Designing and Use of Teaching and Learning Materials - Coursework Example

Designing and Use of Teaching and Learning Materials Name: Course Professor’s name University name City, State Date of submission Abstract According to Bernstein’s (1996, 2000) on his approach to typology of pedagogy as competence and execution of pedagogic concepts provides a positive lens for the analysis of various modalities of technology in learning pedagogy. The paper shows that behavioural and cognitive dependent pedagogy is proportional to Bernstein’s pedagogic performance modality that responds to the constructivist educational technology. This paper focuses on the concepts realised through critical analysis of the learning theories. It is re-conceptualised to suit the topic under study. Furthermore the paper make critical investigation into the application of the social logic as portrayed by Bernstein. Designing and Use of Teaching and Learning Materials Introduction Advancement in technology has influenced the education sector in a great way. With the new technology, it has influenced teaching in class; presentation of information, communication between tutors and students and most importantly in handling and submission of assignment for the student to their instructors. In addition, it moved to higher level in which the tutors can test their students online and use designed database to suit their demands. In fact, presentation and design of teaching materials has changed drastically. The traditional learning materials are being scrapped with the introduction of software and other computer aided design that facilitate in this process[Jac98]. With the generation in school being born in an advanced stage of technology, traditional ways of presenting teaching materials has attracted less attention to them. It touches on all levels of teaching, monitoring of the progress and ways in which exams are handled. The design of the learning materials determines their effectiveness in enhancing students’ understanding. In this process, the students learning abilities and weaknesses have to be determined and later considered in the material. This paper focus on the teaching/ learning materials design that suits a learner considering technologically available forms of presentation[Cha09]. Target Learners The materials prepared are mainly targeting children in learning institution within the age of 10 to 12 years. This material is critical for all learners both in classroom set up and in the online platform. The material is delivered in a language easy to read, follow and understand. The material is targeting learners who have just been introduced into the computer use. This simple task examines the leaners knowledge in opening, saving and closing a power point presentation. The learner must be able to carry out the activities therein. There personal involvement is highly encouraged and their contribution important to attain the objective which is to ensure by the end of the lesson they are able to open, save and close a PowerPoint presentation[Lor03]. Learning Objective The objective of the material is to enlighten the learner with simple skills in the use of computer. To specify the objective, the materials is divided into three portions where the achievement of each task is essential are inter-related. Opening a PowerPoint presentation may be a problem to a learner who has limited knowledge on its use. The objective is simplified to a single statement that requires the learner to open a PowerPoint project, save it on their desktop, carryout some practices and lastly close the application. The objectives of this class is simple and easy to understand. This makes it possible for the learner to understand what is required of them. The objective of this class can be carried out to both class setting and online. The availability of the pictorial and well defined procedure makes it achievable and timely. Importance of using PowerPoint Presentation in Learning Materials PowerPoint serves as the most appropriate software to use for this practice material for several reasons. The first reason involving use of PPT is due to its nature that it encourages use of multiple teaching styles. Through PPT, one can incorporate a number of styles including pictorial, hyperlinks, charts and graphical representation of data. Secondly, PPT encourages visual impact on the learner[Pat10]. Through the display, the learner is projected to a different environment where their visual understanding is tested. By improving the audience focus, it ensures that maximum corporation between the lecturer and the learners is encouraged that forms the foundation of understanding. Finally, it encourages synthesis and analysis of complexities occurring in the learning process[Rex08]. Learning Organization Learning organization is important for an effective learning practice. It is dependent on the target group and the purpose it is intended. A good learning organization aids the learning process by helping students identify the value for learning in the process of acquisition of knowledge. A learning organization is influenced by several factors that include: Technology, culture and process framework. Learning organization is aimed at changing the mind-set and behaviour through experience and fostering continuous acquisition of knowledge with change in culture and technology. Learning is a process that is continuous in life and should always focus on enlightenment of the person, group or company[Mic11]. Learning organization is beyond individual setting and goes along to inter-relate several groups or organizations. The process of learning involve co-evolution of ideas through accumulation of other ideas, that is, ideas bear other ideas in a group setting. A learning organization entails creation and action policies in the society. Garvin (1993) argues that learning organization involves acquiring, creating, transferring and modifying the requirements of the group targeted with the aim of transforming their mental and professional understanding. Learning Process There are several theories associated with the learning process. These theories suggests on the best ways possible that could enhance effective learning and comprehension. Understanding the ways in which the effectiveness of the learning process involves establishment of a methodology in which the objectives of the context is achieved. Learning is based on certain theories that shape the entire process. Continuously, learning is done to acquire more knowledge and identification of phenomena one was unable to explain. The learning process is influenced by factors discussed below[Mar99]. 