The Knowledge Integration Environment: Commentary on research

1. The Knowledge Integration Environment: Commentary on research Richard T. White, School of Education, Monash University, Victoria, Australia 報告日期：2004/01/05 報告者：吳淑鈴

2. Outline • Introduction • The internet • The knowledge integration environment programme

3. Introduction • New inventions in communication call for new skills in teaching and learning. • the internet,require teachers and learners to add another layer of skills to - showing and copying - speaking and listening - writing and reading

4. Introduction (cont.) • Any doubts that happen to be expressed about the value of the internet in education will have precedents. • Socrates tells a story in which the Egyptian king Thamus condemns the invention of writing because it will encourage rote learning • Plato, though a superb writer himself, put in Socrates’ mouth arguments in favour of oral teaching. • today we have a synthesis in which there is a balance between oral and written teaching and learning. • Question and answer remain common in modern schools, and books also thrive.

5. Introduction (cont.) • following the invention of printing Books - made the permanent availability - possible lifelong learning - reduced dependence on a living, present teacher - also increased the power of a teacher • people had to learn to read in its fullest sense: - to think about the meaning, - to consider its validity, - and to question the authority of the writer.

6. The internet • not expect computers and the internet to replace books. - books and oral teaching coexist - computers will be a partner to them • just as books allowed a richer culture than did a purely oral system - computers will increase the range of learning • books permitted a more fluid and also a more diverse society - Computers and the internet already do the same

7. The internet (cont.) • books are better suited to the learning of some types of knowledge - computers and the internet similarly • the invention of the internet, - find out how to use it in presenting information - training people to learn from it • Linn and her colleagues in the Knowledge Integration Environment team are engaged in discovering principles and procedures for learning from internet.

8. The internet (cont.) • Books have the advantage that they are independent of time and place. And support lifelong learning. - KIE programme recognises that computers share this advantage • The Internet provides an even less filteredmass of words than do printed books - The KIE programme recognizes that, and has the development of skills of selection as a key goal.

9. The knowledge integration environment programme • The KIE programme, as described by Linn in three significant ways: - Breadth of partnership - Linking - Training in learning

10. Breadth of partnership • most curricula are decreed, not designed, and that the decree issues from a narrow source eg. the PSSC physics course - the authors were all scientists • the KIE partnership includes - educational researchers, - computer programmers, - technologists, - scientists, - learning theorists and, - most importantly, classroom teachers.

11. Linking • It is difficult to link the knowledge they are taught with what they have learned previously in other lessons, other subjects, or in experiences outside school. • Linking requires reflection - reflection takes effort and skill - the internet compounds problems by available masses of words on almost any topic • expressed by Linn, making science accessible is fundamental to KIE.

12. Training in learning • The major goal of KIE, is to lead students to autonomy. - through making thinking overt, - and providing social support • KIE employs procedures similar to those