““Old” Learning Old” Learning Theories in the E-learn Theories in the E-learn

EnvironmentEnvironmentMikhail Bouniaev Department of Mathematics, Southern Utah University, USAbouniaev@suu.edu

How we learn and how we How we learn and how we teach - stories of two parties teach - stories of two parties

Learning Is Effective When

based on the general psychological principles of learning.

Instructional Design is implementation and reflection of

Objective psychological laws

Pedagogical principles Methods of teaching

the subject Instructional strategy

XVI-XX Centuries XVI-XX Centuries PedagogyPedagogy Do we really based our teaching on

general psychological principles, even we do not know what are they about?

How the pedagogy and methods of teaching have been shaped?

Can we apply the same teaching methods to the new delivery modes?

Puzzle: What would Puzzle: What would happened if porcupine is happened if porcupine is mated with snake?mated with snake?

Mates?

Shaping of e-learn Shaping of e-learn methods methods 400 years of “trial and error”? Try to apply recommendations of

the modern learning theories to the development of e-learn methods of teaching?

Modern Leaning TheoriesModern Leaning TheoriesHow our brains and minds How our brains and minds learn?learn? Galperin, P.; Leontiev A.N.; Papert, S;

Piaget, J. Talyzina, T.; Scanner, B.; Vygotskiey J;

Constractivism and Satge by Stage Develoment of Mental Action Theory

Piaget: “reflective abstraction is a means by which students construct abstract structures as a result of a student reflecting on his/her own activities and the arguments used is social interaction

Stage by Stage Development Stage by Stage Development of Mental Actions Theory of Mental Actions Theory

(SSDMA)(SSDMA) The SSDMA theory reveals the general principles of learning in respect to methods of delivery.

It discusses what action is and what are independent characteristics of action.

It suggesting five stages of instruction that seem to follow immediately from these principles and are not closely connected with traditional methods of delivery

The foundations of the SSDMA The foundations of the SSDMA theory were developed in the theory were developed in the

fiftees-sixtees by Russian fiftees-sixtees by Russian psychologistspsychologists:: A.N. LeontievA.N. Leontiev

P. GalperinP. Galperin T. TalizynaT. Talizyna We are working on further

development of this theory in application to the computer based instruction including developing methods of e-learn instruction

SSDMA can be applied very SSDMA can be applied very efficiently for organizing CBI in efficiently for organizing CBI in well-structured domains such as well-structured domains such as mathematicsmathematics. We also have some . We also have some experimental data to believe that experimental data to believe that the same ideas that we the same ideas that we incorporated to the CBI could be incorporated to the CBI could be utilized for e-learn and blended utilized for e-learn and blended teaching and not only to teaching teaching and not only to teaching mathematicsmathematics

Basic Notions of the Basic Notions of the Stage-by-Stage Stage-by-Stage

Development of Mental Development of Mental Actions TheoryActions Theory

» Actions »Operations.

According to the SSDMA theory, the major goal of instruction is developing mental actions with objects in the studied field. Instruction is viewed as controlling and organizing students' actions and activities.

All actions can be All actions can be referred to two referred to two

categories: categories:

general logic actions general logic actions

and and

specific actionsspecific actions

Examples of general logic Examples of general logic actionsactions:: Attributing to a concept Attributing to a concept – Show that object X belongs Show that object X belongs to the class Y. Say show to the class Y. Say show that a cow is the mammal that a cow is the mammal

–Show that Slovakia is the central europian country

–Prove that 5 is a prime number

Examples of general logic Examples of general logic actionsactions

Classification–Based on some reasons split the given set of numbers into different groups: 1,2,3,4,5

–Classify the different periods in Europian civilization

Specific actions are Specific actions are basically inherent to a given basically inherent to a given subject fieldsubject field.. Multiplication in mathematics Finding euphemism instead of

clear and straightforward words in politics

Almost any general logic action has a specific component

Prove that 5 is a prime number

As a rule, the performed As a rule, the performed actions consist of other, actions consist of other, more primitive actions, more primitive actions, which in their turn can which in their turn can be part of other actionsbe part of other actions Actions that are part of a given

whole, are called operations. That is, operations are also

actions, hence the term "operation" implies only the hierarchical subordination among actions.

Different groups of Different groups of Operations perform Operations perform different functionsdifferent functions Some part of performing an

action is taken up by preliminary work, a

preparation for an action in a certain sense.

This preparatory part is called orientation part of an

action.

The SSDMA theory The SSDMA theory specifies four independent specifies four independent

characteristics used to characteristics used to determine the level of determine the level of

development of an actiondevelopment of an action..

