THINK ABOUT INTERNET AS A COGNITIVE TOOL: (When) Is Internet a cognitive tool?
OUR RIGID INSTRUCTIONAL DESIGN PARADIGMS: Is there any one among us who has "instructional design paradigms" and if so what are they?
FASCINATING AND INTERESTING PRELIMINARY DATA: "Multi-User Simulation Environment" is used as learning environment in progressive schools--elementary school in Phoenix, Arizona, in a partnership with Phoenix College. What is a "Multi-User Simulation Environment?"
BLINDERS, PLAYING AND SKEPTICS: We as instructional designers look initially to reading and writing skills--play is not worthwhile--skeptics want to know that the kids are learning. What is your opinion about the importance of "playing?"
UNKNOWN KNOWLEDGE STRUCTURES: that we are not even close to imagining. I am convinced that "learning" in general cannot be completely captured by knowledge structures alone; knowledge without emotional/affective and functional context is no knowledge to me.
[quoting Leshin, 1 May 95] ...most interesting comments...
"On the MUSE I learned that you do not have to be mean to have a friend."
"On the MUSE I see what a person is like on the inside, not on the outside."
"On the MUSE I can create things that I can never have."
"On the MUSE I learn to respect others."
MUSE seems to add a new social dimension to the school environment that is not necessarily dominated by "cool" guys, "rigid" teachers and "hot" chicks. Could it be that in terms of learning styles and personality characteristics more "reflective people" are more comfortable with an indirect communication medium like, compared to more "impulsive people." Could it be that more "reflective people" discern more dimensions when they perceive the world and therefore need more processing time and therefore have more trouble to learn in a more "impulsive" learning environment?
...it is difficult not to think learning in the traditional sense. However, as we begin to explore the Internet and all its resources, I believe that we should consider new learning environments and cognitive tools. How do we begin to measure what students are learning? Do we always know best? What is learning?
It is my impression that these "Most interesting comments about MUSE" are a way to discover how learners are affected by such a "tool." Apart from "excellent learning results" on the short term, is it not much more important to create motivation to learn on the long term?
I am a international exchange student (instructional technology) from Holland who is visiting the University of Georgia. I am interested in different learning styles: Do learner styles of teachers interfere with learning styles of students. Does the exposure of learners to prescribed "mental models" of teachers interfere with the learner's processes of creating mental models of the learning environment on their own? If so, what are the consequences on the short term and on the long term and how to prevent possible negative consequences?