Integrating Knowledge of Cognitive System and E-Learning Applications

Designers of computer-based practice systems give primary attention to aspects of cognitive learning. However, observations of students practicing arithmetic, with two CAI systems widely used in Israel, revealed factors in the computer learning environment that substantially affected students' social behavior, particularly with respect to competition and cooperation in the course of learning. A questionnaire was designed on the basis of the observations to examine the effects of these factors in CAI work. It was administered to 457 fourth graders in 16 classes (two CAI systems x two SES categories x two schools x two classes). While neither CAI system was intended to foster competition, the observations and questionnaire data suggested that one encourages social comparison and competition whereas the other discourages these features and encourages cooperation and peer help. Boys appear to be significantly more competitive than girls. One system, compared with the other, significantly increases competitive behavior of high achievers (but not of low achievers); results in teachers' greater encouragement of social comparison and competition among students; and, as used in the schools we studied, causes disadvantaged students rather than advantaged students to develop negative feelings because of low CAI performance. The other system discourages competitive behavior and encourages cooperation. All these findings bear important implications for the instructional design of computer-based learning environments.

<div class="abstract_container"> <strong>Abstract:</strong> This paper examines two sides of a coin that relate to learning from dialogue. The first side of our coin relates to the role of dialogue in learning; the second side is related to the part that observations of learning dialogues can play in the design of computer-based learning environments. In order to define the scope of the paper, various complementary research question are examined. For example, one question is how and why does one learn from dialogue? A second question is how, or to what extent, can theories and studies of dialogue and interaction be exploited in a concrete way by designers of interactive media for education? Following a review of related literature I present my main argument, namely that the evolutionary approach provides a model by which research in learning, teaching and theories of interaction can jointly feed into the design process of learning technology. This is followed by an exposition of the evolutionary approach. There are three aspects to what I am terming an evolutionary approach to learning technology theory: (i) theories/models of teaching, learning and interaction, (ii) empirical observations of learning, and (iii) interactive learning environment design and implementation. The purpose of this evolutionary approach is the mapping out of not a specific theory, but how people are working towards the creation of theories. The evolutionary approach involves a constant process which slowly takes the educational technology field forward in iterative steps. In order to concretise the evolutionary approach, I examine the work of selected researchers, in the field of dialogue in learning, in the context of the identified three points of evolution. I conclude by suggesting that the evolutionary model can help designers of, and researchers into, learning technology in various important ways. </div> <p class="editors_container"> <strong>Editors:</strong> <A href="http://www.ucl.ac.uk/epd/profiles/mo.html" target=xref>Martin Oliver</A> (UC London, UK) <p class="reviewers_container"> <strong>Reviewers:</strong> Sarah Fletcher (U. Bath, UK), Roger Hartley (U. Leeds, UK), Colleen McKenna (UC London, UK)

Instructional designers use learning analytics information to evaluate designs of learning environments, learning materials, and tasks, and adjust difficulty levels, as well as measure the impact of interventions and feedback. Integrating real-time educational data and analysis into the design of learning environments, referred to as learning analytics design (LAD), seems to be a promising approach. Valid pedagogical recommendations may be suggested on the fly as learning analytics methodologies and visualizations evolve and as reliable tools become available and ready for classroom practice. This chapter aims to offer an overview on design and analytics of learning environments before reviewing opportunities of learning analytics design for optimizing learning environments in near real time. Learning analytics (LA) use static and dynamic information about learners and learning environments—assessing, eliciting, and analyzing them—for real-time modeling, prediction, and optimization of learning processes, learning environments, and educational decision-making.

This paper presents a methodology for characterizing computer-based learning environments, focusing on the cognitive, pedagogical, and interactive features. The framework for this characterization is explained in relation to the relevant theories and findings in cognitive and instructional research. The methodology is illustrated by a characterization of computer-based learning environments developed by student teachers and professionals. The usability of these environments is analyzed along the dimensions of the framework presented. The results showed that this methodology can systematically and precisely characterize the cognitive, pedagogical, and interactive features of computer-based learning environments. It can be used to predict and explain the success or failure that a given software program promotes for learning particular types of knowledge. The applications of this methodology for the evaluation and design of computer-based learning environments, for instructional research in various instructional contexts, as well as for the study of expertise in the development of computer-based learning environments, are discussed.

