being a part of the writer's thinking. If we, as instructors, can foster curiosity in our students, they have a motivation that will take them the distance in their studies. Internal curiosity, as we all know, is a motivator that sends us into the depths of research beyond what any "assignment" would even entail. This posting is to give some of the key points mentioned in the article, hopefully to whet your appetite for the complete article.
Since all students are not in the extreme category of the curious type, the author suggests taht something that may stimulate curiosity for one, may place another student in a state of anxiety. Therefor, it is our task to accomodate all learners. Not as easy as you thought, is it? Maybe you do find this easy, personally, I do not. With this in mind, the author gave ten instructional design strategies for fostering curiosity. They are as follows:
Strategy #1 - Curiosity as a hook
Use curiosity as a primary motivator at the beginning of a lesson by starting with a provoking thought or excercise.
Strategy #2 - Conceptual Conflict
When a conflict is introduced, learners feel compelled to explore the conflict until it is solved. This gives a feeling of satisfaction.
Stategy #3 - An Atmostphere for Questions
Assure that the environment setting sets the students at ease when it comes to asking questions. Give them opportunities to test their hypotheses through discussions. This fosters curiosity and builds confidence as well.
Strategy #4 - Time
Always allow adequate time for topical exploration. If an instructor successfully stimulates curiosity, then learners will want to persist in that exploration.
Strategy #5 - Choices
Give the learners options to choose from in his or her interest. This helps to sustain curiosity, therefore motivating the student.
Strategy #6 - Curiosity-Arousing Elements
Introduce of or more of the following elements into a lesson to arouse curiosity:
Be aware of the degree of stimulation that is entered into the learning situation. Remember, some learners will become anxious if the stimulus is too compex or too uncertain (Gorlitz, 1987). They may quickly leave the Zone of Curiosity and entehr the Zone of Anxiety.
Strategy #8 - Exploration
Encourage students to learn through active exploration.
Strategy #9 - Rewards
The exploration and discovery should be its own reward. Use other external rewards as well. Studies have found that extrinisic rewards for a task that a learner finds intrisically motivating may hinder future interest.
Stategy #10 - Modeling
Model curiosity. Ask questions. Engage in specific exploration to resolve a question posed, and demonstrate enthusiasm.
How does all of that tie to the autonomous learner? My logic suggests that the autonomous learner is motivated by curiosity in the first place. So, when we, as instructors, stimulate curiosity in our students, we are ineviatebly turning them into autonomos learners. Along with the many other factors that may come as I do more research, this is one that seems the most useful (so far) for the classroom setting.
Since all students are not in the extreme category of the curious type, the author suggests taht something that may stimulate curiosity for one, may place another student in a state of anxiety. Therefor, it is our task to accomodate all learners. Not as easy as you thought, is it? Maybe you do find this easy, personally, I do not. With this in mind, the author gave ten instructional design strategies for fostering curiosity. They are as follows:
Strategy #1 - Curiosity as a hook
Use curiosity as a primary motivator at the beginning of a lesson by starting with a provoking thought or excercise.
Strategy #2 - Conceptual Conflict
When a conflict is introduced, learners feel compelled to explore the conflict until it is solved. This gives a feeling of satisfaction.
Stategy #3 - An Atmostphere for Questions
Assure that the environment setting sets the students at ease when it comes to asking questions. Give them opportunities to test their hypotheses through discussions. This fosters curiosity and builds confidence as well.
Strategy #4 - Time
Always allow adequate time for topical exploration. If an instructor successfully stimulates curiosity, then learners will want to persist in that exploration.
Strategy #5 - Choices
Give the learners options to choose from in his or her interest. This helps to sustain curiosity, therefore motivating the student.
Strategy #6 - Curiosity-Arousing Elements
Introduce of or more of the following elements into a lesson to arouse curiosity:
- Incongruity
- Contradictions
- Novelty
- Surprise
- Complexity
- Uncertainty
Be aware of the degree of stimulation that is entered into the learning situation. Remember, some learners will become anxious if the stimulus is too compex or too uncertain (Gorlitz, 1987). They may quickly leave the Zone of Curiosity and entehr the Zone of Anxiety.
Strategy #8 - Exploration
Encourage students to learn through active exploration.
Strategy #9 - Rewards
The exploration and discovery should be its own reward. Use other external rewards as well. Studies have found that extrinisic rewards for a task that a learner finds intrisically motivating may hinder future interest.
Stategy #10 - Modeling
Model curiosity. Ask questions. Engage in specific exploration to resolve a question posed, and demonstrate enthusiasm.
How does all of that tie to the autonomous learner? My logic suggests that the autonomous learner is motivated by curiosity in the first place. So, when we, as instructors, stimulate curiosity in our students, we are ineviatebly turning them into autonomos learners. Along with the many other factors that may come as I do more research, this is one that seems the most useful (so far) for the classroom setting.
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