Computers Inside and Out

We are living in an information age dependent upon digital information. Computers enable the efficient processing and storage of information. “Web based learning and teaching is a rapidly growing area in education. Therefore, web-based course delivery can offer a vibrant learning environment created through different teaching strategies, activities, and technologies.” (Boulton, 2002. pg. 1)

Our website is designed for high school students to acquire a fundamental understanding of the operation of the inner components of computers. Students will be engaged by an interactive example of a computer that allows them to click and learn. Rick Ellis (1999) stated that “just making content available is not education; learning requires action, interaction, and application” (p.3). Hence, students will acquire knowledge of the key functional components and apply that knowledge to solving an interactive crossword puzzle along with playing a variety of interactive games related to the lesson. Google Docs, a Web 2.0 application, was used to create a quiz and that will serve as the assessment for the lesson. As a result of this module, students will be able to apply their understanding of computer components to make computer selections based on commercial descriptions for use in different contexts and make recommendations to improve a computer system. The Heinich, Molenda, Russell and Smaldino model design principle and Vygostky’s Theory of Social Cognitive Development collectively represents the structure in which our site was constructed.

The Heinich, Molenda, Russell and Smaldino model is represented using an acronym, ASSURE, which stands for A-analyze learners, S-state objectives, S-select media and materials, U-utilize materials, R-require learner participation, E-evaluation/review. For this project students are learning the parts of a computer and about each individual part. This class is an introductory level class and students are introduced to many topics in relation to computers. When considering the analyze learners stage, it is taken that students do not have transferable prior knowledge or very little knowledge about the content of this information. Hence, introductory learning will take place with this project, which means that students are at “the initial stages of schema assembly and integration” (Duffy & Jonassen, 1992, p. 142). So, the way in which information is presented is based on the fact that the content being presented is for introductory learning. Next, the objectives are defined. The objectives determined what the students would learn and how their learning would be assessed. In short, the objectives of this project requires students to understand the function of the inside components of a computer and to do well on the assessment that tests that knowledge. The selection of media and materials stage is next. With this particular stage, “modifying existing material and/or original development takes place” (Gustafson & Branch, 1997, p.41).

As exemplified in the project, there were several things that required the modification of existing material, but original development also took place. Those things were the template used for the overall site and the interactive activities. In the interactive activities, the content of the subject was incorporated into the format of the pre-existing games. The questions for the assessment created in Google Docs were created from original development, but the template already existed. The assessment was created in Google Docs because it was a useful tool that would be suitable for the purpose of creating a test. In addition, the students can see their results and compare them to that of the instructor. This provides immediate feedback to present to the students the material in which he/she comprehended versus what they did not. Furthermore, the students can go back over the parts that they did not do so well on. During the utilize step, the teacher would use this model for students to get some basic understanding of the computer. This could serve as the prerequisite for actually experiencing hands-on involvement with the computer, such as taking the components from within the system and then correctly putting them back.

To fulfill the learner participation requirement, it is necessary to “keep the learners actively involved” (Gustafson & Branch, 1997, p. 42). Keeping the learner actively involved is incorporated through the use of having to click each component of the computer in order to learn about that individual part. In addition, the interactive activities require the learners’ full participation so that when choices are made, immediate feedback is given and learners can move forward or correct their mistakes. The last step is evaluation. Here the learners will complete an assessment on the information that was learned throughout the module. Once the assessment is complete, the teacher as well as the students can view the results and discuss the outcome individually or collectively.

The use of our Web 2.0 is supported by Vygostky’s Theory of Social Cognitive Development. This learning theory believes state that social interaction plays a fundamental role in the development of cognition. Instruction can be made more efficient when learners engage in activities within a supportive environment and receive guidance mediated by appropriate tools (Patsula, 1999). With the use of Web 2.0, students are able to interactively collaborate in order to promote communication and learning.

Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher. Vygotsky (1896-1934).

Overall, this web-based instructional design was created with the purpose to enable a student/user to learn about how the computer works on the inside and to participate in interactive quizzes to test the student’s knowledge. “Web-based instruction enables educators to expand access to learning. The variety of techniques and methods of delivery enhance the quality of instruction to support different learning styles much more readily than in the traditional classroom setting. Students must take a more active role in their learning and in the process, develop their skills in information technology.” (Hricko, 2002, p.10)

Creating a successful interactive web-based learning environment is a challenging task. Instructors should realize the importance of establishing good practices in the design, development, and delivery of their web-based courses. The success of web-based learning depends on it.

References

Boulton, J. (2002, February 26). Web-based distance education: Pedagogy, epistemology,

and instructioal design. University of Saskatchewan, Retrieved November 21, 2008, from http://www.usask.ca/education/coursework/802papers/boulton

Duffy, T & Jonassen, D. (1992). Constructivism and the Technology of Instruction. Retrieved November 29, 2008 from http://books.google.com/books?id=7Uv8NHvKK44C

Ellis, R. (1999). Effective use of the web for education: Design principles and pedagory. UWired, Retrieved November 27, 2008, from http://staff.washington.edu/rells/effective/premises.htm.

Gustafson, K. & Branch, R. (1997). Survey of Instructional Development Models. Information Resources Publication, pp. 1-108. Retrieved November 29, 2008 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/f9/51.pdf

Hricko, M. (2002). Developing an interactive-web classroom. USDLA Journal, Vol. 16, No. 11, Retrieved November 24, 2008, from http://www.usdla.org/html/journal/nov02_Issue/articles05.html

Lev Vygotsky (1896-1934) Social Development Theory (Vygotsky) retrieved December 1, 2008 from http://www.learning-theories.com/vygotskys-social-learning-theory.html