Key words: Information, Communication Technology, Paradigm , Teacher Education Introduction 21st century is the age of Information and Communication Technology. I suggest that for any educational courseware to have any credibility and relevance for the future end-user, it is essential that the design and implementation of the program is underpinned by an appropriate pedagogic theory(ies). However, extant examples of academic courseware were circulated and evaluated by the student group prior to commencing the project. The acquisition of information through lectures and reading. The first conversation relates to both this perceived generational divide, and to the question of evaluation and quality, and it concerns education and entertainment. [13] Light et al (1991) , cite Piaget in, Light, P, Sheldon, S and Woodhead, M (1991) Learning to Think, Routledge, London. In the report of one of the student developers of courseware, this subject is tackled quite perceptively, and it focuses on the question of motivation and software production: Distance learning or private study remove immediate social motivation, other factors must motivate the student to learn. Moreover, as we continue to digitize various Accordingly, this range of data, both annotated field notes, student reports, actual courseware exemplars and questionnaire/evaluation sheets was examined and analysed by the researcher in order to establish if any patterns or principles could be identified: If common trends or approaches could be found, then some questions relating to a student expectation of pedagogic ICT may be highlighted. The case study then describes my own involvement as a developer with the Higher Education Funding Councils initiative into computers and learning: The Teaching and Learning Technology Programme – Phase 3, 108 consortium, Origination and Exploitation of High-quality Digital Materials for Courseware Development. More recently, with the development of technology, the subjects of acoustics, recording and computer music technology have now entered the frame[2]. Finding a theory of workplace learning. The table below has been adapted from Bodgan & Taylor (1988) and is a stepwise procedure for completing a qualitative research project. From the resulting data, the students then agreed the subject areas to be covered, to what level and by which individual student. Yes/No Yes/No, Does the courseware cater for a range of learning styles? • The SoURCE Project, from the Open University, developed the Elicitation Engine, which as the name implies, provides a template and environment for the educator to place their own learning materials. In Cognitive theories, knowledge is viewed as symbolic; mental constructions in the minds of individuals and learning becomes the process of committing these symbolic representations to memory, where they may be processed. Equally, to maintain a balanced and representative approach, the perception and intentions of the academic authors was also sought and documented. Tutor observation provide feedback after group discussion, In group workshop, students interact and reflect on progress, Student reflects on interaction using conceptual knowledge, In group workshop and e-mail, students interact and reflect on progress. What indicators do they rely on? Here the teacher or the world has the knowledge and is the standard form of learning large bodies of information (taxonomies) and therefore results in little reconstruction of the data by the learner: Repetition of ideas until the learner is confident. Equally, as I am interested in mapping the perceptions of both groups, I also endeavoured to illicit the views of the academic architects regarding the ‘perception discrepancies’ between their early intentions and the final result. In initiating the project, the Royal College of Music chose a number of classical pieces – Debussy: La Mer; Berlioz: Symphonie Fantastique; Beethoven: Symphony no.4; the Royal College produced a range of musical digital media – i.e. Tutor presents initial project to Year 3 students. He likes to travel a lot. are not only a necessity but a standard. Or, is it a networked PC and a printer ? This data should then provide a model or set of guidelines for the potential academic courseware developer to consider, before undertaking the time consuming and costly exercise which current ICT creation involves. The paradigm shiftRedefining Education 7 The Centre for the Edge’s research leads us to suggest that the questions confronting the education sector are not just those of pedagogy or technology, but of purpose and role. [40] (Rees M. 2001, p 177). On completion, the observer collected the papers and then generated a general discussion regarding their views (which was recorded). 4. However, Clarke (1999, p81)[38] argues that the role of the participant observer is problematic on two counts, firstly ‘…the possibility that individuals will modify their behaviour if they are aware they are under observation’ and secondly, ‘observation can lead to bias…when the fieldworker is so caught up in the activities under observation that it affects what is actually observed’. 