Chapter 1. E-didactis: Digital age
didactics. Mourat Tchoshanov.
A Reading Report.
By CEAF
Traditionally, we have considered Didactics as the study of teaching
and learning to facilitate instruction and to make the teaching-learning
process effective through the analysis of content, learning styles, group arrangement,
assessment, etc.; however, the fact that we have a well established conception
of this discipline doesn´t mean it is free of questions and argumentation.
One of the main discussions is about considering Teaching as
an Art rather than a Science. Both groups have their arguments to state their
point; while the Teacher in front of a group has to face to reality: he needs to
find a road to join and combine this Art and Science at the same time to do his
best and to get the best from his students. He has to analyze the different
elements (content, assessment, learning objectives, etc.) to design and
implement the adequate academic sequence that will help him to reach his final
goal. This is called by Tchoshanov as Didactic Engineering.
Additionally, the teacher has to consider that his students
are way different from those he had 10 years ago; the world is evolving every day,
and so has he and his Teaching. The classical triangular representation of
Didactics as the interaction between Teacher, Learner and Content in a unique
context doesn´t represent anymore the truth of the classroom. Tchoshanov suggests
to consider it as a Tetrahedron, because we have to consider the influence of
technology on teaching and learning; this figure represents the existent relationships
between teacher-learner-content, learner-content-technology (e-learning), teacher-content-technology
(e-teaching) and teacher-learner-technology (e-advising). This tetrahedron
represents the integration of technology, pedagogy and content.
Consequently, the teacher has to change his teaching method,
his planning needs to be re-evaluated, re-designed and re-built, specially if
he is teaching an online or partially-online course. He is no more the wise
person that transmits his knowledge, now he is an engineer of student’s
learning and the student is a connected learner more than a receptor. The
material he used to prepare and use in his lessons is no longer useful, he
needs to include hypertext, media, interactive content.
From a traditional knowledge and application of Didactic the
actual teacher has to move to the new e-Didactic “(The) ICT-integrated
didactics with a focus on engineering of learning.”(Tchoshanov,2013),
considering engineering as the: analysis, design, modeling, construction and
development of effective learning environments, through the change of learning
objectives, the creation and use of digital content and an appropriate
assessment..
Chapter 3- The Engineering of Learning Toolkit
At the end of the day, despite all the multiple factors a
teacher has to think on to prepare and plan his lessons, he must know that the design
of Learning Objectives is a keystone made by specific objectives, contents and
expected outcomes that will assure success. Its design will be easier if the
teacher follows Bloom’s Taxonomy to assure he is not stocking his students on a
level neither assigning upper-leveled tasks.
Created 50 years ago, Bloom’w Taxonomy has been a guide for
educators and there have been several researchers, who analyzed it, some of
them have suggested to modify it at some points; some of the suggested
modifications are: a)It doesn’t explicit address the cognitive processes of
perception, memory, thinking and intuition, b)Application, analysis and synthesis
are not well distinguished.
On the other hand, W. Gerlach and A. Sullivan (1967) propose
a Taxonomy based on learning objectives, consisting of:
While Gange and Merill(Gagne, 1964; Merrill, 1971) propose a Taxonomy that integrates different
domains of learning: cognitive, affective and psychomotor.
On the other hand, Marzano and Kendall (2006) propose a
model based on3 systems and a knowledge domain.
All of these contributions will help the teacher to turn
himself into an engineer and build
his own representation. He has to select and build the learning activities
based on the learning objective because they will make possible the existence
of learning outcomes. To design appropriate didactical situations, the author
proposes KUTP model.
Cognitive Tutoring
Cognitive tutoring is a result of innovation and technology,
which provides individualized tutoring. An example of it is the called CTA
(Cognitive Tutor Algebra that proved to motivate students because: it presents
authentic problem situations, its structure is similar to playing a video game,
students don’t feel exposed if they make a mistake, and they feel empowered knowing
that they are mastering Math. These computer programs are based on cognitive
models that adapt the activities according to students’ answers by identifying misconceptions
they can provide of appropriate help, scaffolding the user.
However, Tutoring
programs cannot substitute a teacher, they are able of presenting external
representations to students, of providing immediate feedback and scaffolding,
but they cannot identify their internal representations. Curriculum standards
require students to manage both, external and internal representations to
identify situations, solve problems and interpret the real world through a
continuous, mutual, influence.
To assure that students are building a complete recognition
and understanding of the world, the presented activities have to change him
through internalization and externalization. A multi-representational approach
is needed to help student understand contents and enrich their representational
thinking. The best method to attain it is through Authentic practices.
When designing tasks,
the teacher has to include some strategies (a) situate authentic practices in
meaningful contexts; (b) reduce the complexity of authentic practices or
cognitive load; (c) make implicit elements of authentic practices explicit; and
(d) sequence learning activities according to developmental progression.
Considering at the same time, the curriculum , tools, resources and social
structures the group has.
Strategies to engage students’ prior
knowledge:
Strategies to develop students’ procedural fluency within the
conceptual framework
Strategies to foster student’s metacognition and
self-monitoring
Assessment of Learning Outcomes
TRADITIONAL
ASSESSMENT
|
NEW
ASSESSMENT
|
|
Discrete
|
Continuous
|
Learning is a
continuous process, the student can correct his mistakes while he advances
|
Isolated
|
Interdisciplinary
|
Instead of memorizing and knowing of
procedures, understanding and reasoning have to be evaluated. In university
levels, the student should include other subjects to solve a situation.
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Focusing on a single measure
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Focusing on diverse assessment
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Variability of
instruments. Diversity of assessment methods, group assessment, multiple
intelligences.
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Primarily quantitative
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Qualitative
and integrated
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It must be multi-dimensional to have a
long term evaluation of students’ intellectual potential as a learner
|
Prescribed
|
Flexible
|
Traditional system is
strictly determined by policy regulations
|
Standardized
|
Open
|
It should be open and natural to
relieve stress and tensions, with personal, cultural and social relevance to
students
|
Assessment
|
Self- Assessment
|
Teacher is not a
judge, he is a consultant, a facilitator
|
UNESCO.
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