Annette de Jager
Hoërskool Menlopark
Atterburyweg, Menlopark 0081
adejager@pop.onwe.co.za
[Some figures are not reproduced in this paper as they do not convert well to HTML. For the original MS Word documents, download adjdocs.zip]
The rationale for a new learning strategy is best described by the following two quotations:
"I do not fear computers. I fear the lack of them." (Asimov, 1996) and
"...the competitive ability is the ability to learn ... new ways of thinking." (Papert, 1992).
A fast changing world asks for alternative perspectives on learning. The aim of this presentation is to discuss one of the multiple perspectives on learning in South African schools.
Schools market education. One of the main products of education is knowledge. Knowledge about oneself, the world, the environment, etc. Robinson (1994:106) reports that knowledge increases exponentially every 2,6 years. We also cannot neglect to note that there is no comparison between the tempo at which information is published on the Internet and the tempo at which books are made available in bookstores. The future will belong to those who have both access to almost unlimited information and those who can make information available as quickly as possible.
The main issues of the White Paper (1995) include:
Merrill (1992:11) and Wheatly (1991:15) conclude that the majority of learners regard subject related problems as:
To generate A-symbols teachers mainly use stimulus-response activities and evaluation is done in terms of predetermined goals and a uniform syllabus.
With reference to the expansion of knowledge, the White Paper and the needs of the learners it is clear that:
Computer technology and a cognitive constructivistic perspective on learning provide an excellent opportunity to satisfy these needs (Bruder, 1992:18; Papert, 1992:168).
The objectivistic perspective on learning is best described by Thorndike (1905) in Cunningham (1992:35):
"If something exists, it exists in some quantity, and if it exists in some quantity it can be measured and submitted to scientific analysis."
Bednar, Cuningham, Duffy and Perry (1992) define the epistemology of the objectivistic perspective on learning as "...knowledge is some entity existing independently of the mind and which is transferred 'inside the mind.' "
Knowledge exists in the world itself and is independent of instruction. The implication of the objectivistic perspective on learning is that knowledge can be transferred to the learner similar to a client making a deposit in the bank. The teaching strategy is a stimulus-response activity to establish a replica of reality in the mind of the learner that is unconditionally true or false.
The constructivistic perspective on learning is best described by Merrill (1992:102):
" There is no shared reality, learning is a personal interpretation of the world...meaning is negotiated from multiple perspectives."
Cunningham (1992:157) defines the epistemology of the constructivistic perspective on learning:
"At the heart of constructivism is the notion that knowledge is constructed, which in the present instance means that our theoretical views are personal creations, embedded in a social context, within a social community that accepts the assumptions underlying the perspective."
Duffy and Jonassen (1992) and Garrison (1993) conclude:
Knowledge is a personal interpretation and cannot be transferred into the mind but the individual construct knowledge through communication. The learners become active participants in a life-long learning process that will enable them to become problem solvers because they can view a problem from multiple perspectives.
The behavioristic teaching strategy refers to stimulus-response activities until automation. Learning is to memorise external and atomistic facts as presented by an expert. Romiszowsky (1990:23) evaluates the behavioristic teaching and concludes that "...(b)ehaviorism is not wrong. It is simply conceptually weak."
The cognitive teaching strategy refers to the responsible, active learner who is in control of the learning process and constructs knowledge in terms of prior knowledge and multiple perspectives (Fosnot, 1992:170; Garrison, 1993:201; Lord, 1994:346).
The cognitive constructivistic learner needs to be a thinking, active participant and in control of the learning processbased on prior knowledge. The teacher becomes a facilitator and fellow learner. The learning task consists of authentic examples and from multiple perspectives. Assessment is process driven and not product driven. Figure 1 (page 4) is a compilation of this plan.
[FIGURE 1]
Computer software distinguishes single and multi-purpose software. The former refers to drills, tutorials, simulations, games and references (e.g. Encarta) while the latter includes wordprocessors, spreadsheets, databases, presentations and electronic communication.
