Preventing Shulman's learning pathologies with web 2.0 applications .

1. Preventing Shulman's learning pathologies with web 2.0 applications. Gila Kurtz, המרכז ללימודים אקדמיים&University of Maryland University College (UMUC) USA Barry Sponder, Central Connecticut State University (CCSU)& University of Maryland University College (UMUC), USA כנס מיטל השמיני – יוני 2010

2. Outline: • Introduction – Who are we? • Web 2.0 applications in education • What are Shulman's learning pathologies? • Examples of pathology preventing practices • Final words • Question for future discussion & research

3. Barry Sponder • Professor of Educational Technology (CCSU) • Adjunct Professor of Educational Technology (UMUC) • Senior Fulbright Fellow (Slovenia) • Has taught distance education courses since 1982 (University of Alaska—Fairbanks) in many cultural contexts using traditional media, multimedia and Web 2.0 programs.

4. יישומי ווב 2 מה הם? • Rich media sources that facilitate user centered design, interactive information sharing and collaboration

5. יישומי ווב 2.0 מדוע לשלבם בהוראה? • We believe that incorporating the Web 2.0 concept into online and on—campus teaching helps to draw out learners participation beyond standard textual responses and enables us to engage students as interactive learners in a way that has been nearly almost impossible up to now. • These applications can help us overcome learning obstacles in various E-Learning contexts

6. דוגמאות ליישומי ווב 2.0

7. Shulman’s Learning Pathologies: “Taking Learning Seriously” An educational psychologist who has made notable contributions to the study of education & teaching in various fields including medicine examines the teaching—learning process , searching for causes of students' failure to learn rather than factors that promote successful outcomes Instead of looking at instructional practices that make a classroom environment successful— educative (Dewey, 1938) he explored pathologies that are miseducative

8. Shulman’s Learning Pathologies: Amnesia- forgetting of school curriculum and experiences; (“Did we really learn that in this class?”) Inertia - isolated ideas that go nowhere with no meaningful connections to anything else a student knows; ("CD-ROM is a pre-pressed compact disc. So what?" ) Fantasia- the absolute certainty that one's knowledge about something is true--when it really isn't (no need for examples…?) Nostalgia- abelief thatthe successes of the past are tried and true and should not be ignored even if, upon critical examination, they were not so successful. ("You want us to try that new audio application? We did it five years ago and it didn't work." )

9. אסטרטגיה 1 שיתוף ידע באמצעות יוטיוב

10. אסטרטגיה 2 לא מדברים על... אלא מראים ומדגימים

11. Examples of Using Web 2.0 as Pathology Preventing Practices inertia and fantasia - when teaching online we include much more video, animation and screen—sharing hopefully, students would form better mental models and learn the appropriate facts and ideas correctly rather than having them fill in the blanks and make connections that often resulted in fantasia. Amnesia - we link information to ideas and concepts a student knows or to those that are meaningfully associated. In addition, we both record our live sessions with students so that students who miss the meetings can still learn from them. Amnesia, inertia and fantasia - using students' reflections through Personal Learning Blogs that serve to crystallize thinking, or creating a wiki as a shared knowledge base

12. מילות סיום 1. Using Web 2.0 interactive technologies for teaching has given us a powerful set of tools for creating new learning experiences using new technologies, often in ways that are totally new to students. 2. Because these technologies are known to them, students are able to turn Web 2.0 activities into valuable educational experiences while addressing many of the learning pathologies 3. We find that providing a secure and supportive environment for new media experimentation is the type of motivational context that many students need to take the plunge into Web 2.0..

13. האם אנחנו שם? לא..אבל אנחנו בדרך…Student feedback suggests that the increased use of multimedia does help them learn the curriculum content and technology skills quickly and correctly. Technology used well can be successful in preventing persistent pathologies from taking hold.

14. מה אנחנו חוקרים כעת סגנון למידה, העדפה ליישומי ווב 2.0 כאמצעי לימודי והערכת למידה נתפסת אנחנו מזמינים חוקרים לשתף אתנו פעולה

15. תודה!!