7. • how do we chart student perceptions, expectations and evaluation of instructional courseware and the computer as an interface? How should we teach learners to learn? • The design and content of the courseware will attempt to provide alternative approaches to those of a textual approach and aim to encourage discovery and engagement. (Eds) (2000) A debate about our canon Qualitative Research Sage publications London Vol. The Good Research Guide for small-scale social research projects, Buckingham: OUP. Some psychologists argue that there are intrinsic properties, or affordances, of any visual object that suggests to us how they can be manipulated. you needed to be in class so that you can learn, do an exam, or even complete (please elaborate below), Have spelling errors been corrected? Sign up to our daily deals and don't miss out! Keywords: Education, Information and Communication Technology (ICT), Learning Paradigm 6. However, For the past few years, we’ve felt the changes coming, but they hadn’t taken shape. ( Densconbe, p31)[32]. Source: : http://www.jtap.ac.uk/reports/htm/jtap-041.html Date accessed 10/6/02, [18] Roscoe, J (2002) E-Learning in higher education Source: http://www.ilt.ac.uk/portal/showfullarticle.asp?­_article Date 11/6/02, [19] Trivedi, S (2002) Design Considerations for Web-Based Learning Environments, http://www.uh.edu/-strived3/online_design_article.html Date 11/6/02, [20] http://www.paper.com/articles/Ghostinthemachine.html Date 10/6/02, [21] Liu, M (2002) Enhancing Learner’s Cognitive Skills Through Multimedia Design, in ‘Interactive Learning Environments’ journal, http://www.edb.utexas.edu/coe/depts/ci/it/liu.html Date accessed – 11/6/02. Yes/No, The recreation of performance data through MIDI Yes/No, Comparisons between real and synthetic voices Yes/No, The ability to synchronise real performance and MIDI files Yes/No, The option to follow a score in real time Yes/No, The ability to mix/audition different combinations of instruments Yes/No, Instructional material and tests throughout the courseware Yes/No, Understanding of how to recreate real instruments? Reflecting on these examples, it argues that, although technological challenges exist, the more pressing task at present is to transcend the traditional testing paradigm and conceptually develop (e)Assessment strategies that allow to more fully exploit the benefits of emerging technologies in order to foster the development of 21 st century skills. For an audience who are used to a relatively sophisticated and dynamic games environment[43], how will their interest and motivation be maintained if the interface design is static and basic. Laurilliard (1993), echoes these concerns when she discuss the challenges for educators in facilitating and encouraging student learning to incorporate the following factors within ICT courseware design: • To develop the active engagement of the learner rather than the passive reception of given knowledge. degree without setting foot in a classroom, more people can access education Also read: Sparkling revolution in Higher Education Guile, D. and Young, M. (1998) Apprenticeship as a Conceptual Basis for a Social Theory of Learning, Journal of Vocational Education and Training, 50 (20). From practical observation of their peers and tutors, students would appear to have utilised the apprenticeship model when implementing the technical authoring skills, and the behaviourist model, when attending the initial formal lectures. The Good Research Guide for small-scale social research projects, Buckingham: OUP. They identify two approaches; the Constant comparative method (in which the researcher simultaneously codes and analyses data in order to develop concepts – refining, exploring integrating into a coherent theory) and Theoretical Sampling, a procedure whereby researchers consciously select additional cases to be studied according to the potential for developing new insights or expanding and refining those already gained [31]. • ICT is complimentary to teaching. ICT in education: facing a paradigm shift. Barker P. (2000) Iconic Communication Intellect Books, Jones, Marshall G. What Can We Learn from Computer Games: Strategies for Learner Involvement; Amory, Alan. In order to uncover layers, dimensions, multidynamics – rich texture. Thus, both time and financial investment is required, in order to allow staff to understand the true potential and need for re-conceptualising their teaching approach. various facets of the gaming world in our schools in the following ways. ( Densconbe, p15)[29]. I then proceed to consider a number of questions, which include cultural issues, learning and teaching principles and methodologies, and pedagogic processes including student-produced commentaries which are used to further develop the enquiry and the further production of learning and teaching materials. the development of skills in a number of specific areas (Design and Desktop Publishing, Multimedia Authoring and practice in Digital Visual Media) replacing those specific to musical activity (composition, keyboard skills, performance and use of composition-specific software); the understanding of the relationship between image, sound and text; the ability to analyse integrated multimedia as context for specified products or work; the ability to suit a range of materials to a prescribed commercial, information or other given project aim. In order for all the participants to be properly informed and for the validity and integrity of the data collected to be maintained, I will now briefly identify the key ethical dilemmas and also detail how these were be dealt with. This honest and spontaneous reaction, from a well respected and professional lecturer, demonstrated more clearly than words that two different worlds of music education were colliding together. As already highlighted, this personal research project developed out of my involvement with the TLTP Phase 3: 108 project which consisted of a consortium headed by Dr David Burnand of the Royal College of Music as lead member institution and Rose Bruford College