A Design and Implementation of
大吉Web-Bad Project-Bad Learning Support Systems Hyosook Jung1, Woochun Jun2 and Le Gruenwald3
1Yang-dong Elementary School, Seoul, Korea
E-mail : est0718@chollian
2Dept of Computer Education, Seoul National Univ. of Education, Seoul, Korea
文化分类
E-mail : wocjun@ns.oul-e.ac.kr
3School of Computer Science, Univ. of Oklahoma, Norman, OK 73069, USA
E-mail : ggruenwald@ou.edu
Abstract. The u of the Web (World Wide Web) has had many positive effects on education. It overcomes time and space limitations in traditional schools. Teachers and students are now using the Web to access vast amounts of information and resources in the cyberspace. Also, learning via the We
b enables both synchronous and asynchronous communication. Despite of many benefits of the Web, it may weaken students’ motivation due to lack of face-to-face communication. In this paper, we provide a learning model called Web Project Learning, which is bad on the p rinciples of contructivism, to provide motivation and collaborative learning for students in the Web environment. The model is bad on the Project-Bad Learning model and is revid for u on the Web. The model can also encourage the participation of parents a s well as students, and be applied to any subject. We implement our model and show that it can be applied for environmental education as an instance.
1. Introduction
预习课文Recent advances in the Web have rapidly changed our life in various ways. The advances provide new ways for people to communicate on a global scale and asss vast amounts of information. The Web provides educators with opportunities to implement a range of new teaching and learning practices, which redefine classroom-
learning experiences. The Web enables a so-called WBI (Web-Bad Instruction) system as a teaching aid. The WBI system, which integrates a hypertext information network with communication
and collaborative tools, prents two important innovative features: first, it provides specific tools to manipulate the multimedia information contents of the Web pages; cond, authorized urs can modify the information network in the system [1,2,3].
Despite of many benefits of the Web in the learning process, it may weaken students’ motivation in the cyberspace becau of lack of face-to-face communication. The lack of student control is also considered one of the drawbacks of WBI unless a teacher keeps the students working towards its goal. As teachers’ influence decreas, students may become dingaged.Thus, students are unable to concentrate their thoughts upon their work. It is reported that about 30%-50% of students who have started a distance education cour dropped out before the end of the cour [4]. To make the learning process effective, we must motivate students to be engaged in the learning activities. A learning experience where the learner must contribute to an activity is called active engagement, while a learning experience where the learner is mainly a recipient of information is called passive engagement [5]. When a form of engagement is engrosd by a learning activity, the learner is focud and attentive, and becomes captured and committed to the task at hand.
Teachers have found that working on projects is an engaging activity with a large potential for facilitating learning [6].Project work provides a context for taking initiative and assuming responsibilit
y, making decisions and choices, and pursuing interests. The Project-Bad Learning Model also can be ud to enrich the curriculum, strengthen Internet skills, and provide integrated and thematic learning opportunities [7,8].
In this paper, we prent the Web-bad Project-Bad Learning Model for the Web environment. It is bad on the existing Project-Bad Learning Model, but it also can motivate students and provide real life contexts for successful collaborative learning in various ways on the Web. Our model also adopts the principles of constructivism so that both collaborative learning and lf-learning are emphasized.
家风演讲稿
We design the model for the Web environment and implement for classroom u. The model can be applied to any subject. We show that the model can be applied for environmental education as an instance.
This paper is organized as follows. In Section 2, we prent constructivism and Project-Bad Learning on which our model is bad. Our propod Web-Bad Project-Bad Learning Model is introduced in Section 3. Section 4 describes how the propod model is implemented. Finally, we give conclusions and further rearch issues in Section 5.
2. Background
2.1 Constructivism
Constructivism is an idea that has been embraced by educational rearchers and is defined as follows [5]. Each individual must create anything he or she knows using his or her own mind. There are two basic sources of raw material from which new knowledge is created.One is already known thought, and the other is new information available from the ns. New information combined with existing ideas can create modifications to current improvements. On reflection, an idea that we must all create in our own knowledge ems obvious. The value of this idea is in its corollaries. The first of the is that the more one understands, the more readily one can learn new ideas. Or converly, the less one knows, the harder one can learn new things. The cond is that a good learning situation enables us to try out ideas repeatedly, making modifications, eing what works and what does not, and using this experience to refine our conceptions. The third is that the learner must be an active participant, who is mixing, matching, and trying ideas together. It is not enough to just allow ideas to enter our mind; they must be integrated into existing structures and thought patterns. And this means that for learning to occur, we must be motivated to become engaged in the learning activities.
