Teaching and Learning > PROJECTS
Abstracts and PowerPoint Presentations
To download the PowerPoint presentation for each session please click on the title of the presentation below.
Session 1
Prof. Luciano Floridi
Research Chair in Philosophy of Information, Department of Philosophy, University of Hertfordshire; Fellow of St Cross College, University of Oxford; President, International Association for Computing and Philosophy (IACAP)
Title of presentation:
e-Learning and the fourth revolution
Abstract:
In this paper I shall argue that recent technological transformations in the
life-cycle of information have brought about a fourth revolution, in the long
process of reassessing humanity's fundamental nature and role in the universe.
We are not immobile, at the centre of the universe (Copernicus); we are not
unnaturally distinct and different from the rest of the animal world (Darwin);
and we are far from being entirely transparent to ourselves (Freud). We are
now slowly accepting the idea that we might be informational organisms among
many agents (Turing), inforgs not so dramatically different from clever, engineered
artefacts, but sharing with them a global environment that is ultimately made
of information, the infosphere. This new conceptual revolution is humbling,
but also exciting. For in view of this important evolution in our self-understanding,
and given the sort of IT-mediated interactions that humans will increasingly
enjoy with other agents, whether natural or synthetic, we have the unique
opportunity of developing a new ecological approach to the whole of reality,
in which e-learning may play a crucial role.
Session 2
Dr. Catherine C. McCall
President SOPHIA: the European Foundation for Philosophy with Children, Centre for Lifelong Learning, University of Strathclyde
Title of presentation:
Three Methods of Philosophical Dialogue: differences and similarities between Nelson's Socratic Method, Lipman's P4C Method and McCall's CoPI Method
Abstract:
Beginning in the early 20th Century different methods of eliciting dialogue
have been used to encourage groups of people to engage in collaborative philosophising.
This presentation will examine Nelson's Socratic Method, Lipman's P4C Method
and McCall's CoPI Method of eliciting philosophical dialogue from groups of
children and adults. The presenter will outline: the Neo-Kantian philosophy
which underlies Nelson's Socratic Method and show how the philosophy is instantiated
within the practice; the Dewyan philosophy which underlies Lipman's P4C Method
and how this is instantiated in the practice; the Realist philosophy which
underlies McCall's CoPI Method and how this philosophy is instantiated within
the practice. The presentation will compare and contrast the three methods,
and will include video examples. The role of the teacher/director/chair in
eliciting dialogue according to the three methods will be examined, and the
presentation will conclude with a discussion of the advantages and the limitations
of an e-learning environment for these specific practises of philosophical
dialogue.
Session 3
Prof. Richard Andrews
Professor in English, Faculty of Culture and Pedagogy, Institute of Education, University of London
Visiting Professor in English Education at the Steinhardt School of Culture, Education and Human Development, New York University, Co-editor of: The SAGE Handbook of E-learning Research, Sage Publ., 2007.
Title of presentation:
Dialectical approaches to theory and methodology in e-learning: implications for dialogic teaching and learning.
Abstract
Much research into teaching and learning via e-learning assumes that information
and communication technologies have an effect on or impact on learning. In
this paper, I will argue that the relationship between new technologies and
learning is not causal, and is not that simple. Rather, the relationship is
dialectical and reciprocal, with technologies and learning developing alongside
each other. Such a conception has implications for the way research is carried
out into e-learning, and also for e-learning itself in philosophy, theology
and religious studies. The basic approach is set out in 'Introduction' to
the recently published Sage Handbook of E-learning Research. In the present
paper, I develop the thinking further. In particular, how can information
and communication technologies bring about and develop new forms of dialogue
for learners and teachers? How are these forms of dialogue related to learning?
Are there particular forms of learning in philosophy, theology and religious
studies that mesh well with these new possibilities? What kinds of learning
communities are established by the new technologies, and how sustainable are
they?
Session 4
Prof. Dory Scaltsas
Department of Philosophy, University of Edinburgh, Creator and Director of Project Archelogos
Title of presentation
Computers in Aid of Philosophers: The Archelogos Projects.
Abstract
Using the computer to do some of our thinking entered the philosophical domain
through formal logic, as automated proof checking/proving/teaching software.
