Subject: [IFETS-DISCUSSION:4102] Re: IFETS-DISCUSSION digest 479
thiru@fiu.edu
Date: Tue 05 Nov 2002 - 01:25:31 MET
From: thiru@fiu.edu Subject: [IFETS-DISCUSSION:4102] Re: IFETS-DISCUSSION digest 479 Date: Mon, 4 Nov 2002 19:25:31 -0500
Dear Dr. Wild,
Thanks for your message and comments. I have a few questions and comments of my own.
When the attention of students and teachers is focused on hardware or software problems and the content being learned and taught at the same time, does this not cause split attention?
I agree with you that real-world problem solving, and authenticity are good things. But if the same valuable opportunities for problem-solving in authentic, content-rich environments are possible with the use of readily available textbooks or encyclopedias (these could be in print or on the computer, online, or on CD-ROMs), why waste valuable instructional time trying to find needles in world wide haystacks? I do teach my students how to search and evaluate information on the Web, and I also take them to the library and let a librarian teach them how to search library databases (many of them are web-based). However students can also learn these valuable skills of searching and evaluating information using tools other than the Web.
Complexity of ideas and problems is a good thing in education. However, complexity of technologies in education is not such a good thing.
Please do continue to share your thoughts regarding POLTS.
Thank you and I look forward to hearing from you and others.
Cordially,
Thiru.
(M.O. Thirunarayanan)
>
> From: Martyn Wild <martyn@intuitivemedia.com.au>
> Date: 2002/10/31 Thu PM 04:29:37 EST
> To: ifets-discussion@lighthouse.valdosta.edu,
> IFETS Discussion List <ifets-discussion@lighthouse.valdosta.edu>
> Subject: [IFETS-DISCUSSION:4092] Re: IFETS-DISCUSSION digest 479
>
> At 8:30 PM -0500 30/10/02, IFETS Discussion List wrote:
>
> >"Points of Learning and Teaching Systems (POLTS)"
> >
> >.."Use of Cognitive Resources" - The complexity of operating
> >systems, the need to learn something
> >new whenever a system's hardware or software is upgraded, and the
> >need to troubleshoot and
> >fix problems that occur more often than not, stretch and even strain
> >the cognitive resources
> >of teachers and students alike. The cognitive resources that
> >teachers and students utilize
> >to learn how to use new technologies and to solve the problems
> >associated with and presented
> >by such technologies limits the availability of cognitive resources
> >needed to teach and
> >learn new content.
>
> Not a creditable argument. Cognitive resources are only compromised
> when they are brought to bear on different problems at the same time.
> Certainly attitudes may be adversely affected by having to solve
> technology problems, but our cognitive capacity to solve problems,
> any problems, is only affected by such things as cognitive overload,
> redundancy, split attention, etc. These are all basic cognitive
> processing concepts.
>
>
> >Modern technologies, especially the Internet and the World Wide Web
> >have also contributed a
> >great deal to the phenomenon of information explosion. It is true
> >that students can search
> >and find practically any information on the Internet and the Web.
> >However, the cognitive
> >resources that teachers and students expend in order to find
> >appropriate and useful
> >information and to evaluate the worthiness and value of such
> >information can be better
> >utilized learning appropriate content.
>
> Wow! Out the window goes real-world problem solving, authenticity and
> probably even constructivism - and I thought there was a consensus
> amongst educationalists that these were all good theoretical tools to
> guide our use of technologies in teaching and learning.
>
>
> >...Educators can learn from the business world, where many corporations
> >use what are known as "Point of Sales" (POS) systems. These computer
> >systems are dedicated
> >sales systems. Employees in sales departments use these systems to
> >take orders and accomplish
> >other tasks involved in selling products to customers. These systems
> >do not offer unnecessary
> >or otherwise distracting features that are unrelated to sales.
>
> Are we seriously suggesting that complexity in education is bad, and
> that simplicity is good? Are we to ensure learners are not allowed to
> use real-world technologies, because they are (sometimes) difficult?
> And Point of Sales systems in education? Hmm... I wonder who gets to
> be on the check-out?
>
>
> >Educators need simpler, less complicated and dedicated tools of
> >technology similar to POS
> >systems. These tools can be called "Points of Learning and Teaching
> >Systems" or POLTS. Some
> >of the characteristics of the proposed POLTS are described in the
> >rest of this paper.
>
>
> No, this is not the case. Educators and students need support to use
> powerful, real-world, tools that are flexible. But they need support
> in their use of these tools. BTW, we've had plenty of attempts at
> 'turn-key' solutions in education - witness the 80s and the use of
> BBC B computers, cut-down word processors for young kids, educational
> programming languages (Logo), concept keyboards for infants, etc. The
> UK were the leaders in these technologies in the 80s. Its not that
> these systems/technologies didn't work; but they were not the answer.
> Education is complex and it generates complex systems - we need to
> understand this to make the best use of technologies in education.
>
>
> Martyn
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