Sudan University of Science and Technology In
Association with University of Pretoria Top
This article was reported on learning event. It was designed on constructivm theor“Constructivism ”is fundamental departure in thought about nature of knowing hence of learning and thus of teaching.Constructivism refers to the concept that, students create their own knowledge within the context of their own experiences (Fosnot1996). Students learn, not by passively receiving knowledge, but by being actively engaged in doing authentic tasks. Personal knowledge is socially constructed within an active and collaborative learning environment. This article was designed to investigate the effective roles of using new theory in learning process and the effect of computer in this process, this in order to check whether the computer assist the learner to achieved the previous objectives and help in co operative learning and encourage group learning or only matter of wasting the time.
Also
we obviously see the differences between the traditional teaching where the
learners do monkey work instead the constructivism encouraged him to inactivated
him self and participate in learning, he’s center of learning.
The questions asked instructors are: -
Ø Is this lesson is interesting?
Ø Is the time is enough to do all tasks?
Ø Is the student feels more free And motivated?
Ø Varieties of the group affect of the students performance?
Ø Computer enhances co-operative learning?
Ø
Learner’s benefit from each other as the result of group
work?
Many articles were used as perspectives from which we looked at good constructivism lesson such as: Duchastel, Hart, Merrill …etc.
In literature survey we investigate the principles of learning theory of Robert, bloom, and Keller etc.Many article of constructivism aspects were used such as “Von Glasersfeld” besides the article of Taylor of evaluation and assessment issues.
In project description we handle the outcomes and the target population of the article and the activities that took place during the lesson.
In finding we saw what actually happened in the lesson and what was not achieved. The conclusion was drawn to measure the level of success or failure and to see what caused either of them.
Finally I gave recommendation to be as guidance and helper any one who wants to do this lesson again in order to benefit from my mistakes and follow what I did right.
This constructivism-learning event
was designed in English language subject “phonetics
Vowels sounds” the phonetics is the scientific study of human sounds.
The sound is divided into two broad terms vowel and consonant the vowel sounds are easily produced without any vibration but, it cause problem for non native speaker, so that it is important for the learners who want to know English language correctly and accurately to acquire the vowel sounds. For the previous reasons, I intended to teach this subject, but since the period is not enough to teach all vowels I concentrate on long and short one in order to clarify to the learner the links between the letters and different sounds that produced from them and know the symbols that represent these sounds.
This subject following the new way of teaching “constructivism” way which make from the learner active tool through practice, consequently he feels that he’s participated in learning process, beside that it make knowledge easy to remember and create
Expected outcomes:
After this learning event learners should be able to:
This subject play important role and it is the base for any one who have desire to speak correct English, that because, the oral communication is necessary for the people who did not know how to write and they cannot isolated fro the communities therefore the this subject must be put in consideration in order to send proper massage for communication for all people.
The important of this subject come from that sounds of spoken English does not match up a lot of the time with the letters of written English. If we cannot use the letters of alphabet in consistent way to represent the sounds we make, how do we got about describing the sound of language like English? One solution is to produce a separate alphabet with the symbols that represent sounds. Such set of symbols doesn’t exist and it is called “phonetic alphabet”. We will consider how these symbols are used to represent vowels of English words. Our concern is only short and long and their symbols and relation to the vowel letters.
The selection of this subject also comes as result of my experience in language I got that the most important skill in language is speaking, and this importance came from that since it the first thing that was needed from the infant where there was no other means of communication
The theoretical perspective for this reports focus on numbers of articles that concern constructivism and here their opinions and perspective
Ø
Theoretical integration should currently be our prime challenge in
instructional design.
Ø Motivation is essential to consider in instructional design in order to eliminate it from instruction.
Motivation must be an essential consideration in instructional design theory (as it is very explicitly so in Keller's theory (1983) and should be more so in others as well) and to the extent that it is, it should not enter instruction per se. This may appear hopelessly
First, can the choice be overcome or expressed an other way, why must choice be made in the first place?
Second, what the best way to plan a theory or what appropriate form for theory
The current set of the theorists set forth frameworks for designing the instructions that they believe to be optimal but looking from different perceptions such as in effect “this is what important to pay attention to” “ this what needs to be dealt with for successful instruction.”
Theoretical integration should currently be our prime challenge in instructional design.