But it stayed there. The problem is 'formal language', which is not the language
most philosophers use. So the Archelogos Projects had started with the humble
ambition of finding ways in which computers could aid us in organising and
presenting argument structures. But in the course of the 15 year history of
Archelogos Projects, we ventured into experiments of dialoguing argumentatively
with the computer, of dynamic argument trees, and eventually even attempted
an automated reasoning programme for philosophers. I will present our experience
and outline the results of our projects.
Session 5
Roger Young
Department of Philosophy, School of Humanities, University of Dundee
Title of presentation
Critical Thinking for Groups
Abstract
In introductory critical thinking courses, it is standard to require students
to analyse chunks of text and to try to identify arguments in them. There
are many text books for critical thinking and they standardly provide model
answers. When one teaches a critical thinking course from a text book then
one usually finds that one disagrees with some of the model answers provided
by the author. Moreover one finds that many students diverge from the model
answer. This paper proposes to encourage critical thinking through dialogue
between students rather than by comparison with a model answer. It proposes
a procedure for identifying groups of students who diverge in their interpretations
of arguments and a design for software that implements this procedure and
facilitates interaction between students about their divergent interpretations.
Students in a large class (100+) are confronted with chunks of text which
embody arguments about controversial topics about which they can be expected
to diverge. They answer multiple choice questions about whether they agree
with the conclusions of these arguments, whether they think that the reasons
(premises) cited in the arguments would justify the conclusion if they were
true, and whether they think that the reasons cited are themselves true. Students'
answers to these questions are used to sort them into groups of 4-5 people
who diverge in their responses to the argument, After this there is a period
in which each student independently interprets the text. This is facilitated
by a wizard that invites them to identify the conclusion of the argument,
the premises or steps in the argument (if any) that directly justify the conclusion,
the premises or steps (if any) that justify then and so on. At the end of
the period students are invited to evaluate their own analysis of the argument
by comparing it with the analyses of the others in their group, and they are
invited to identify the most credible version of the argument.
Dr. Alexandar H. Zistakis
Title of presentation
What dialogue and which education? Eristic or rhetoric
Abstract
The main objective of this paper is to provide a more general outlook on the
dialogue as a characteristic discursive and cultural form of a vital importance
for any educational process or project. It proposes to do so primarily by
broadly invoking the underlying set of values and (mainly ethical) principles,
which are in return established exactly through dialogue and dialogical discussion
and investigation. In doing that, dialogue is recognized as the form that
preserves and promotes almost all ancient values that are still relevant in
our time and upon which the diverse contemporary western notions of education
and its goals are founded, such as openness, understanding, tolerance, freedom,
solidarity and equality. Furthermore, an emphasis is put on the primarily
ethical character of these values and on the ethics of responsibility as their
wider framework, throughout which fairness and civility (i.e. civic virtues
and citizenship) occupy a distinguished place.
In the second instance, the originally philosophical meaning and function
of dialogue is broadly outlined, its meaning for philosophy is briefly presented
along quite general lines, and the precedence of questioning and investigation
in it are pointed out. At the same time, a proposition is made that dialogue
is one of the rare ancient concepts and discursive forms to be preserved almost
unchanged through to our own age. This proposition seems to justify an attempt
to look for still valid, viable and applicable models of dialogue in ancient
theories and discursive practices. To that effect, then, a brief explanation
and analysis of two ancient models of dialogical discourse are given. The
two models in question are: eristic and rhetoric, practiced by Socrates and
the Sophists respectively. Their similarities and differences, as well as
their possible consequences and meanings for our time, are expounded on the
example of two Platonic dialogues, the Gorgias and the Protagoras, in order
to return to the ethical dimension as the fundamental content and framework
of any dialogue.
Dr. Lucia Faltin
Centre for the Study of Jewish-Christian Relations (CJCR), Cambridge
Title of presentation
e-Learning as a vehicle internationalising critical thinking in British higher education. Case study: Jewish-Christian Relations.
Abstract
The workshop will examine e-learning as one of the channels to communicate
British concepts of critical thinking in an international academic environment.