F O R M O F A C T I O N D E G R E EO F G E N E R A LIZ A T IO N

D E G R E EO F C O M P L E T N E S S

D E G R E EO F A S S I M I L A T I O N

I N D E P E N D E N T C H A R A C H T E R I S T I C S O F A C T I O N

FORMS OF ACTIONFORMS OF ACTION

M A T E R I A L O RM A T E R I A L I Z E D F O R M

S P E E C H F O R M M E N T A L FO R M

F O R M S O F A C T I O N

The materialized form of The materialized form of action is connected with action is connected with

manual activities manual activities (manipulation, hand-on (manipulation, hand-on

activities, etc.).activities, etc.).

OBJECTS OF ACTIONOBJECTS OF ACTION are are presented in the material presented in the material

formform

RESULTS OF ACTION RESULTS OF ACTION should be real should be real

transformations of these transformations of these objectsobjects

There is no doubt that actions in There is no doubt that actions in the given examples and pictures the given examples and pictures

are actions in the material are actions in the material form. But there may be different form. But there may be different

examplesexamples.. The action of The action of sketching pictures on sketching pictures on a computer screen a computer screen with the mousewith the mouse

or moving some objects from one part of the screen to another

Probably, there is no need to Probably, there is no need to discuss the next form of discuss the next form of

action – the speech form of action – the speech form of action, but it should be action, but it should be

noted that according to the noted that according to the SSDMA theorySSDMA theory

Writing and typing belong to the Writing and typing belong to the speech form speech form..

The mental form of action is The mental form of action is the highest form of an action the highest form of an action developmentdevelopment..

An action in An action in this form this form cannot be cannot be observed.observed.

Only results of Only results of it can be it can be recorded and recorded and observed.observed.

Each of the described Each of the described forms of an action has forms of an action has

another three another three independent independent

characteristicscharacteristics

D E G R E EO F G E N E R A LIZ A T IO N

D E G R E EO F C O M P L E T N E S S

D E G R E EO F A S S I M I L A T I O N

A N A C T I O N I N A N Y F O R M

Generalization of an Generalization of an action meansaction means

the ability to determine and discriminate essential for

performing an action properties

the ability to apply them to objects of different nature

The degree of completeness The degree of completeness indicates whether all the indicates whether all the

operations that were to be operations that were to be performed in the process of performed in the process of performing an action have performing an action have been actually completedbeen actually completed. . If the action is already developed,

then the student who performs it practically does not discriminate operations from each other, i.e. the action takes place in the compressed form.

The degree of The degree of assimilation, as a rule, is assimilation, as a rule, is

connected with such connected with such indicators asindicators as

the speed of performing an action,

technical errors and mistakes,

the level of automatism, etc.

As it follows from most modern As it follows from most modern psychological theories at the psychological theories at the initial stage of instruction the initial stage of instruction the object of an action should be object of an action should be presented in a material or presented in a material or materialized formmaterialized form

Moreover, the action in a materialized form should be developed at a high enough level of generalization, completeness and assimilation

The SSDMA theory The SSDMA theory singles out five stages singles out five stages

in the process of in the process of instruction. instruction.

Remainder: the major goal of instruction is developing mental actions with objects in the studied field. Instruction is viewed as controlling and organizing students' actions and activities.

Any action presupposes an object at which it is directed.

The First Stage of InstructionThe First Stage of Instruction At the first stage the student At the first stage the student

gets gets Information about the goals and objects of the action to be developed.

The structure of the action is defined, which includes orientation, executive and control parts

Links, connections and relationships with actions and studied previously objects are determined

At the first stage traditional At the first stage traditional instruction includes:instruction includes:

– Class presentations– Visual aids – Laboratory experiments– Reading textbooks or manuals

The organization of instruction at The organization of instruction at the first stage in the e-learn the first stage in the e-learn environment should involve at environment should involve at least the following components:least the following components: Multimedia incorporated into on-line

presentation of material. Computer modeling of the action’s object Internet search Students' work with hypertext and active

zones More structure in the presented material

MultimediaMultimedia

It goes without saying that even a traditional form of presentation with multimedia is much more efficient than without it. It is especially true for the present generation of students that were brought up with hours of daily internet browsing and playing computer games.

ModelingModeling

Model of a jet with changing wing angles in studying aerodynamics

Model of a grammar form in studying a foreign language

Group of commands of a programming language

Internet search makes it Internet search makes it possiblepossible

To solve motivation, attention, and concentration problems

To connect mental activities with the manual ones

To connect objects of action with visual images and its models

Allows students to move in their own speed

In designing an e-learn In designing an e-learn environment, we do not exclude environment, we do not exclude traditional forms of presenting a traditional forms of presenting a new material. new material. Just reading the textbook is not a

sufficient activity for students to master a subject.