1. Behaviourism The theory approaches a learner as an empty slate that has to be fed with information. A stimulus from the surroundings stimulates the learner in acquiring knowledge. In this theory a pattern is obtained in the learning practice. After several repetition, the pattern assumes to be habit that influences the day to day life of that person. Learning is tested through the behaviour of that individual person. The instructor plays a great role in facilitating the learning process. They set the control surrounding conditions for the learner. The instructor facilitates learning process through conceptualizing the learner through direct instructions, drilling and practice, and use of instructional games[Sta01]. Behaviourism is commonly used when the learner is being introduced to a new concept in the learning process, accuracy and time sensitiveness is required in attainment of the objectives. There exists a numerous objectives that are analysable through the steps viewed above. Through critical analysis of the behaviourism theory, the leaner may be able to achieve a number of goals that include: basic keyboarding or data entry. In the material done in the power point presentation, the learner may experience a new lesson in colours. However, behaviourism has a number of disadvantages associated with it. The instructor does not engage the learner in problem solving or critical thinking. This forms an automatic understanding on the side of the learner and does not engage in identifying new knowledge on the topic[Rut12]. 2. Cognitivism This process involves cognitive information processing in a learning environment. The information has to be understood and processed through cognitive process. The learner’s behaviour is observed that provides an indicator for their growth in learning. Learning process changes the mind-set and behavioural characteristic of a person by influencing how they think and relate with others and the immediate environment. After grasping a concept, the experience and knowledge acquired is reflected through their behaviour[Ric12]. An instructor plays a critical role in cognitive information processing that is associated to presentation of the concepts in clear and logical way. Such activities include reasoning, discussions, problem solving, imagery and classification of data and concepts. Cognitivism is effectively learnt when the learner s familiarised with previous experience on the topic. In addition, there should be resources that links the subject matter with an existing fact. A number of analysis can be done using this theory. For example: troubleshooting computers and classification of seriousness of an injury. Notably, the leaner should have prior experience in regard to cognitivism[Oli78]. 3. Constructionism Constructionism theory explores on a constructive nature that learning should take. It emphasizes that for effectiveness of the learning process, the learner creates a new perspective of the world basing it on their own experience and internal knowledge. This is interesting since the learner explores discovering new knowledge and experiences. This forms the mind-set of that individual to formulate and discover new existing knowledge about the relevant understanding. The instructor is responsible of setting out instructions for the learner to solve existing problems[Joh08]. In addition, the leaner carries out the problem solving with close coaching by the instructor. There are a number of problems that can be solved through application of this theory that include: simulations, discovery learning and case studies based on real life situations. This theory requires instruction occurring in san interactive way, introduction of prior knowledge to suit the current problem being solved and diversified resource to help the growth of this process. Constructivism solves real life problems that may involve cases like construction of a bridge across a wide and fast flowing. However, the student are expected to have basic skills that allows them to discover new ways[Dav02]. Humanism The instructor normally act as a facilitator in this kind of learning experience. It establishes and environment that favours the learner by making them feel comfortable to make new ideas that are not influenced by external factors. It is characterised by a self-motivated learner. The learning process itself involve problem solving tasks and not necessarily actual learning. However, the facilitator provides the learner with support, materials and guidance with the learner deciding on the process and path to use. This shows that humanism involve experimental and reflective learning process[Pet13]. Specifically, this form of learning cannot be measured through application of an exam since it is based on self- assessment. It is important noting that motivated people learner better and accomplish more in this form of learning experiences. The learner may also explore as much as possible since it is self-driving. Furthermore, it help the learners identify their positive attributes that build their knowledge on their abilities and talents. It is the phase of learning process where the learner is able to self-evaluate and discover their abilities and strengths. It bears several weakness that mainly rotate within the circus of the learner. It is disastrous when the learner is immature, that is, cannot make their own decisions and directions[Mar04]. Technology Enhanced Online Learning With the increasing demand for education in the world over the past two decades, the global community has focussed on a technology based learning that is administered on the online platform. This new form of learning environment is intended to encourage students or learners to do most of the work and facilitate what they have learnt from other sources. With increasing number of students opting for online learning, the education regulatory bodies have carried the viability test for the online learning. Pelz, argues that there are three forms of presence that are exhibited in an online learning platform. They are based on their application and the time of application[har06]. A model of online learning showing types of interaction (from Anderson, 2004:49) a) Social presence Such presence occurs when individuals presented in an online learning environment where such learners may present their personal needs and characteristics in discussions, they are viewed as real people. Social presence may exist in