International understanding of critical thinking will be assessed in light
of different cultural, religious and educational contexts of teachers and
learners. Further consideration will involve the degree to which e-learning
caters for experiential learning. Unlike social network sites, VLE as a platform
for e-learning tends to be limited to serve as data repository, rather than
a vibrant forum for dialogue. Thus dialogue as one of the tools of experiential
e-learning in interdisciplinary interfaith studies will be discussed in light
of motivating and inhibiting factors, such as different concepts of authority
(religious, scholarly), communication ethics, intergenerational differences
in acceptance of e-learning, and the changing role of time and space in cognitive
processes.
Background:
The workshop will reflect the Centre's experience with development and delivery
of postgraduate programmes in Jewish-Christian Relations (Master of Arts validated
by Anglia Ruskin University and Master of Studies of the University of Cambridge)
on-campus and by distance & e-learning since Autumn 1999. It builds on a research
project on critical thinking among international students at CJCR and Cambridge
Theological Federation carried out in 2001-2002, and on e-learning review
currently carried out among teachers and learners at CJCR.
Structure:
The workshop will begin with an introduction of the topic and the recent findings
of the e-review. Participants will then address specific issues raised above
and test them through different scenarios and case studies. In conclusion,
a list of findings of the workshop will be produced and made available to
participants for further use.
Dr Sara Parvis and Dr Jessie Paterson
School of Divinity, University of Edinburgh
Title of presentation
Use of blogs to enhance face-to-face learning at different levels
Abstract
Over the last three years the School of Divinity, University of Edinburgh
has being using blogs as a preparation tool for tutorial/seminar face-to-
face interaction. The tool is used at all levels (first, second, three/four
and taught masters) and is embedded within WebCT. In this version of blogging,
students take turns to write the main blog, elucidating a weekly text or series
of extracts, while others in the class add shorter comments.
In first year, the blog is used in postgraduate tutor- led seminars of ten
to fifteen people. At this level, the blog functions mainly to facilitate
the free flow of discussion, and to empower those of different cultures, learning
styles and sometimes also languages within the tutorial group, as well as
providing a 'safety- net' for tutors and lecturers, to demonstrate that the
tutoring process is functioning well.
In second year, the class material becomes more expert, and is taught by more
advanced tutors, and by staff. Greater demands as to content are made on those
writing the blog each week.
At Honours level (third and fourth year), where classes are seminar-based
and led by an experienced member of staff, the blogging takes the place of
essay-writing, and students are expected to post three formal commentaries
each. The shorter comments still enable some more informal shared learning
among the students.
At all levels, blogging has been found to enhance face-to-face teaching and
discussion, and to give the students a chance both to develop new skills and
to develop the more traditional historical skill of close textual analysis
in an enjoyable form.
Session 6
Dr Annamaria Carusi
University of Oxford, Computing Laboratory
Title of presentation
Philosophy-engines: methodological challenges for teaching philosophy
online
Knowledge does not float free of the technologies available for its production and presentation. The intimate connection between ideas and praxis - embodied, technological, social -- exemplified in any knowledge practice is, in the terms of Ihde & Selinger (2004), an 'epistemology engine'. This refers to the material-semiotic connections that obtain for any specific rendering of an idea. Often this material-semiotic connection is easier to recognise in the case of art than in that of knowledge, where it appears more-or-less obvious that the rendering of an idea in poetic rather than prose form, in musical rather than linguistic form, in plastic rather than digital form, makes a difference to the idea. However, it is also recognisable (if not always actually recognised) in science, where there is a keen awareness of visual media alongside or instead of discursive media.
Ideas on the Internet shift and change as they pass through different networks of meaning production and communication, in different media and modalities. Different disciplines and modes of knowledge have either embraced these possibilities of transmogrification or remained aloof. Philosophy is one of the latter, and seems still steadily rooted to the discursive world. However, as a discipline, it overlaps in interesting ways both with science and with art. What are the epistemology-engines that apply to philosophy, and are there specific philosophy-engines? This is the background against which the applications to e-learning in philosophy will be considered.