Instructional design is an artificial science (in contract to natural science) in that it is oriented to human goals (Reigeluth1998c). The force of Reigeluth argument that instructional design theories are grounded in values both regarding what should be taught and how it should be taught
(CDT) classifies learning along two dimensions: content (facts, concepts, procedures, and principles) and performance (remembering, using and generalities). The theory specifies four primary presentation forms: rules, examples, recall, and practices. Secondary presentation forms include: prerequisites, objectives, helps, mnemonics, and feedback.
The theory specifies that instruction is more effective to the extent that contains all necessary primary and secondary. A significant aspect of the CDT framework is learner control, i.e., the idea that the learner can select his or her own instructional strategies in term of content and presentation components. From the above we got that CDT support high degree of individualization
Since the learners can adapt
learning to meet their own preference and style
Instructional theory concerned with two primary
considerations: what to teach? And how to teach?
What to teach has considerations: selection and representation.
ITT Is not concerned with the curriculum selection question of what should be taught, but rather having selection what should be taught? And what is the knowledge component required for a given type of instruction? And how should these knowledge components be represented to facilitate the instructional design?
Instructional transactions are instructional algorithms, patterns of learner interactions, usually far more complex than a single display and a single response, which have been designed to enable the learner to acquire a certain kind of knowledge or skill. Different kinds of knowledge would require different kinds of transactions.
According to the Reeves the principles that guide the scientific research. (Derived from Casti, 1989):
1. Science is an ideology that consists of cognitive structure concerning the nature of reality together with process of inquired verification, and peer review.
2. View of reality differs according to one’s philosophy of science.
3. Scientific research is asocial activity that has a certain standard and norms.
4. Socially responsible research in education adheres to basic principle list above.
From the appearance instructional
technology (IT) Research might seem automatically “social response” in that, at
some level all (IT) research can be said to focus on question “How people learn and performance”, particularly with
consideration/ “respect” to how learning and performance are influenced and
supported, perhaps even caused by technology.
From the
previous it would seem that research is socially responsible.
At the same time many research community
argue about the concern of social responsibility of research in (IT). They
maintain that the goal of research is knowledge and social responsibility (Cf;
Carroll, 1973).
“… The
value of the basic research in education is severely limited,
That
because the process of education is not natural phenomena, and it is not one of
the given in our universe. It is a man made design to serve our need. And it is
not govern by natural law.
It is not in need of research to find out
how it works.
It is need of creative invention to make
it work better. (Farley, 1982,P.18).
What Lead the research in computer based learning: Research Question methodologies or.
Constructivist learning is based on the principles of cognitive science. The students are actively participating in relevant and engaging problem solving and critical thinking activities. The students construct their own knowledge by testing ideas and approaches based on their prior knowledge and experiences. They apply the newly constructed knowledge to new situations and integrate the new knowledge with pre-existing intellectual constructs. The teacher is a facilitator, guide and co-learner. The teacher also provokes and stimulates critical thinking, analysis and synthesis. Students use trial and error to balance pre-existing views and new experiences. From this, they are able to construct new understanding. Students are encouraged to ask questions and in so doing to make the learning relevant to themselves and their knowledge base.
The goals for learners in constructivist instruction are: reasoning, critical thinking, problem-solving, retrieval and transference of information, and understanding, The general principles (which are learner focused) are: learning is an active process, motivation is the key to learning, experience is critical for learning, humans need to construct meaning from information, and they need to have choices. Learning should be related to a learner’s life and is co-operative in nature; it involves language, and real world situations. Through out the process it is recognized that information needs analysis, processing and reflection to be internalized and transferred. Throughout the process understanding is the focus. Since most students in my classroom are working individually and on different subjects, they have much autonomy to initiate and structure their learning. Students in conference with me, establish weekly and 6 week goals. Since a student may be assigned to me for more than one subject in a class period, we must agree whether one or both subjects will be done at one time. Students are generally juniors and seniors, so it is stressed to them that they are responsible for getting their work done. Just as in the “real world” they have choices to make and they need to make good choices. Students are encouraged to help each other with work, even if they are taking different subjects. This way I have time to work with those that need specific help and it allows the students to share their knowledge. This has been effective, because each of them has strengths and abilities that they don’t often get to use in a regular classroom. Generally, these students have been unsuccessful in a regular classroom and now they have the chance to be successful in a regular school setting and they can begin to make better choices. Students provide input on how they learn best, the type of work they will do, as well as the type of assessment they do.
