The Future of Learning: An Interview with Alfred Bork - 82 views
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nteraction should be frequent
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active environment maintains student interest for a long period of time, even with difficult learning material.
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the computer, keeping detailed records on student performance and using these records in making decisions about what is next to be presented to the student.
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In our traditional learning environments, some students learn and some do not. It is this second group of students that we want to help.
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, on a moment-to-moment basis, just what the student knows and just what learning problems are occurring
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key concept for structuring highly interactive learning experiences is the Benjamin Bloom concept of mastery learning.
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A student who has not learned in one way probably needs a different approach, rather than another go-round with the material that was not previously successful in assisting learning.
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In such an environment, learning and evaluation are no longer separate activities but are part of the same process, intimately blended. So the student is not conscious of taking tests, and we avoid the problems of cheating.
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highly interactive learning is intrinsically motivating. Motivation is particularly important in a distance-learning environment, since none of the "threats" of the classroom, such as low grades, are available.
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mastery-based computer segment could also offer human contact. Small groups could work together, either locally or remotely via electronic communication.
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existing authoring systems. Since they were, and still are, mostly directed toward supplying information, these were inadequate for creating highly interactive software.
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Teaching faculty, in the sense that we know them today, may cease to exist, except for in smaller, advanced courses. But their skills and experiences will be important in the design of learning modules.
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highly effective highly interactive distance-learning courses would have a large potential market, making them much cheaper per student than current courses, and if well developed, they will be much superior for almost all students
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The typical approach is to give some released time to faculty and to give limited support for programming and media production. It is unlikely, almost impossible, that good learning material will be developed this way.
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Universities are too stuck in their current ways of doing things to be able to compete with well-developed material from "outside." Most university faculty and administrators do not appreciate the current problems of learning and so are not prepared for these future directions.