Electronic communication is suitable for cognitive constructivistic learning and provides the opportunity for the active participant to learn from multiple perspectives and to be a processor of information into structured semantic networks of knowledge embedded in prior knowledge. Furthermore, electronic communication gives access to almost unlimited information and communication. This principle leads to the methodology of a cognitive constructivistic plan of four phases (Harris, 1995): the preparation phase, the learning task, the learning opportunity and the completion (figure 2).
The preparation phase
The learning task: WIG or BIG (Perkins, 1992:50)
The teacher formulates the learning task in terms of an authentic problem. The learners formulate their own goals and questions to solve the problem.
The learning opportunity
The learners have access to computer technology in a seperate venue. They have the opportunity to communicate via e-mail with individuals or listservs, surf the World Wide Web and use any other references available. Each group reports to the teacher via e-mail about the progress and activities, asks questions and discusses any problems on a daily basis.
The completion
At the end of the learning opportunity the learners hand in a complete portfolio of their solution of the problem, as well as all the references e.g. e-mail letters, WWW results, etc.
Assessment
Assessment from multiple perspectives: teachers, fellow students, parents etc.
[FIGURE 2]
Checklists are used to evaluate the cognitive constructivistic learner, teacher, environment and assessment. The project proofed that cognitive constructivistic learning is possible.
It is essential that the learners are computer literate with reference to basic computers skills and multi-purpose software.
Lower order thinking skills (knowledge, application and understanding) were successfully achieved. The learners must be exposed to problemsolving strategies to develop higher order thinking skills (analysis, synthesis and evaluation). Learners could not analyse the problem properly and all the groups translated the whole problem into a question.
The impact of electronic communication on the affective skills of the learners is almost unlimited. Remarks like "...this is fantastic!" "...we like this very much!" and "...can we do more learning this way ?" ( as motivation) were common. The learning environment drew the attention and improved the self-confidence of the learners. Examples of the creativity are displayed in figure 3
Psychomotor skills are not essentials for the project. A project like this can improve the psychomotor skills and sufficient skills can support the learner.
Computer technology supports accidental learning in a variety of ways. It is, however, always important to emphasize the learning process and not necessarily the learning product in considering accidental learning. Social skills are a main feature of accidental learning and the learners were unanimous in their point of view that the teacher is a most important part of the learning environment. Furthermore, the learners mentioned the fact that "...I did not only learn quite a lot, but also made two very good friends."
One of the groups mastered PowerPoint and another handed their report in as a webpage.
A variety of problems may be encountered. It is important that technical problems (e.g. telephone connections) and computer skills are solved beforehand. Time limits caused problems. The traditional 30 minute periods are too short, the learners may ignore dates for handins and they also waste time on setting their own goals. One of the main issues is that the learners unanimously report that the teacher canot be replaced.
Learning happens when the cognitive, affective and psychomotor skills of the learner change permanently. For the evaluation of the project in terms of the effect of the use of the Internet as cognitive constructivistic tool on learning, the concept "learning" is conceptualized as in the table below.
|
Concept |
Sub concept |
Does the situation reflects the cognitive constructivistic
|
|
| Do the learners have adequate knowledge of | |
The effect of the use of the Internet on the
|
|
The effect of the use of the Internet on the
|
|
| The effect of the use of the Internet on the use of the keyboard, typing and hand-eye skills and the use of the mouse | |
|
Problems encountered |
|
The learners enjoyed the alternative learning strategy and they emphasized that they would prefer this new way of learning. It is my humble opinion that this is the sound foundation for Curriculum 2005. The success of OBE lies in the hands of the creativity of the teachers to formulate appropriate authentic learning tasks.
Cognitive constructivistic learning with electronic communication can change the present situation as described by Kort (1996): "...the biggest failure of our system of education is the manner in which learning has been transformed from a joyous experience into one of boredom and anxiety." Maddux (1994:40), however, warns that "...the Internet will likely remain a huge, unwieldly collection of resources that is not completely understood by anyone."