Elaboration
Theory:
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Meaning |
Event in my lesson |
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Sequence |
From simple to complex. |
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Organization |
Organizing the level according to content |
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Summarization |
Concise statement of each idea must be in order to review what already has been learned |
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Synthesize |
Integrate and interrelates the idea taught so far. |
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Analogy |
Use of familiar idea or concept to introduce or define new idea. |
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Cognitive strategy: |
There are two categories of cognitive-strategy
activators: Imbedded and Detached. |
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Learners control |
Deals with the freedom of the learner to control the selection and sequencing |
|
Scheidlinger analysis and documented the failed of computer in education where potential is great (1984).
Computerized education has been studied by many educators, but the uniqueness of this field of endeavor has not always be understood, this because of unpresedently face space of progress in computer and communication (their basic parameters improve, but without saturation been reached.
Only the most outstanding educators e.g. (Papert 1980) were able, in their time to appropriate the potential of computerizing education properly and refer to it as “ mind storming" The whole problem of compute in education has to appropriate bearing in mind the most recent material basis of the computers and telecommunications and should involve making intelligent guesses concerning what Will be available in next 4-12 years.
Education is endless process therefore only the people who has tomorrow vision can really guide and participate in it effectively. it is enough to show on the sample of few hundred of pupils that computerizing education has better effective on education process than traditional class room i.e.( chalk and black-board teaching). computerizing education is an educational system where most of the learning is administered by the computer while the traditional class room is a place where great numbers of children are victims of prejudices of various kinds of, only place where cheating is occur, where malady of teachers is source of joy, where distribution of whole period of lesson has nothing to do with basic hygiene of mental activities.Computerizing education will leave more time for youth movement activities and thus support with more effective interaction between peers and pedagogues, which may have powerful influence on upbringing of youth generation. The idea of replacing most teachers by computer will encounter strong apposition from those who don’t care if their product find an employment or not, from those who think that the future avalanches-scientific-technical process will stop for unknown reasons for those who are future blind than the future of coming generation. (Scheidlinger, 1995;Saloman, 1995, 1995; Scheidlinger, 1997).
According to the Heart the term quantitative and qualitative are ambiguous they are commonly used for both the contrasting paradigms and the methods associated with them, however the contrasting paradigms could equally well employ either or both quantitative or qualitative methods although adherent of quantitative paradigm are more likely to use experimental and quasi experimental tools while qualitative researches are more likely to employ descriptive techniques (Fetterman, 1988).
What qualitative researches actually do?
Qualitative research involved the gradual development of ideas about data and the exploration of these ideas. Sometimes begin with the descriptive categories derived from research or intuition moreover; categories are derived from the data during the project and link in ways that described.
New theories are constructed and test by exploring their link with data. Research normally use some or of the following methods:
v Creating categories or thinking about data, from prior theory or ideas emerging from data.
v Indexing or coding segments of documents, at these index categories so all material about categories can be retrieved.
v Storing factual information about documents, cases people and site.
v Recording ideas about indexing categories and development these as understanding grows.
v Using the index references for bringing together linked passages of texts for interpretation detailed description, theory testing or analysis.
v Expressing, exploring testing and validating theory about data.
There
are disciplines of the instructional design, these disciplines are characterized
by scientific, based on scientific assumptions, found on scientific principles
versify by empirical data.
Instruction and learning
Instructional design is the technology for developing of
learning experience and environment that promote the acquiring of knowledge and
skills by the students, it is technology which incorporates known and vertify
learning strategies into instructional experience to make acquiring of knowledge
efficient and appealing. The discipline of instructional design focus only on
development of learning experience and development.Instruction involves directly students to
appropriate learning activities, guiding to appropriate knowledge, helping
students, encode, process information and provide feedback.
Student and learning
Students are persons who submit themselves to acquiring of specific knowledge and skills from instruction while the learners are the persons who construct their own meaning from their experience.
Knowledge and skill
The purpose of the instructional design is to enable students (novices) these knowledge and skills; is to develop experience and environment, which facilitate the student’s acquiring of knowledge and skill.
Instructional principles
The acquision of different types of knowledge and skill required different condition of learning (Gagne, 1985) if the instructional strategies that required for desired knowledge or skill is not found appealing and effective outcome will not occur.