2.2 Project-Bad Learning
A project is an in-depth investigation if a topic worth learning more about.The investigation is usually undertaken by a small group of students within a class, sometimes by a whole class, and occasionally by an individual child. The key feature of a project is that it is a rearch effort deliberately focud on finding answers to questions about a topic pod either by the children, teacher, or the teacher working with the children. The goal of a project is to learn more about the topic rather than to ek the right answers to questions pod by the teacher [7].
Project-Bad Learning refers to a t of teaching strategies which enable teachers to guide children through in-depth studies of real-world topics. The Project-Bad Learning is not unstructured. There is a complex but flexible framework with features that characterize the teaching-learning interactions. When teachers imp lement Project-Bad Learning successfully, students can be highly motivated, feel actively involved in their own learning, and produce work of a high quality [9].
雅思听力场景词汇The values of Project-Bad Learning include the following:
a). Project-Bad Learning is a model for classroom activities that shift away from the traditional classroom practices of short, isolated, teacher-centered lessons,and instead, emphasizes learning a
ctivities that are long-term, interdisciplinary, student-centered, and integrated with real-world issues and practices.
某年某月醒过来b). One immediate benefit of practicing Project-Bad Learning is the unique way that can motivate students by engaging them in their own learning. Project-Bad Learning provides opportunities for students to pursue their own interests, questions and make decisions about how they will find answers and solve problems.
四远香c). Project-Bad Learning also provides opportunities for interdisciplinary learning. Students apply and integrate the content of different subject areas at authentic moments in the production process, instead of in isolation or in an artificial tting. In the classroom, Project-Bad Learning provides many unique opportunities for teachers to build relationship with students. Teachers may fill the varied roles of coach, facilitator, and co-learner. Finished products, plans, drafts, and prototypes all
make excellent “conversation pieces” around which teachers and students can discuss the learning that is taking place.
什么向荣d) In the school and beyond, Project-Bad Learning also provides opportunities for teachers to build relationships with each other and with tho in the larger community. Student’ work,which inclu
des documentation of the learning process as well as the students’ final projects, can be shared with other teachers, parents, mentors, and the business community who all have a stake in the students’ education [10].
3. Design of a Web-Bad Project-Bad Learning Model
3.1. Web-Bad Project-Bad Learning
One of the most promising ways the Internet is being utilized in school is to have students participate in global collaborative Internet projects. In this ction, we propo a learning model called the Web-Bad Project-Bad Learning (hereinafter called ‘Web Project Learning’) for the Web environment. The Web Project Learning is defined as problem-oriented learning within the framework of a small group, a whole class, or an individual project and using web support for the project activities. The model is bad on the Project-Bad Learning Model we mentioned earlier in Section 2.2, but it can motivate students to participate in the project voluntarily and actively. It also provides real-life contexts for successful collaborative learning [5].
In teaching, the Web fits very well with the Project-Bad Learning Model. The Web can be an organizer, a rearch tool, a ready source of data, a means for people to communicate with each oth
er, and a repository for artifacts. Becau the Web is a part of the real world, and artifacts on the Web can readily be placed in the world beyond school, projects have a scope for authenticity not usually found in the school environment.
The Web Project Learning can motivate both students and teachers as it provides an appealing way for students to gain Internet skills while being engaged in regular classroom activities. Through the projects, students are encouraged to develop a range
of skills relating to reading, writing and rearching as well as developing their abilities in lecting, prenting and communicating information. When students work on their project, they strengthen rearch and organization skills while being responsible and lf-motivated all skills they will need in the information age. Students feel a n of engagement becau they work with topics that they have chon for themlves.
3.2. Web-Bad Project-Bad Learning Model
Fig. 1. Web Project Learning Model
The Web Project Learning Model is divided into the following six phas instead of only three phas, which are Getting Started, Field Work and Culminating and