240 Children, Youth and Environments Vol. 20 No. 2 (Fall 2010) ISSN: 1546-2250 Linking Architecture and Education: Sustainable Design for Learning Environments Taylor, Anne (2009). Albuquerque: University of New Mexico Press; 451 pages. $100. ISBN 9780826334077. In Linking Architecture and Education, Anne Taylor has compiled a career of research into an extensive resource for architects, administrators, educators, and anyone else involved in the design of learning environments. Dr. Taylor founded and served as director of the Institute for Environmental Education in the School of Architecture and Planning at the University of New Mexico, where she directed research that examined the effects of the built environment on children. In this book she advocates for a series of design principles developed through years of teaching, research, and professional consultancy on the design of learning environments. The book places primary emphasis on the design of schools and schoolyards, with consideration also given to informal learning spaces such as museums and playgrounds. Aimed at providing a common language for design professionals and educators, Taylorattempts to link educational goals and learning theories to design principles through the use of numerous charts and graphics woven throughout the volume. The book is loosely organized around five key themes: philosophical foundations, organizational strategies, the building as a teaching tool or “threedimensional textbook,” future trends, and fostering ecological stewardship. The first four themes serve as the topics for the book sections, providing a sequential organization and unifying structure to the extensive literature. Stewardship is addressed in four separate chapters—one for each section of the book. The organization of the book is driven by Taylor’s aspirations to transform the educational built environment through a series of holistic-design guidelines including: design criteria that is informed by the users’ developmental needs; architectural form that evolves from curriculum and learning theory; educational spaces that are 241 flexible and modeled after the design studio; learning landscapes; community engagement through co-location, multi-use design, and the community as living laboratory; and post-occupancy user guides and evaluation. Along the way she incorporates supplemental information in the form of case studies, photographs, charts, and visual and verbal commentary from colleagues. These are organized in a brilliantly colored and graphically coded format of sidebar information, design tools, designer perspectives, and stewardship forums. At times this rich array of resources and varied perspectives disrupts the flow of the book—obscuring the points presented instead of punctuating them. But, perhaps more significantly, they also create the possibility for an alternative, nonlinear, reading of the book. Students, design and education professionals, parents, and community members may find this secondary organization helpful in using the text as a sourcebook of examples and best practices both to inform the design of new learning spaces as well as to identify opportunities to make more effective use of existing spaces. The link between pedagogy and architectural design is made clear throughout the book, with related concepts often introduced through charts and diagrams and further reinforced by case examples. In section one, for example,Taylor links philosophical theories to the roles of the learner and teacher, the curriculum, and instructional strategies. She also links these theories to the role of the architect, the design process, and the form of the physical environment. A case study of Reggio Emilia preschools inItaly then demonstrates how aspects of the building design can support the educational philosophy of the school. Stakeholders in design processes may benefit from understanding how philosophy informs practice, and Taylorjustifies combining this information into a single chart as a starting point for design discussion between disciplines. Often such diagrams in the book successfully illustrate key relationships between architecture and education, but at times the format is problematic. For example, the chart could easily be misinterpreted by the reader as a prescription for a particular design process or architectural style based on the educational philosophy of the client. In general, however, Taylor successfully relates educational and architectural concepts in clear and meaningful 242 ways. Design students and practitioners may appreciate the succinct overview of major educational theories in section two, whereas educators may find section three particularly useful for the long list of suggestions about how to use the educational facility...

This paper addresses questions concerning the domain of knowledge acquisition processes in humans by comparing the approach explored by designers of learning environments with the one of developmental cognitive psychology. It starts with a brief description of the project MEMOLAB, a learning environment for experimental psychology, followed by an account of the learning theory we chose to implement (Case 1985). We then discuss the problem of mapping the psychological concepts with the system’s architecture.

Facilitating human learning is one of the uses of virtual reality (VR). Users interact within original and dynamic situations of learning in an integrated learning environment called Virtual Reality Learning Environment (VRLE). Nevertheless, the design of these environments is still considered as a complex task. We intend to study and propose technical and methodological solutions to help teachers to design (adapt or reuse) their pedagogical situation with a scenario-based approach and to operationalize it in a VR learning environment. In this work, we defined a design process allowing teachers to generate their VRLE. Then, we instantiated the proposed design process with a pedagogical situation as an illustrated example.

Designing an educational online learning environment requires proper planning as it will influence students' learning experiences. For the purpose of developing a computer-supported collaborative learning (CSCL) environment, the development process should be properly designed to meet the objectives of learning. In this research, the design of a CSCL environment is explained using the Three-phase Development Model (3PD) which serves as a guideline for developing a functional learning environment. This study attempts at promoting interaction in CSCL by designing interaction during the development process of the CSCL environment rather than scaffolding interaction during the online learning process.

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

The design of learning environments has greatly influenced learning approaches and strategies, and has traditionally been considered to exist within the physical walls of a learning institution. In recent years, learning environments have evolved alongside advances in the internet, technology, and mobile devices and have given rise to smart learning environments to better accommodate a new generation of learners and learning behaviors. This chapter presents an exploration of the possibilities of smart learning environments in distinct and diverse environments, across varying learner locations, profiles, and demographics. The authors explore and analyze technology and pedagogy elements that make up an effective smart learning environment, through different cases and viewpoints of the contributing authors of this book. Based on the findings, they propose a framework for the design and implementation of smart learning environments that will effectively create engaging, personalized, and effective learning moments for individual learners.

