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MindMap Gallery modern educational technology
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modern educational technology
A mind map on the theoretical basis of modern educational technology, including learning theory, teaching theory, educational communication theory, etc.
Edited at 2023-11-26 19:46:07
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modern educational technology
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- Outline
Theoretical Basis of Modern Educational Technology
learning theory
behaviorist learning theory
Basic point
Learning is a stimulus-response connection
Learning is a process of trial and error
The key to successful learning relies on reinforcement
Positive reinforcement: When a certain stimulus is added to the environment, the probability of the organism's response increases. This stimulus is positive reinforcement.
Negative reinforcement: When a certain stimulus disappears from the organism's environment, the probability of response increases. This stimulus is negative reinforcement.
Impact on educational technology
From emphasizing "teaching" to emphasizing "learning"
Changing role of media
Behavioral goals and criterion-referenced assessment
Carry out comprehensive teaching reform
The system development process of program teaching materials
cognitivist learning theory
Kohler's epiphany
specific point of view
Learning is about organizing a gestalt, not a simple connection of stimuli and responses
Learning is enlightenment, not through trial and error
Educational inspiration
Judging from the results of learning, learning is not the formation of stimulus-response connections, but the formation of new gestalts.
From the perspective of the learning process, first, learning is not simply the formation of a connection activity of neural circuits from one point to another, but a process of proactively organizing situations in the mind. This organization method follows the laws of perception. Second, the learning process is not a gradual process of trial and error, but a sudden enlightenment. Therefore, learning is not a blind attempt, but a success due to an insight into the situation.
From the perspective of learning conditions, learning itself has reward value, and attention should be paid to the internal conditions of learning.
Piaget's genetic epistemology
Sensory motor stage (around 0~2 years old)
Preoperational stage (around 2 to 7 years old)
Concrete operational stage (around 7 to 12 years old)
Formal operation stage: after 12 years old
Bruner's cognition - discovery theory
Basic point
Learning essence
Learning is the process of actively forming cognitive structures
learning process
The learning process is a process of categorization (generalization), emphasizing the learning of the basic structure of the subject
learning results
Form and develop cognitive structures and form category coding systems for various subject areas
Ausubel's theory of meaningful learning
Meaning of meaningful learning
Ausubel calls the process of establishing a substantive and non-artificial connection between new knowledge expressed in language characters or symbols and existing knowledge in the learner's cognitive structure called intentional learning.
Its essence means that "the concepts represented by symbols are not arbitrary and are substantively (rather than literally) connected to what the learner already knows.
Conditions for meaningful learning
F
The influence of the nature of learning materials
internal conditions
Learners’ own factors
The process of meaningful learning
Types of meaningful learning
representation learning
Learning the meaning of a single symbol or group of symbols, or learning what it stands for
Main content: Vocabulary learning, what words represent
concept learning
In essence, it is to grasp the common key characteristics of similar things
proposition learning
non-general proposition
Only expresses the relationship between two or more special things
general statement
Express the relationship between several things or properties
Propositional learning also includes representation learning. Propositional learning must be based on concept learning.
Application in education and teaching
learning principles
principle of gradual differentiation
In teaching, the most general and inclusive concepts should be taught first, and then gradually differentiated according to specific details.
Integration and coordination principle
This refers to how to recombine the existing elements in students’ cognitive structure and establish connections between the elements.
teaching strategy
advance organizer strategy
It refers to a kind of guiding material presented before the learning task itself. It has a higher level of abstraction, generalization and comprehensiveness than the learning task itself, and can be clearly related to the original concepts in the cognitive structure and the new learning task.
Gagne's information processing learning principle
Gagne's information processing model
Eight Internal Stages of the Learning Process
Motivation stage: Learning is driven by motivation, forming motivation or expectations, which is the preparatory stage of the entire learning process.
Comprehension stage: you must first accept the stimulus, that is, you must pay attention to the stimulus related to learning
Acquisition stage: involves perceptually encoding newly acquired stimuli and storing them in short-term memory, and then further encoding and processing them and transferring them to long-term memory
Retention stage: After the information learned by students goes through the encoding process, it enters the long-term memory storage stage.