In previous work, I have claimed that the nature of philosophical argument cannot simply be assumed to remain constant even in the use of relatively simple discursive technologies such as discussion boards (Carusi 2006). In this work I have argued that the use of technologies such as these for the teaching of philosophy needs to occur with awareness that these technologies may not be mere vehicles for the development of pre-known accepted philosophical skills and activities. Instead they may subtly be changing the parameters of philosophical discourse, and we may be seeing the accepted shapes of philosophy shifting. In this presentation, a range of other technologies exploitable for e-learning will be considered to show the kinds of philosophy-engine that emerge from them, individually or by way of a convergence of a set of technologies. In particular, I shall focus on data-mining techniques, ontologies, and visualisations, showing what potential they have for disturbing, derailing, re-shaping or transforming the mode, form or substance of philosophy and the way it is taught.
Carusi, A. (2006) 'Perplexities of teaching philosophy online. Discourse, vol
5, no 2.
Ihde, D & Selinger, E. (2004) Merleau-Ponty and Epistemology Engines,
Human Studies, vol 27.
Session 7
Prof Livio Rossetti
Univ. Perugia, Dip. Scienze, Umane e dell'Educazione
Title of presentation:
Metacognitive hypertexts
Abstract
After fifteen years largely devoted to authoring various hypertexts, mostly of philosophical concern (and ruminating related ideas), time seems ripe for a retrospective evaluation of the kind of work we have undertaken in Perugia, the direction envisaged and the problems arisen so far. This paper is therefore meant to be both retrospective and prospective.
A leading idea is that all our hypertexts are strongly marked by an option in favour of metacognitive aims. True that the notion of "metacognitive hypertexts" is being used now for the very first time, however since the beginning the aim has always been of this kind. As a consequence, for me it is rather gratifying to have the opportunity of going along this experience again with the help of a category granting the possibility of capturing the deep identity of these products (and therefore appending to it an appropriate label). Basically, the idea is that these hypertexts are not meant to teach something, but rather to help users to suspect, guess, and discover something wholly unexpected. Let me mention just few of these opportunities:
- to participate personally to a sustained exchange with Socrates, with only a vague idea of what the outcome could be, or of how Socrates could react to some unexpected moves made by his new interlocutor;
- to experience the impossibility of repeating exactly the same journey through the hypertext;
- to make the gratifying discovery that sometimes it would be justified to resist the suggestion of Socrates, and that, despite the prestige of the philosopher and the expectations commonly associated to a computer program as well as to purely logical inferences, it may be justified to resist the suggestions of the program;
- to have, after a long way through a Platonic dialogue, the opportunity of concentrating upon quite uncommon lines of thought, as the following one: "god, how can Plato's philosophy consist of discussions left half done"?
As it may be easy to guess, the envisaged output is not a cognitive one: users
do not have to learn something about Plato or Socrates, nor is the hypertext
meant to serve as the mere substitute of a certain paragraph of a chapter
or book on Plato. It is much more ambitious: to experience the tenability
of normally discarded ideas, to begin to philosophize as you can, and perhaps
to help reinforcing your own self-esteem.
Session 8
David Hunter
Lecturer in Bioethics, University of Ulster
Title of presentation
Online communities of inquiry: Strategies and tactics adopted from philosophy for children
Abstract
The aim of this paper is to explain and explore a variety of strategies and
tactics to encourage students to participate online in online only or blended
learning environments. These tactics and strategies are based around a slightly
modified version of the community of inquiry (Also known as Philosophy for
Children) teaching methodology developed by Professor Matthew Lipman. This
methodology aims to engage the participants, both teacher and students in
collaborating with each other to grow in understanding of the world around
them, forming a community of inquiry. The community of inquiry model has been
shown to be very effective at engaging students in learning and exploring
ideas, improving critical thinking skills, affective skills and collaborative
skills. In the paper I will also discuss a Wellcome Trust funded project that
we are undertaking at the University of Ulster in Northern Ireland as part
of our on going commitment to Science and Society. We are building a program
of community engagement by offering blended after school "Forward Thinking"
sessions for 14-17 year olds. The sessions focus on topics in bioethics, and
aim to engage the students in consideration of both the ethical and scientific
issues at stake for example in cloning, genetic modification, human enhancement
etc.
