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Theoretical Frameworks for Computer-Based Education

This discussion is based fundamentally on work done by Dr. Tom Reeves at the University of Georgia. Much of this discussion is taken directly from Dr. Reeve's extensive research dealing with the evaluation of instructional software and in particular from an article, Evaluating What Really Matters in Computer-Based Education, at the Open Learning Technology Corporation (OLTC) in South Australia.

Reference:

Reeves, T. (1997). Evaluating What Really Matters in Computer-Based Education
This paper describes fourteen pedagogical dimensions of computer-based education (CBE), each based on some aspect of learning theory or learning concept, that can be used as criteria for evaluating different forms of CBE.
http://www.educationau.edu.au/archives/cp/REFS/reeves.htm

According to Dr. Reeves, there are fourteen pedagogical dimensions of computer-based education (CBE) that have the potential to provide improved criteria for understanding, describing and evaluating CBE. The three that we will examine tonight are:

  • Epistemology

    Epistemology is concerned with the theories about the nature of knowledge.
     Objectivist Epistemology  Constructivist Epistemology
    knowledge exists separately from knowing
    learning consists of acquiring truth
    learning can be measured precisely    		 knowledge doesn't exist outside the human mind and body
    learning is individually constructed
    learning can only be estimated

  • Pedagogical philosophy

     Instructivist

     Constructivist

    goals and objectives apart from the learner xxxxxxxxxxxxxxxxxx
    learning hierarchies used to design instructional strategies
    learner is a passive recipient of knowledge    		 learner's intentions, experience & metacognitive strategies are important
    learners reach cognitive equilibrium
    rich learning environment

  • Underlying psychology

    Behavioral Psychology

    Cognitive Psychology

    behavior which can be directly observed is important

    behavior is shaped through a variety of stimuli, feedback, reinforcement
    careful sequence of instruction:

    • stimulus
    • response
    • feedback
    • positive reinforcement if right
    • repetition if wrong

    emphasis on internal mental states

    instruction:

    • simple propositions
    • schema
    • rules
    • skills
    • mental modes

    mental modes are basis for generalizable problem-solving abilities
    uses a wide variety of learning strategies which depend on type of knowledge to be constructed

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Pedagogy
The art, science, or profession of teaching.
 
Pedagogical dimensions
Refers to the capabilities of CBE to initiate powerful instructional interactions, monitor learner progress, empower effective teachers, accommodate individual differences, or promote cooperative learning.

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