This article describes instructional theory that supports post-industrial education and training
systems - ones that are customized and learner-centered, in which student progress is based on
learning rather than time. The article describes universal methods of instruction, situational
methods, core ideas of the post-industrial paradigm of instruction, the importance of and problems
with task-based instruction, a vision of an instructional theory for post-industrial education and
training, and the roles that may be played by the teacher, the learner, and technology in the new
paradigm.
Keywords:
Instructional theory, post-industrial paradigm, task-basd instruction
I saw the news on Kursat Hoca's FB profile. It is published in Magazine about Distance Education (Revista de Educación a Distancia).
I like the idea of learning without time constraints. I don't know why :)
It says that children can learn with internet without any intervention from outside -like a teacher. When the topic is not defined, children can learn what they want. But for some specific topics, they at least need the very first idea -a question, sometimes even a pre-designed system of information and instruction. Are we too much interfering to students' learning process?
Thanks for this video. It shows an interesting method but when ı watched this video, some question come up my mind.
First of them; where is creativity of instructional methods? In time students can be bored because of sitting on front of a screen for a long time and how can we motivate students effectively?
Second one is; how can it be achieved the objectives which requires teachers? for example; social onjectives and values require a role model in teaching enviroment and socialization is an important issue. And also this system requires updates frequently, this is another issue.
Finally, moreover someone should orginaze this computer system and design instruction process, in bire there is a teacher or orginazer on planning system in my oppinon.(Am ı more critical? :) )
Dincer, thanks for sharing the video. Both you and Hatice raised important questions. I've known Sugata Mitra's work quite some time now and the Hole in the Wall Project. I also investigated similar projects such as One Laptop Per Child and some other similar ones that have emerged in India. Perhaps, these models are encouraging us to question and reflect on teachers' role in the learning process. We might also ask "what it is that we want our children learn" and "how they actually learn certain things". This is also related to Hatice's question on motivation. We will see if theories of instruction will help us answer some of these questions.
First of all thanks for the video. It reminded me the "Fatih Project" in Turkey as well regarding the pre, primary and elementary level students using their own technological access during learning process. It is supposed to be completed at the end of 2013 however the same instructional and motivational questions trigger me to question its function. When we consider th learning as a whole such personal use may turn out to be misuse without interfere but in specific cases such as vocabulary teaching through learner's independent autonomy, I can support the idea. We should be clear about what is the target audience and the issue, though.
Such educational frameworks support the trend of shift from teacher-centeredness to student-centeredness. In the past, when we need to ask something, we asked to our elders- in school, to teachers. Now, we have an additional elder, the internet. It can answer almost anything. In that sense, the impact of the technology can not be ignored. The idea of providing internet access to places that is scarce in terms of teachers is reasonable - which also supports the idea of distance education. Besides, bringing technology is easier and cheaper than bringing a teacher with resources. However, we still need teachers as -cliche but vital term- "facilitators" and regulators in self-learning process. It is necessary for constructivism as well as child-driven education or for any other self-learning methods. Someone is needed for wrapping-up the knowledge gained, for assessing the results, for remedying circumstances that obstruct the learning process, for deciding goals or organizing goals to be attained, and for secure and heuristic browsing on the internet. In that sense, I support the idea of "self organized learning environments" as Mitra offers, but also I contend that there should be teachers around these environments for facilitating. In short, we should not quit important elements of education while trying to make it better.
I believe although computers and instructional softwares are amazing to enhance the effectiveness of instruction, they are not enough. They are always limited. It is impossible to load them all possible questions of students and their responses. Moreover, none of the computers or softwares would be able to fulfill students' emotional and motivational needs. There is also the uniqueness of the students; not all of the students would enjoy a computer-based education. Lastly, as a science educator when I think for my area; it is never the same to make an experiment on computer and in a laboratory. Students learn better when they are actively engaged in an experiment and seethe results with their eyes.
It seems from this video that computer-aided instruction is effective than teachers. One's cannot passing to the next unit unless succeeding the previous one seems to guarantee a student's comprehending a topic. Giving feedback after each unit is a serious issue for a learner.
My best choice of educational metaphor among the slides:
http://goo.gl/clcMR (Just click)
Not just because of the "bike" :)
But because of
1- Advice for instructor to control his/her power: Use your knowledge power in favor of the student not just for your ego!
2- Let him do it!
By the way i like bikes also :D
And my best choice is:
http://imageshack.us/a/img692/9519/28990061.png
Although it is not common throughout the world to implement an educational system that raises children with consciousness about differences in cultures, religions, and thoughts among people and to impose tolerance toward these differences, a teacher should bring this idea into the classrooms (s/he can teach these values while presenting any topic, s/he can give examples and make associations about justice and tolerance etc.)
Most of the methaphors are impressive but my favourite ones are 6th and 10th because most working teachers have difficulties expressed in those. "You work hard, prepare things and always want students to learn the concepts perfectly but it doesn't go as you think or planned." but teaching is http://imageshack.us/a/img407/2797/slide6728.jpg
I like the last one most, because it emphasizes the uniqueness of the students and states that a teacher should not try to gain students what s/he know/believe; s/he should help them to find their own way and accept them as who they are.
Metaphors in here are pretty similar as we did in the moodle :) Anyway, I feel qualifiedas a teacher when I saw the 10th slide. I believe that breaking someone free is an amazing effort.
I like the one which teachers cultivate the feeds of knowledge, they plant within their students. Teaching is the long process and requires more effort from both teacher and student. And also suitable land is te essential one in order to constitute knowledge.
The tenth slight is interesting for me. "Teaching is like crossing borders..." I think that we can associate the border with instruction or kinds of instructional methods or theories because on one side there is the individual who learns and on the other side there is the individual who teachs. Therefore the "border" can refer to the instruction as an instrument between the teaching and learning processes.
Bilge, thank you for the post. That was nice to read. However, I wonder if there were no ideas about how to make classrooms have fun or what is "student centered" instruction. The article says, "Öğretmenler önce birbirleriyle iletişim kurmayı, köşe kapmacadan afiş hazırlamaya kadar pek çok etkinlikle öğrenmenin aşamalarını, çocukların özelliklerini, dersi öğrenci merkezli anlatmayı öğreniyor." I want to say "they remind" not "they learn" since I don't think that the teacher does not know what student centered instruction is, or how to colourize lectures. Let's say I hope.
We will be using this group extensively this semester for the grad course that i will be teaching. I am inviting you to join this group, Your insights on learning and instruction will be valuable for the class.
This blog belongs to one of my frineds doing his M.A. degree on Curriculum and Instruction in Istanbul University. The critique totally belongs to him.
In this link you can find brief information about the theories we reviewed so far, their comparison, weaknesses or strenghts, atomic theory as well as some brief knowledge about theorists. This may be useful for completing the table. :)))
This is another explanatory video for technology integration with the aim of engaged, motivated students, interactive classrooms and better academic outcomes.
Hi my group, This is our group table, I tried to complete it and wrote something on it and we should complete until this Monday(31th december). See you
Hocam, I tried to complete the table as you know there can be some defficiencies. So I beg your pardon. Thanks for your effort during the semester for us.. For me, this course is the unique one during my grad life and the most enjoyfull. Thanks for everthing.