Problem

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返回首页 | BLOGBUS << 教育中的建构主义读书笔记（1） | 返回首页 | 建构主义基本理论文献阅读 >> 今天的报告 cakee 发表于 2004-06-04 真的非常幸运来到这样的一所学校，给我们提供这么好的学习环境，使我们能够有机会与世界级的大师面对面。今天李老师又为我们请到了特邀参加今年第八届GCCCE大会的ID2之父梅瑞尔和WebQuest之父Dodge给我们做了两场精彩的报告。 报告一： 报告人：Bernie Dodge Beginning of WebQuest： 1993年，$5M ; 7 Post-Doc ; 12 GA'S Definitions : inquiry-Oriented activity Parts of a WebQuest:

• instruction
• task
• process
• evaluation
• conclution
• credits
• teacher page What is Scaffolding? How do we scaffold in a WebQuest? By: Specifying the task； Specifying roles and perspectives Providing links and off line resources Providing outlines guides and templaces Guiding think Why Did PI fail? cognitively : learning involves molecules, not atoms (原子组成分子，但是组成分子的原子之间有联系，所以学习不能分得太细，） motivationaly : Error-free learning is boring （及时反馈是很重要的） Success after struggle is gratifying （经过努力的成功能够促进动机） Researching these Issues：
• enganging scenario
• conplex task
• scaffolded process
• pre-selected resources
• detailed evaluation
• compare variation within the moduel
• do not compare WebQuest vs traditional the future & pervasive computing & ubiquitous accaess to information & need for everyone to know how to evaluate data and create new knowledge & early practice at inquiry is critical 相关资源： WebQuest 网站 http://webquest.sdsu.edu/ http://voyager.snc.edu/education/s2000middle/webquest/lesson-template1.sea%20Folder/lesson-template1.htm (模板） http://voyager.snc.edu/education/s2000middle/webquest/lesson-template1.sea%20Folder/t-lesson-template1.htm （教师模板） http://voyager.snc.edu/education/s2000middle/webquest/webquest.html 报告二：How to Recognize Effective E-Learning When You See It 报告人：M.David Merrill Professor Brigham Young University Hawail'i Professor Emeritus Utah States University Instructional phases Problem Activiation Demonstration Application Integration Three principles that can dramatically improve instructions.

Demonstration not just Presentation 2. Application not just Remember 3. Real problem not just Test items Demonstration: Show me! (not Tell me) 1. Consistency 2. Learner guidance 3. Relevant media Consistency 5 kinds of learning outcomes. Almost all tasks include those learning outcomes. l Information-about l Parts –of --sth l Kinds –of --sth l How –to--do l What –happens Use portrayals not just information l Examples and non-examples for kinds of l Demonstration for how –to l Visualization for what happens Guidance n Show how information is related to prior knowledge n Show how portrayals are related to information n Show how portrayals are related to each other Relevant media l Use both graphics and text l Put text next to the graphic it explains l Use audio rather than text to explain l Do not read on screen text l Do not use extraneous( 无关的 ) audio, video or graphics Application (Let me!) l Consistency l Intrinsic or corrective feedback l Gradually Diminishing coaching l Problem — centered Consistency apply to portrayal Learning outconmes Apply to portrayal Information about NA Parts of Locate part Kinds of Classify example How to Perform last What happens Predict consequence or find faulted condition Corrective feedback l Show what happens l Explain why it happens Coaching (scaffolding) l Show how prior knowledge applies l Show how information applies l Provide promotes or hints l Use more prompting on early problems ， Gradually withdraw prompting l Continue practice Problem － Centered （ Let me do the whole task ！） l Show the problem or tast l Problem components l Progression of problem Summary Information is not instruction l Show me, not just tell me l Let me do it ,don’t just ask me! Real world tasks give learning relevance l Learning, not games, is the real motivation l “Watch me grandpa!” 2004-06-04 | Trackback(0) | 编辑 看了这些文字，有人说了以下一些话： 模板设计： 梵梦聆心