The instructional strategies (condition of learning) can be certified by empirical test.
Appropriate instructional design can be discovered.
According to Robert Gagne theory
There are several different levels of
learning and each level requires different types of instruction.
Gagne identify five categories of
learning and nine instructional events
The following is Gagne’s nine events
1. Gain attention: that can be done through the following:
Story telling, demonstration, presenting a problem to be solved and doing something in wrong way then show how to do it in right way.
2. Inform the learners of objectives and this technique allow the learner to organize their thoughts.
3. Stimulate recall of learners prior knowledge this enable the learners to build on heir previous knowledge or skills.
4. Present the information, chuck the information to avoid memory overload.
5. Provide guidance for learning, this is not present of content, but instruction how to learn.
6. Elicit performance this can be done through telling the learners do some thing with newly acquired behavior or skills
7. Provide feedback this: this happened through show the correctness of the learner’s responses and analyzes learner’s behaviors.
8. Assessing performance: test to check if the lesson has been learned.
9. Enhance retention and transfer that to inform the learners about similar problem situation, provide additional and practice
John Keller ARCS Model of
motivation
John M. Keller
proposed four conditions that must be met for a learner to be motivated to
learn: (attention, Relevance, Confidence, and
Satisfaction.)
John Keller
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Attention |
Uses surprise/
uncertainty. Posing challenges or Problem to be
solved.
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Relevance: |
Experience
Present worth
Future fullness
Needs matching
Modeling
Choice. |
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Confidence |
Provide objectives and
prerequisites. Grow the learners. Feedback. Learner control. |
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Relevance |
Motivation Concrete language and example familiar to the learner. |
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Cognitive |
Psychomotor |
Affective |
|
1. Knowledge recall |
Reflex movement |
Receiving |
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Basic fundamental movement |
. Responding |
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Perceptual movement. |
Valuing. |
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Physic ability movement |
Organizing |
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Skilled movement |
Characterization by value. |
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Non-discursive movement |
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Malone (1981) presented a theoretical framework for intrinsic motivation in the context of designing computer games for instruction. Malone argues that “intrinsic motivation is created by three qualities: challenge, fantasy, and curiosity.”
Challenge depends upon activities that involve uncertain outcomes due to variable levels, hidden information or randomness.
Fantasy should depend upon skills required for the instruction. Curiosity can be aroused when learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious. According to Malone, intrinsically motivating activities provide learners with a broad range of challenge, concrete feedback, and clear-cut criteria for performance.
Malone and Lepper, (1987) they include challenge, curiosity and fantasy. Challenge arises when trying to attain a goal has an uncertain outcome.
Curiosity is aroused when "environments are neither too complex nor too simple with respect to the person's existing knowledge" (Malone, 1980). Motivation can therefore be increased if students are curious to acquire knowledge they have not yet learned but know will build on what they already know.
Fantasy results from the stimulation of mental images from the imagination rather than from direct perception of the external world (Malone, 1980).
Ø Learners used active mental processes to develop meaning and knowing.
Ø Cross field/cross/curricular integrating.
Ø Learning occurs in life –like situations.
Ø Learner develop holistic problem solving skills that can be transferred to other situations.
Ø Reflexive and meta cognition abilities of the learner can be developed.
Ø Learner is internally motivated to solve problems through discovery and experience.
Ø Internal motivation leads to development of long-term memory.
Ø Learner is in control of own learning: learn to organize and manage him/herself.
Ø Social and communication skills are developed.
Ø Requires team work/cooperation among learners and educator.
Ø Learner learns to accommodate perspectives on an issue.
Ø Higher cognitive level, like analysis, synthesis and evaluation are developed.
The position is all- variant of the seven paradigms of radical constructivism
“To accommodate the
complementarities between the individual and social interaction”(p, 483) whether
the knowledge is seen as socially situated or considers being an individual
construction, has duplications for the ways in which learning
conceptualized.
The radical perspective theory
encompass both collective activities and individual experience to take into
account the important classroom social interaction that much apart entire
educational process.
The constructivism is
contrast to Behaviorist model of
learning.
According to Von Glasersfeld (1995b) the
teachers play role of “midwife in the birth of understanding” their role is not
dispense knowledge, but to provide students with chances and incentives to build
it up.