Reading a textbook is made more effective with a available hypertext

Using the support of visual images reducing the time for search of the

already studied material

At the first stage of instruction At the first stage of instruction technologies could be usedtechnologies could be used

As a tool to help students visualize dynamics of different phenomena and processes that cannot be observed in reality.

To provide a graphic interpretation of the studied process to model and imitate it

Three factors that determine the Three factors that determine the crucial role of technologies at the crucial role of technologies at the first stage of instruction in the e-learn first stage of instruction in the e-learn environment.environment. The studied material should be visually

interpreted. Motivation problems should be resolved. Students should get additional means

(besides a traditional textbook) to reproduce the action, its components and objects on their own, without the instructor.

The Second Stage of InstructionThe Second Stage of Instruction

The second stage of developing an action focuses on students performing actions in the material or materialized form

Any action presupposes an object at which it is directed. If the action is manual, then the object should be material. If the action is mental, then the object of action should exist in the student’s mind

Modern technologies provide Modern technologies provide some means for creating some means for creating models of materialized models of materialized objects that the action under objects that the action under development is aimed at.development is aimed at. Graphics, drawings, tables, figures,

diagrams, text blocks, group of commands of a programming language, etc.

Computer models of action to be developed may incorporate sound, dynamics and color.

Designing “objects to work with” Designing “objects to work with” probably is the most challenging probably is the most challenging task for both traditional and e-task for both traditional and e-learn learning environmentslearn learning environments

Next challenge is to organize the learning activity aimed at the properties of the object that students are supposed to learn

Learning Management Systems Learning Management Systems (LMS) such as WebCT and (LMS) such as WebCT and Blackboard provide good tools to Blackboard provide good tools to organize on line and blended organize on line and blended courses courses “Such systems provide a generic

framework for web-based courses, and even some functionality aimed specifically at math and science, such as math-enabled message boards.”

The third stage of developing an The third stage of developing an action is that of the speech formaction is that of the speech form

At this stage all the elements of the action are presented in the speech form

The action is becoming more generalized but still remains non automatic and not compressed

The speech form of the action should be developed in the operation-by-operation mode

There are some features There are some features inherent in e-learn inherent in e-learn environments that make us environments that make us believe that the e-learn believe that the e-learn environment could be environment could be competitive with traditional competitive with traditional teachingteaching Asynchronous and synchronous

chart boards Shared documents and images Chart boards archives

At the fourth stage the action At the fourth stage the action should be developed in the inner should be developed in the inner speech form.speech form. The inner speech form is the first

stage of the mental form of an action

Action are still performed in Action are still performed in the operation-by-operation the operation-by-operation modemode Students should be provided with

incentives and opportunity to describe in a compressed form the performed operations or to do them in a dialogue regime

The executive part of every operation could be performed by computer at student’s command

The students’ activities at his The students’ activities at his stage should be thoroughly stage should be thoroughly planned and organized. planned and organized.

These activities should be organized in synchronous as well as asynchronous modes

The exercises that require participation of all students in the group and operation-by- operation control should be developed

The fifth stage is development of The fifth stage is development of an action in the mental forman action in the mental form

The action at this stage becomes an inner mental act with only the product of this action explicitly evident and observable.

Assimilation of the action at a given level of compression and generalization becomes a matter of top priority in developing an action at this stage.

The problems that have to be resolved at this stage are mostly related to motivation and control over the final result of students’ works.

Prompt Control of Action Prompt Control of Action Development in On Line Development in On Line

TeachingTeaching One of the problems with traditional face-to-face teaching is prompt control and feedback at the first through fourth stages of instruction.

The SSDMA theory recommends that at the initial stages of action development, control is provided after every operation of the action.

Organizing work groups of Organizing work groups of students is one of the plausible students is one of the plausible solutions to the control and solutions to the control and prompt feedback problem prompt feedback problem The instructor should determine:

– The measurable objectives of each session

– What interactive exercises will be done online,

– What the role of each participant is– How students will get feedback on the

results of each session

The most efficient way to use The most efficient way to use the synchronized online the synchronized online discussions is:discussions is: To develop the orientation part of action

and to provide a step-by-step control of operations execution – disintegrated action into elementary

operations – Develop each operation separately a the

high lelel of generalization and assimilation – To shift control for the action performance

to the entire group

Final CommentsFinal Comments The following elements are are

essential for effective e-learn teaching

Sound learning theory as the starting point and foundation for developing instructional strategy

Extensive use of technology Well organized structure of the

course and well organized structure of every course unit and element