three different forms. Affective where they express their emotions and feelings, interactively through evidence of reading and meditating n others’ responses and finally cohesive where that develops a sense of belonging to a group or class in the online platform[Rex08]. b) Cognitive presence With this form of presence, the students and instructors get to an extent where they are able to build and confirm meaning through discussions in the entire community. It is incorporated through introduction of factual, conceptual and theoretical concepts into the discussion. This form of discussion is enhanced by the clarity, source and accuracy of that existing knowledge[Rut12]. c) Teaching presence This process involves identification of personally and educationally appropriate materials that facilitate the entire process and help in understanding the concepts therein. It is a combination of cognitive and social process in the learning environment. The teachers and students can facilitate and influence the discussions more through identification of agreement and disagreement points, seeking to achieve consensus, promoting students ‘participation and assessing the efficacy of the process[Lor03]. Best Practices in Planning and Development of Online Learning There is a number of resources the professors and students may use in assessing the credibility of the learning platform. However, not all resources are essential for either class. This proves that the lecturers in the online learning should always ensure they refer their students to what they think suits that class more. The initial stage in planning the online learning is determination of the objectives that are to be met. Learning objective development is important in the entire learning process. Well organised online platform should be influenced by three basic understanding[Rut12]. Behaviour determines the learning outcome of the context. The learning objectives should be set in terms of observable behavioural understanding. The teaching process should involve the introduction of friendlier and easy to grasp concepts to facilitate understanding and clarity of the context. In addition, the objectives should be student centred to determine what the needs of the students are in that class. It should be flamed such that at the end of a certain length of teaching process, the learner should have achieved a measurable length of the concepts[Joh08]. Finally, the objectives of that class should focus on the conditions. The learning objectives should be specific and actual problem at hand in the discussion. These include the tools to be used and the references the learners can learner more of the concepts on their own. All these key elements should be incorporated in a good learning environment. It should specify on what the learner should achieve once it is given[Joh08]. Relationship between Technology in Education and Pedagogy Pedagogical principles are the most pressing challenge in technology integration with education systems. It set out the principles and guidelines that should be incorporated into the learning process. Over all the relevant considerations in technology enhanced learning, pedagogy creates the fundamental principle to be observed. Little researches have been taken to determine the viability of a teaching plan and schedule relations with technology. The traditional ways of teaching in a classroom are not demonstrated today where different platforms have been devised to facilitate the learning process[Art05]. According to Ally (2004), who associate the various teaching practices to learning theories, argues that associating learning process with pedagogy discovers the moral concepts of pedagogy. Integrating the learning process may be disastrous if critical analysis of the system is assumed. Learning is a mental process as well as a life development skills. In the event of this, positive constructivism is important to allow the learners explore their world and make possible discoveries during their learning activity[Int07]. Traditional classroom Constructivist classroom Curriculum is presented part to whole with emphasis on basic skills Curriculum is presented whole to part with emphasis on big concepts Strict adherence to fixed curriculum is highly valued Pursuit of learner questions is highly valued Curricular activities rely heavily on textbooks and workbooks Curricular activities rely heavily on primary sources of data and manipulative materials Students are viewed as “blank slates” onto which information is etched by the teacher Learners are viewed as thinkers with emerging theories about the world Teachers, generally behave in a didactic manner, disseminating information to students Educators generally behave in an interactive manner, mediating the environment with learners Teachers seek to correct answer to validate student learning Educators seek the learner’s point of view in order to understand learners’ present conceptions for use in subsequent lessons Assessment of student learning is viewed as separate from teaching and occurs entirely through testing Assessment of learning is interwoven with teaching and occurs through educator observations of learners, learner observation of learners at work and through learner exhibitions and portfolios Students primarily work alone Learners work primarily in groups Source: Curriculum 2005 Support Material. (South African Department of Education, no date) Accessibility of Learning Materials and Resources There has been a great need to remove barriers arising from learning process and accessibility to materials and resources in learning. Over the years, learning materials have been viewed as expensive with only limited number of them being available to the readers. Accessibility to these materials and resources would lead to a knowledgeable society aware of their surroundings and the processes therein. However, the various technological firms are carrying out a number of measures to provide cheap and accessible learning materials displayed in various technology forms of presentation[Bri11]. Currently, with increased number of students taking their degree programs fully online, maximum integration of their systems with technology must be enhanced. This will help in creating a good learning environment where the learners can intervene and experience interactive sessions not only with their professors, but also with their colleagues in the online world. On the other hand, the instructors should be innovative and inventive to ensure that they are able to create an environment