Von Glasesfeld, 1996;Mayer, 1996)
Described teacher as “guides” and
learners as the “sense maker”. In Gergen’s, (995) view, teachers are
co-coordinators facilitators, recourses advisors tutors and coaches.
Understanding teachers role in the
classroom provide a useful vantage point from which to grasp how theory impacts
on practice.
1. Knowledge as whole is the problematized, including mathematical knowledge and logic.
2. Methodological approaches are required to be much more circumspect and reflexive.
3. The focus of concern is learner’s cognition beliefs and conception of knowledge.
4. The focus concern with the teacher knowledge of the subject matter and diagnostic skill, beliefs, conceptions and personal theories about subject matter, teaching and learning.
5. There are no fixed realities in constructing of conceptual knowledge.
6. Awareness of constructing social knowledge emphasis discussion, collaboration negotiation and shared meaning …(p, 485)
Ernst, 1995) argue that from the constructivism perspective:
· Learning is not stimulus-response SR) phenomenon. It requires self regulation and building of conceptual structure through the reflection and abstraction (p, 14) Fosnot1996) adds that “ rather than behaviors or skills as the goal of the instruction concept development and deep understanding p, 10.)
· Learning emphasizes process not product.
· Learning is the process of constructing meaningful representation and making sense of one’s experimental world.
According to David H.
Jonassen
The people who learn the most from the design and development
of instructional materials are the designers. Jonassen, Wilson, Wang, and
Grabinger (1993) reported this discovery while developing expert system advisors
that were designed to supplant the thinking required by novice instructional
designers. The process of articulating their knowledge about the domain of
instructional design forced them to reflect on their knowledge in a new and
meaningful way. Similar to the adage about the quickest way to learn about
subject matter is to have to teach it, I argue that the process of designing and
constructing materials that designers of educational communications perform
enables designers to understand the subjects they are teaching much more deeply
than the learners whose thinking will be constrained and controlled by the
materials.
During the "instructional" process, learners perceive the messages encoded in the medium and sometime "interact" with the technology. Interaction is normally centuries to "teach" students by presenting prescribed information to them, which they are obligated to "learn.”
Cognitive tools and environments activate cognitive learning strategies and critical thinking.
They are computationally based tools that complement and extend the mind.
They engage generative processing of information (Wittrock, 1974).
Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge. They are learner controlled, not teacher or technology-driven. When students develop databases, for instance, they are constructing
Their own conceptualization of the
organization of a content domain.
Cognitive tools are not designed to reduce information processing, that is, make a task easier, as has been learn.
Learning with cognitive tools refers to "the mindful engagement of learners in the tasks afforded by these tools and the possibility of qualitatively upgrading the performance of the joint system of learner plus technology." In other words, when students work with computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning greater than the sum of its parts.
Cognitive tools empower the learners to think more meaningfully and to assume ownership of their knowledge, rather than reproducing the teacher's.
Professional Relevance - the extent to which engagement in the on-line classroom environment is relevant to students' professional worldviews and related practices.
Reflective Thinking: - the extent to which critical reflective thinking is occurring in association with online peer discussion.
Interactivity: - the extent to which communicative interactivity is occurring on-line between students and between students and tutors.
Cognitive Demand: - tutors provide the extent to which challenges and communicative role modeling.
Affective Support: - tutors provide the extent to which sensitive and encouraging support.
Interpretation of Meaning: -the extent to which students and tutor co-construct meaning in a congruent and connected manner.
Expected outcomes:
After this learning event learners should be able to:
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This constructivism-learning event
was designed to test on two groups, in one of the Sudan university atmosphere.
Target group was selected to represent learners with different Economic
situation and cultural backgrounds their ages are between16to 20 years old and
are single include both genders, resident in different states.
The selection is like that three
from commercial study college, their level on both English and computer is very
lower, the rest from English department, three of them know English subject well
and the other three know computer better that the others. This combination in
order to see the role of co-operative learning in constructivism lesson.
At the beginning the learners were given
introduction that portraying the importance of pronunciation in real life such
as: pronunciation is great
important for the animal communication.
The pronunciation began from imitation of
natural sounds such as: the sound of water, fire and wind.
The learners were asked to find
the name of these sounds in their on language, for drawing learners attention to
the lesson and arouse prior knowledge.
They were given precise image of
the importance of the phonetics in transfer and exchange of human massage,
cultures and experience.