It is very difficult to instill a concept and interpretation of nature and a sense of responsibility to protect nature in the minds of children who are increasingly becoming disconnected and alienated from it.. TheFailure to integrate learning environments with nature, despite the continuous increase in the integration between learning environments andmodern technology, is complicating the task of creating perception of nature and awareness in children concerning the problems of nature. This study aims at shedding light on the way the teachers who are responsible for the design of the educational environments, perceive the concept of “nature” and “alienation of children from nature”. The phenomenographic research design, which is one of the qualitative research methods, was used in this study. The sample of the study was selected using criterion sampling method, one of the purposive sampling methods. The participants of the study are 40 teachers, including 20 elementary school teachers and 20 science teachers, who are assigned to schools located in the center of Diyarbakır province and affiliated with the Provincial Directorate of National Education. 17 (42.5%) of these participants were female and 23 (47.5%) were male. The findings of the study revealed that the teachers interpret the concept of nature under three different categories: these are respectively physical/ visible features of nature, wholeness and function of nature and its importance for the human health. Consequently, inclusion of activities that have the contents of nature in the design of educational programs and relate to children who spend most of their time at school and design of learning environments with models, samples and visual tools which include contents of nature may make it easier for children to perceive and interpret nature.

Text‐to‐speech technology can act as an important support tool in computer‐based learning environments (CBLEs) as it provides auditory input, next to on‐screen text. Particularly for students who use a language at home other than the language of instruction (LOI) applied at school, text‐to‐speech can be useful. The CBLE E‐Validiv offers content in the LOI and one of six other languages. All content can be read aloud via text‐to‐speech. For students having a home language other than the LOI, the other language is set to their home language; students who use the LOI at home mostly have English or French available. This study aimed to determine fifth‐grade students' use of bilingual text‐to‐speech and examine student characteristics related to this use (n = 360). Multilevel hierarchical regression analyses show that particularly students having their home language available apply text‐to‐speech in their home language. However, their main focus remains on text‐to‐speech in the LOI. Students with a low self‐assessed proficiency in their home language and those who often watch television and read books in the LOI use text‐to‐speech more in the LOI. Considerations for practice, the design of CBLEs with text‐to‐speech and future directions for research are discussed.Lay DescriptionWhat is currently known about the subject? Text‐to‐speech (TTS) technology converts digital text to spoken language. Combining visual and auditory information extends working memory's capacity. TTS has potential to offer bilingual auditory support to language minority students. Learner characteristics may play a considerable role in the use of TTS. What does this paper add? Language minority students use TTS in the language of instruction and their home language. TTS in the home language is mainly applied as a support to strengthen understanding. Not being confident about the proficiency in the home language indicates a stronger focus on TTS in the language of instruction. Reading books and watching television in the language of instruction points to a stronger use of TTS in that language. What does this mean for practitioners? The computer‐based learning environment can support students in meaning construction. TTS can assist language minority students both in the language of instruction and the home language. Students who are not confident in their home language need special attention.

In Chapter 7, we defined multimedia learning, described how people learn from verbal and pictorial information according to the Cognitive Theory of Multimedia Learning (CTML; Mayer, 2005), and examined the relationship between CTML and cognitive load theory (CLT; Sweller, 1999). Specifically, we offered a triarchic theory of cognitive load according to which there are three kinds of cognitive processing demands during learning: extraneous, essential, and generative. We defined extraneous processing as the cognitive processes that are not necessary for making sense of the new information, essential processing as the cognitive processes that are required to mentally select the new information that is represented in working memory, and generative processing as the processes of mentally organizing the new information into a coherent structure and integrating the new knowledge representations with prior knowledge. As explained in the previous chapter, the different nature of the three cognitive demands suggests three goals for the design of multimedia learning environments, namely, to reduce extraneous cognitive processing, to help students manage essential cognitive processing, and to foster generative processing. In the present chapter, we focus on the third of these goals by reviewing techniques that are aimed at increasing generative processing in multimedia learning. As in Chapter 7, the methods reviewed in the present chapter have been distilled from the research program of the authors, which is aimed at better understanding how aspects of media design correspond to the cognitive processes that affect knowledge acquisition.

This paper is about interaction design patterns that describe common solutions of reoccurring problems in the design and development of video-based learning environments. The patterns are organized in two layers. The first layer incorporates the micro interactivity in the video player itself. Any manipulation that effects the presentation within the video or intervening its playback is part of the micro-level of interactivity. The second layer of the pattern language consists of 12 patterns that describe the interactivity on a macro level. Macro interactivity comprises all manipulations concerning one or more videos as a whole. That does not include the playback but the organisation and structure of the video learning environment. Currently 17 macro patterns have been identified. Four of them will be object of that article: Related Videos, Playlist, Detail on Demand, and Journal Navigation. Additionally the paper includes explanations of four-step process of pattern identification and elaboration.

Little attention has been given to the psychological and sociological value of play despite its many advantages to guiding the design of interactive multimedia learning environments for children and adults. This paper provides a brief overview of the history, research, and theory related to play. Research from education, psychology, and anthropology suggests that play is a powerful mediator for learning throughout a person's life. The time has come to couple the ever increasing processing capabilities of computers with the advantages of play. The design of hybrid interactive learning environments is suggested based on the constructivist concept of a microworld and supported with elements of both games and simulations.