for their students to concentrate and be involved during the entire learning period. Such innovativeness should arise from preparation of the learning materials, methods used in developing the content, diversified learning and teaching styles as well as considering their abilities and weaknesses[Dan08]. Assessment of the Learning Material The material is assessable and can be done through a variety of ways. Assessment is an integral process in the learning activity. It encompasses the entire feedback process and measures on the achievements proposing the possible remedies. Effective assessment integrates the styles in learning, strengths and needs of the learner. It entails the critical review of the students’ achievements against a defined criteria. It varies in approach and takes a certain duration of time to account for all factors to be considered in the assessment process that is fully integrated to the education needs of the student. However, it is important noting that assessment is a continuous process that is carried out on daily basis. It is not a teacher centred, but a learning process itself[Int07]. On the part of the teachers, it involves gathering information on the understanding of the students’ content as displayed to them and communicated. This determines whether the students have grasped the content taught to them and how effective dido it enhance their understanding. On the other hand, the students normally assess their comprehension and understanding of what has been taught to them. Such assessment is done through a formative assessment strategy that incorporates all possible measurements that can be derived to determine the effectiveness of the entire learning process[Mar99]. Purpose of the Assessment Considering the material designed, it is observed that assessment is a critical process to evaluate on how effective it is. The main idea behind carrying out an assessment is to facilitate students’ understanding. It is aimed at ensuring there is effective connection between the instructions and learning. This process is continuous and arises at all stages of the learning process. The assessment process fetches information from ongoing teaching and learning experience in a learning environment to suit the needs of the students and tutors respectively. Assessment process itself creates a framework that encourages the students through motivation and clarifies the areas under conflict between the learner and the tutor. It investigates on the self-analysis of the student, evaluation on the objectives or the learning goals, regulate and monitor the progress of the learning process[Art05]. There are a number of activities that signifies that assessment is taking place effectively in the entire learning activity in a classroom. Some common cases where successful assessment is taking place is when, the teacher and learners are familiar and understand well the learnings goals or the objectives of that class, words, examples, pictorial illustrations and in some cases visual recordings are displayed. Assessment involves the shown activities in the diagram below. Source: assessment.uconn.edu (How to do Assessment › Assessment) Finally, when there is continuous interaction between peers, tutors and learners. Such interaction leads to reasoning that encourages comprehension of the context. Effective assessment encompasses other mechanisms such as feedback between the learners and their tutors, students use the language that defines clear criteria and using student friendly language in the assessment[Int07]. Design of Assessment Protocols There are three forms of assessment that can be done in a learning environment involving an instructor and students. There are based on the purpose and intension of the assessment practice. These assessment methods include: a) Formative assessment This form of assessment is aimed at helping the teacher to understand about the needs and abilities of his/ her students. It determines what the students can do and what they cannot. In addition, it evaluates on the barriers to learning preventing the learner from effective learning. It is known to be ongoing, tied to learning outcomes, provide information on planning and instruction and enhances the chances of the teacher giving feedback beneficial to the students. It may done through focussed questioning in class and anecdotal notes. In the material, it can be determined by considering whether the teacher has been able to attain the objectives. He/ she is able to determine the abilities of the students and their weakness as they carry on the activities required for them in the material[Oli78]. b) Self-assessment This form of assessment focus on the learners abilities from their point of view. They reflect on their own abilities and possible barriers in the learning process. It facilitates the learner in informing them of their learning abilities and process. Most importantly, it can be carried out through in-class discussions on the learners’ learning points and checklist and learning logs. The learners are able to determine whether they can be able to open, save and close a PowerPoint project. Each learner can be able to assess their understanding[Rex08]. c) Summative assessment Summative assessment measures on the learner’s ability to achieve outcomes after the learning process has taken place. It is practiced either on formal or informal basis. It evaluates on whether the learning goals have been met or not and to what extent the learner has grasped the content. It can be used in determining the learners ‘next placement. The learning material demonstrates that the type of material influences the learning and teaching process to a great extent. Learning goals should be achievable, timely and for a specific purpose in the study process[Joh08]. Conclusion PowerPoint presentation has been viewed as the best form of material presentation mode appropriate for this class. Throughout the presentation, it is clear on the goal and its target leaners. Assessment is therefore simplifies through easy to learn process that is captivating and encouraging both to the learner and the instructor[Mar99]. In addition, the assessment of this material is mainly rooted on the objectiveness of the material. Finally from the theoretical view, the resultant suggestion made by various authors can easily be assessed and determined. With the readability and visibility of the material, it can be concluded that it has served the teaching activity described[Int07]. 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