as associate member. Those students who wish to participate ask questions about the nature and activities. As the internet has developed in terms of power, sophistication and availability (Broadband communications, application programs and proliferation of PC’s) so E-Learning, Web-based distance learning and Distributed learning have emerged as dominant models of ICT pedagogic discourse: Interactive Multimedia Learning Environment (IMLE); Managed Learning. • The technology and expertise is in its infancy – and Copyright, is a significant problem for academics who cannot produce original, or rely on extant material when creating their teaching materials (www.ncteam/copyright). Densconbe, M (1998). Students commence design and authoring. At the point of this evaluation, differences may be revealed between what might be termed the ethos, ‘cultural’ attitudes on the ground and the mission statements of the two different institutions. When kids spend significant portions of their days watching television (or playing video games, or surfing the Net, orwhatever) it’s only fair to ask what the impact of those activities might be. In sum, the cognitive approach & cognitive theories emerged as a new perspective, employing “information-processing ideas” rather than the behaviouristic assumptions that the learner is determined by his environments and so passively adapts to the circumstances. John Hannah is a part-time blogger. All it takes is the Internet connection and a device that can (10,000 words+ Thesis). The worth of the understanding that is thereby achieved is judged by our enhanced capacity to explain selected features of our experience and/or to predict successfully trends in future experiences. However, my primary concern and area of focus is in the design and application of pedagogic courseware. Yes/No Yes/No, Is this the latest version being tested? This cognitivistic view emphasized the active mental processing on the part of the learner. This questionnaire is designed to gain an understanding of what elements you would expect to find or utilise within a computer aided learning package such as this. When developing, implementing and evaluating user interfaces it is imperative to distinguish and acknowledge the three main components; • The human This study can therefore be seen, to a limited extent, to be politically charged as its intention, in this context, was ‘transformative’ (to transform society and individuals to social democracy). The latest influential discourse of situational learning (Lave and Wenger, 1991) and Activity Theory (Lev Vygotsky, 1978) can be located on a Constructivist axis, and which follow on from the earlier work of John Dewey, Jean Piaget and Jerome Bruner, amongst others. However, that accusation can be levelled at any strategy (text, lecture, sound) employed to underpin learning. Thank you for taking part. • Resistance from students; to poorly designed courseware, to academics without sufficient expertise, to a lack of funds and to the stratification within academia (S.Ball et al). The College has registered a number of research degree candidates, and recruited for its first full-time MA in Theatre Practices in 1999. The questions posed, only provide a broad framework of key areas, so please feel free to identify any subjects you feel are not adequately addressed. Environment (MLE) as characterised by Hamburg (2002) as. Following on from the work of Habermas (1972), action research in this context, was seen as underpinning the practical aims of this study with a political agenda which sought to interrogate both how power is produced and reproduced through education and also, who defines worthwhile knowledge. Rose Bruford College is a publicly-funded university sector institution offering a range of degrees dedicated to the theatre and associated arts. Journal of Vocational Education and Training, The Learning Age: a renaissance for a new Britain, Lifelong Learning: the contribution of education systems in the Member States of the European Union, http://www.uh.edu/-strived3/online_design_article.html. By. At the macro-level, this study sits within the wider boundaries of a mass education system grappling with the widening-participation agenda, and reflects a number of the key areas of debate; the power relations between the various players within the learning debate (students, staff and policy makers); the apathy and ‘technophobia’ of certain groups of academics to ICT and the conservatism of certain institutions, in failing to rectify issues of social exclusion and the barriers, both technical, cultural and political, which impede the uptake and participation of ICT for certain groups. Yes/No Yes/No, Do students get appropriate and sufficient feedback? • Engaging in collaborative work within the project• Providing a project which extends their creative andintellectual capacities. A landmark early example of combining practically pedagogic theory within the ICT environment was developed by Seymour Papert, with his computer learning programme Logo,[20] which developed the constructivist theories from Dewey and Piaget in creating a computer based learning environment, where the student could explore and experiment and so learn by themselves (an early attempt of Active Learning/Self-Directed Study). However knowledge was still viewed as given and absolute just like in the behaviouristic school: Changes in behaviour are observed, but only as an indicator to what is going on in the learner’s head. What extent does the work undertaken by a single individual as part our. 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