Recall stage: The information learned by students must be expressed through homework, and the extraction of information is a necessary part of it.
Generalization stage: Generalization refers to the transfer of learning commonly referred to
Homework stage: Teachers need to make inferences about students’ performance based on several homework assignments
Feedback stage: The information feedback mentioned by Gagne is similar to the reinforcement mentioned by other psychologists
Learning type (according to learning results)
verbal message
Intellectual skills
It refers to the ability that enables students to use conceptual symbols to interact with the environment.
cognitive strategies
It is the ability that students use to guide their attention, learning, memory and thinking.
Motor skills
manner
It is an internal state that affects and regulates a person's actions, and is also a result of learning.
Basic principles of information processing
Information flow is the basis of behavior
Human capacity for processing information is limited
Memory depends on encoding information
Recall depends in part on retrieving cues
Teaching application of information processing theory
The Enlightenment of Information Processing Theory on Teaching
Stimulus selection is not a random process, so we should not only consider the characteristics of the stimulus, but also pay attention to the learner's existing knowledge or cognitive schema.
The energy of human memory to process information is limited. We cannot blindly master a large amount of information in a short period of time. We must leave time for processing or thinking.
"Chunking" theory, in order to enable students to learn as much knowledge as possible in a short period of time, we must organize knowledge into meaningful chunks to reduce mechanical learning
Encoding information not only helps students understand, but also aids in the storage and retrieval of information
The impact of cognitivist theory on educational technology
Cognitivist learning theory explains the internal psychological process of learning, becomes the basis of various teaching theories, and has a huge impact on instructional design in educational technology. The Marxist learning theory also promotes the transformation of computer-assisted teaching into intelligent teaching systems, enabling computers to complete human work to a certain extent.
constructivist learning theory
constructivist view of knowledge
Knowledge is not a purely objective reflection of reality, nor is a system a representation of absolute truth.
Knowledge cannot summarize the laws of the world with absolute accuracy and provide practical methods for any activity or problem solving.
Knowledge cannot exist outside the individual in the form of entities. Although knowledge is given a certain external form through language and has gained relatively universal recognition, this does not mean that learners have the same understanding of this knowledge.
constructivist view of learning
constructive nature of learning
social nature of learning
the contextual nature of learning
constructivist view of students
Constructivism emphasizes that learners do not enter the learning situation with an empty mind.
Teaching cannot ignore learners' existing knowledge and experience and simply and forcefully "fill" knowledge into learners from the outside. Instead, it should use learners' original knowledge and experience as the growth point of new knowledge and guide learners from Grow new knowledge and experience from original knowledge and experience
Teachers and students and students need to explore certain issues together, communicate and question each other during the exploration process, and understand each other’s ideas.
The positioning and role of teachers and students
The role of the teacher is to be a loyal supporter of students’ knowledge building
Teachers should become active helpers and guides for students to build knowledge and stimulate students' interest in learning.
The role of students is to be active participants in teaching activities and active constructors of knowledge
constructivist learning environment
The situation must be conducive to the learner's construction of the meaning of the content learned.
Collaboration should occur throughout the entire learning process
Communication is the most basic method or link in the collaboration process
Meaning construction is the ultimate goal of the teaching process
Constructivist teaching methods
Random Access Teaching
Present basic situation
stochastic access learning
thinking development training
Group collaborative learning
Learning effect evaluation
Situational (anchored) teaching
create situations
Identify the problem
Self-learning
collaborative learning
Evaluation
scaffolded teaching
Build scaffolding
Enter the situation
independent exploration
collaborative learning
Evaluation
The impact of constructing attention theory on educational technology
top-down instructional design
Propose a top-down teaching process
Network concept of knowledge structure
contextualized teaching
Pay attention to social interaction
humanistic learning theory
Maslow's theory
physiological needs
security needs
Belonging and love needs
need for respect
self-actualization needs
Rogers' meaning learning theory
Everyone has their own innate learning potential
Learning will only occur if the teaching materials are meaningful and meet the learning objectives.
