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Rethinking University Teaching A Framework for the Effective Use of Educational Technology 1993 284 pages Complementary Texts Keywords Copyright © 2000-2007 Isabel Pedersen |
Laurillard’s aim is to reinvent current teaching strategies with new media and new technology. Rather than simply adopt the new media and use old methods of teaching, she comes up with design heuristics that make active advancements toward a new way of teaching at the University level. In the Chapter “Designing Teaching Materials”, she steps the reader through a design process, but she also applies it in three cases (science, architecture and sociology) to demonstrate that she expects her process to work in the real world. Her Template for Design of Teaching emphasizes 5 steps: 1. Describe Teacher’s conception 2. Elicit student’s conception 3. Pre-empt teacher’s re-description of conception 4. Elicit student’s re-description 5. Define form of interaction (task, goal, student actions and feedback) She goes on to give Implications for the Interface Design of a computer-mediated teaching software because she determines that it is the best media for this sort of teaching if hands-on (e.g. touching the architectural wonders under discussion) approach is not possible. It must be · Discursive – a structured map of the content to allow access any time to all aspects of the teacher’s description of their conception. Lecturing is not a discursive medium, students do not get to add input, ask questions or ask for re-explanations. · Adaptive – Ability to sequence and select/construct their own task goal, enabling them to generate the experiences they feel they need. – Access to statement of objectives for program and for sections of content, so that they know what counts as achieving the topic goal. · Interactive – Clear Task goals, so that they know when they have achieved them. – Intrinsic feedback that is meaningful, access to extrinsic feedback (Help info) · Reflective – an indication of the amount of material in each section to allow for planning and self-pacing. – Introduce new conceptions by offering a description of it for comment through concealed multiple-choice questions. |