The real work began by give
learner’s flash card to form different words with specific character, that each
word must include single vowel sounds. The rational is to check whether they
knew the vowel letters meanwhile the rest of the learners transcribed the vowel
letter “ say the sound” which word that produced by the learners included then
they sit in groups of three according to the previous classification, that means
each group contained one who know the computer, one language side the last one
who is lower in both sides in order
to benefit from co-operative learning.
This done in the following
procedures: - in the first task the
technician did computer side such as clicking the mouse, in sound icon to heard
it properly. The language learner produced word that carries the same vowel
sound and the other repeat the sound and draw the symbols in nice paper. Then in
next exercise the technician click on the sound icon, but this time to hear many
word that carried the same vowel the linguist support him with word that carry
same vowel but different spelling to avoid guessing of non-sense word the other
repeat the sound and draw the symbol but as he see from previous exercise thus he tried opened the
phonetic website looked for the symbol of the sound he heard and the word he
saw.
In the third task the person who is lower
level asked to produce the word that has similar sound to the underline word,
the linguist check whether it is correct or not to correct if not, he gave
correct one, and the technician keyboard the word.
In this task the technician draw table
with the facilitator assist after that he put given short vowel by drag and drop
in the first column the linguist produce the long sound of this short and the
other looking in the site searching for both short and long vowel
symbols.
Then they repeat hearing the sound
properly pronounced and tried to record their sounds to see whether they
improved or not.
They opened power point to do the
last task provided with immediate feedback.
Finally, the facilitator deal directly with learner in informal group interview
|
Instruments
|
Questionnaire |
Observation |
Interview |
| Questions | |||
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Is this lesson is interesting?
|
ü |
|
ü |
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Is the time is enough to do all tasks? |
ü |
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Is the student feels more free And motivated? |
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ü |
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Varieties of the group affect of the students
performance |
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ü |
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Computer enhances co-operative learning? |
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ü |
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Learner’s benefit from each other as the result of group work? |
ü |
|
ü |
I used observation to gather information about participants’ physical behavior this instrument help me to gathered directly information about the users while using the program and it yielded objective information
Questionnaire
I used questionnaire as powerful evaluation tool and it is versatile that allow me to gather both subjective and objective data through it is all kind of questions that
I gave to the user immediately after they finished the
program and I received useful feedback from it.
I collected oral information from the participants through
personal contacts from this I heard responses and see respondent.
The first thing that I was found, all the learners effectively participated and co-operated with each other this mean “all of them was involved”.
In the first task they used the colored flash card, and even it is not new device for them, but they enjoyed it more than I was expected and they felt they were t more free than in the classical class room so they produced many words in less time that I was expected from them to do, this really first impression that they were motivated and activated with the lesson and the constructivism took it is place clearly from the beginning.
The real challenge began when they sat around the computers and began to overcome the problems and co operated with each other.
In the first computer task, all the learners felt worried about the computer even those who had knowledge about the computer that because the laboratory environment as I noticed this in their facial expression was not controlled.
According to the group characteristics each one have individual work in single task and all work together “this clearly lead the learner to compete and at the same time co-operated” every one feel he’s better and In need for the others in an other sides.
As the computer is new cognitive tool for the learner and their level is not well and also the subject did not give them chance to the practical side with computer the learners are not able to show their skills and ability that they gain from both content and computer.
I did not surprised about the learner’s level in computer at the beginning, but this was soon change when I saw them participated as if they used it before, consequently we can say the following:
Conclusions
language Affects
Concern the language the learners became able to distinguish between the sounds and letters and also differentiate between long and short vowel and began to produce correct sentences in their speech using the sounds correctly, this happened during the interview. I noticed improvement in their accent after they recorded their sounds.
Computer Side
The computer is the effective tool in this lesson so the success is depends on it more than others.
As the learner is new to the computer they supposed to know only the following computer skills: -copy, paste and typing or “keyboarding”
The learners are divided into three groups:
If they found chance before this lesson with the computer and have experience in computer their attention is only be on the subject and they act more than my expectation, but even this they mentioned that computer is interesting, attractive, make them work together and encouraged them.
3. Those who never sit around computer looked at it as foreign creature and surprise tool they try to act with it, although they fail and lost their time, but they did not form negative idea about the computer instead they like it and hoping to have chance to contact computer in other time so as to cope with the new method of learning.
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