Learn effectively in less threatening educational situations
Only active and dedicated learning will produce good results.
Self-evaluation of learning results can develop students’ independent thinking and creativity
Pay attention to the learning of life skills to adapt to social changes
connectivist learning theory
View of learning
Eight Principles of Learning
Diversity of perspectives on learning and knowledge
Learning is the process of establishing connections with specific nodes and information resources
Learning may also exist in materialized applications
Learning ability is more important than mastering knowledge
To facilitate continuous learning, we need to cultivate and maintain connections
The ability to discover the relationship between fields, ideas and concepts is the core ability
Circulation (accurate, up-to-date knowledge) is the purpose of all connectivist learning
Decision-making itself is a learning process
teaching theory
Western modern teaching theory
Comenius' teaching theory
About teaching principles and methods
Principles of Effectiveness in Teaching and Learning
The principle of convenience in teaching and learning
The principle of thoroughness in teaching and learning
The principles of simplicity and speed in teaching
About the teaching organization form
Rousseau's teaching theory
About educational purposes
Rousseau's purpose of education is to cultivate "natural man"
About teaching methods
Rousseau advocated natural education methods
About teaching content
Rousseau opposed empty text preaching and demanded the pursuit of useful knowledge
Pestalozzi's teaching theory
educational purposes
It lies in developing children’s morality, wisdom and abilities in all aspects in accordance with the laws of nature.
Teaching principles
intuitiveness
teaching method
simplified teaching
Herbart's teaching theory
educational purposes
Morality
Teaching process
Preparation, reminder, connection, summary, application
Teaching principles
educational principle
systematic principle
sequential principle
interest principle etc.
Western modern teaching theory
Dewey's teaching theory
Teaching process
Child-centered, educational measures are organized around children
teaching method
reflective thinking
feeling of problem
problem definition
Problem Solving Assumptions
Logical reasoning about problems and their solutions
hypothesis through action experience
Bruner's structuralist teaching theory
About the basic structure of the subject
About discovery learning
Bloom's teaching theory - educational goal classification theory and mastery learning theory
Educational Goal Classification Theory
Knowledge
understand
use
analyze
comprehensive
evaluate
mastery learning
formative assessment
Adjust learning activities
External confirmation of the “reinforcement” effect of learning outcomes
Diagnose learning problems
Obtain the “prescription note” for corrective learning
Babanski - teaching process optimization theory
The concept of optimization
The structure and links of the teaching process
Basic methods for teaching optimization
Select and decide teaching tasks, arrange teaching content, methods, means and activities from a comprehensive perspective
Consider existing conditions and possibilities to specify the tasks, content, methods, means and forms of teacher activities
When planning the tasks, content, form and methods of activities, highlight the main essential things
Comparatively evaluate various teaching methods, methods, and formats in order to select the best solution according to relevant standards
Consider the characteristics of each group of students and select teaching tasks, content, methods and forms differently.
Create necessary teaching conditions
Randomly correct teaching by taking into account changing conditions and possibilities
Pay attention to saving time, energy and expenses in the teaching process
Implement teaching optimization procedures
Comprehensively grasp the teaching tasks and make the tasks concrete based on studying the actual possibilities of students at a certain moment
Criteria for selecting the optimal organization of the teaching process under these conditions
Research and formulate a set of optimal means under this condition
Improve teaching conditions as much as possible
Implementation of prescribed teaching plan
Analyze the results of the teaching process based on standards
Rogers - non-directive teaching theory
Basic point
The teaching goal is to cultivate creative and adaptable people
The teaching process emphasizes non-directiveness
Teacher-student relationship
sincerity, acceptance, understanding
Characteristics of non-directive teaching
Emphasize the importance of a good psychological atmosphere
Promote meaningful learning for learners
The role of teachers is no longer a boss giving orders, but a consultant and collaborator in learning activities, and a responder to students' emotions.
Gardner - theory of multiple intelligences
Speech - Linguistic intelligence: refers to the ability to effectively use spoken language and words, that is, the ability to listen, listen, read and write, which is reflected in the ability of an individual to use language smoothly and efficiently to describe events, express thoughts and communicate with others.
Music - Rhythmic Intelligence: refers to the ability to feel, identify, remember, change and express music
Logical-mathematical intelligence: refers to the ability to operate and reason
Vision-spatial intelligence: refers to the ability to feel, identify, remember, and change the spatial relationship of objects, and thereby express thoughts and emotions
Body-kinesthetic intelligence: a person’s ability to use their limbs and trunk
Self-knowledge - introspective intelligence: refers to the ability to understand, gain insight and reflect on oneself
Communication - Communicative intelligence: refers to the ability to get along and communicate with others
Natural observation intelligence: refers to the ability to understand the world and adapt to the world
educational communication theory
Concepts and types of communication
Concept: Communication originally meant "communication, transmission, and contact", and later specifically referred to the exchange and exchange of information.
type
natural spread
spread of animals
human communication
person-to-person transmission
interpersonal communication
organizational communication
mass media
Educational Communication
human inner communication
spread of machines
mode of communication
"Laswell" communication model
"Shannon-Weaver" communication model
"Osgood-Schramm" model
Bello's SMCR model
"Hyman-Franck" communication model
Educational Communication Overview
concept
Educational communication refers to an activity in which educators select appropriate information content according to certain purpose requirements and transmit knowledge, skills, thoughts, concepts, etc. to educational objects through effective media channels. It is an information exchange activity between educators and educated people. Educational communication is a special form of human communication activities.
elements of educational communication
educator
educational information
educated
media
aisle
environment
education dissemination process
Determine educational communication information
Choose educational communication media
channel transfer
receive and interpret
Reviews and feedback
Adjust and send
Basic methods of educational communication
Self-taught communication
individual communication
Classroom communication
long distance communication
Fundamental
principle of common experience
Repeated action principle
abstract principle of action
Information source principle
New Developments in Educational Communication Theory
systems science theory
system concept
(1) A system is composed of elements that are independent but also interrelated and interactive, and there must be more than two homogeneous or non-homogeneous elements to constitute a system.
(2) There are specific relationships between various elements of the system. These relationships can be quantitative relationships (quantitative structure), spatial relationships (space structure), time relationships (time structure), and more importantly, mutual constraints (interactions). Structure), which is the main lever through which the system structure is formed. These relationships in the system are criss-crossed and form the structure of the system.
(3) As a synthesis of many elements, the system can show unique characteristics and capabilities in its internal and external relationships, that is, it has unique new functions. This function is not an attribute of a certain element or part, but an attribute of the system as a whole. It is based on the structure of the system as a carrier and emerges from the functional coupling of the various elements of the system. The various components of the system constrain, select, collaborate, and amplify each other through the exchange of matter, energy, and information, leading to the emergence of system attributes as an indivisible whole and representing the formation of new attributes.
4) Generally speaking, systems are composed of subsystems that make up the system. These subsystems are composed of subsystems at a lower level than it. The lowest level subsystem is composed of various elements that make up the system. In this way, the system can be formed from several levels. Some systems have simple levels, and some systems have complex levels.
Three basic principles of systems science
overall principle
feedback principle
principle of order
Characteristics of systems theory
Wholeness
Comprehensive
Orderliness
Dynamic
optimize
systems science method
systems science method
Concept: System science method, referred to as system method, is a method formed by using the viewpoints and methods of system theory to study and deal with various complex system problems. That is, according to the systematic nature of the thing itself, the research object is placed as a whole in the system. method of examining the form.
General steps: first, identify the problem from demand analysis; second, determine solutions to the problem and alternative solutions; third, select a problem-solving strategy from a variety of possible solutions; fourth, implement the problem Solution strategy; fifth, determine the efficiency of implementation; sixth, correct the system if necessary.
Applications in educational technology
Kaufman's systems approach to education
mission analysis
functional analysis
task analysis
Analysis of methods and means
Yili’s systematic teaching model
Analyze and identify problems and confirm goals
Select and design solutions to problems
Develop solutions to problems
Try, evaluate and revise solutions to problems
Implement and control specific problem-solving processes