Session 9
Dr. Steven J. Green
Department of Classics, University of Leeds
Title of presentation
Living the Religious Experience at Rome
Abstract
When comparing ancient Roman religion with a modern-day counterpart such as
Christianity or Islam, one is struck by the emphasis Roman religion places
on doing over thinking. Though there were incredibly complex rules governing
the time, place, personnel and procedure for worshipping a deity, there was
no such dogma governing what Romans thought about the actions they were undertaking,
or the nature of the particular god they were honouring. This was because
the Romans did not possess any underlying, authoritative religious text to
which to refer; it was, therefore, up to individuals to reach their own informed
decision as to the most likely meaning behind a religious tradition/ deity,
amidst the maze of variant interpretations which had been generated over the
years.
As I have been working and publishing on the interaction between Roman literature
and religion for some years, I wanted to teach a Level 2-3, research-led module
on Roman Religion at Leeds which embraced both the 'strict acting' and 'free
thinking' aspects of the Roman religious experience. For this reason, the
assessment for the module is varied. As well as two formal written assignments
- a short source analysis and an essay - the students, working in groups of
two or three, are asked to construct a webpage in which they take on the persona
of a contemporary religious participant by describing both the proceedings
of a given festival as well as their own feelings and viewpoints about it.
Students who have put together the best web pages will be invited, along with
me, to present their narratives at a Widening Participation event hosted by
the University and open to schools and local enthusiasts.
The variety of assessment exercises for this module is designed to appeal
to different learning styles. The web-based exercise aims to develop transferable
skills not always available in Classics modules, especially teamwork/ project
management, advanced IT skills and (where appropriate) presentational skills.
Moreover, given that the students are aiming to create a 'realistic' Roman
feel to their narratives, they are encouraged to draw upon knowledge of the
Roman world gained from all their modules to date. As such, this module has
a subsidiary aim of trying to counter the compartmentalisation of knowledge
that is an unfortunate side-effect of the University modular system.
Session 10
George Macdonald Ross
Department of Philosophy, University of Leeds, Director, Subject Centre for Philosophical and Religious Studies
Title of presentation
Electronic MCQs with no right-or-wrong answers as a means for developing dialogic thinking
Abstract
Humanities disciplines are under pressure to make more use of electronic teaching
aids. There has been resistance to using electronic multiple choice questionnaires
(MCQs), on the very good grounds that they give students the inappropriate
message that there are right-or-wrong answers to issues in the humanities,
and that learning is about memorising these answers. However, it is possible
to use a kind of MCQ for training students how to think like a philosopher,
even though they cannot be used for summative assessment. I shall demonstrate
an MCQ I use in a module on Kant's Critique of Pure Reason, which encourages
students to explore different possible interpretations of a key passage, and
reasons for and against the interpretation being a good one. The method can
also be used for evaluating whether the doctrine or argument as so interpreted
is philosophically sound or not. The idea is that if students get into the
habit of thinking about the text in this way as they read, they will be thinking
in the same way as a professional historian of philosophy.
A further benefit is that it helps students to think dialogically. Traditionally,
dialogue has been central to the practice of philosophy, and it is no accident
that so much philosophical writing has been in dialogue form. However, many
students find it difficult to write anything other than a discursive essay
with a single perspective. The MCQs will help them to entertain interpretations
and arguments which they do not themselves share, and to consider reasons
for and against them. If so, they will be thinking and writing in a style
characteristic of a professional philosopher.
Session 11
Dr. Deirdre Burke
Senior Lecturer in Religious Studies, School of Humanities, Languages and Social Sciences, University of Wolverhampton
Title of presentation
Using e-learning to explore the local religious environment
Abstract
Cognitive psychologists identified problems that students have understanding religion due to its Abstract nature. Scholars have successfully used phenomenological and ethnographical approaches to overcome problems of Abstraction, as a way for students to develop critical understandings of religious phenomena.
The workshop highlights technologies used in an introductory module 'Religions in Wolverhampton' which provide students access to a wide range of electronic sources. The Religions in Wolverhampton website provides an insight into religion in the local community, showing the impact of religion in the history of the area and the place of religion in the lives of real people today. This personalisation presents religion in a way that students can engage with by locating it within their lived experience.
Dialogue with students has been central to these developments, ensuring that technologies enhance and do not obstruct learning. Student responses will be presented to allow for a consideration of the positive impact of such an approach on learning. In addition there will be a consideration of the problems faced by students and a discussion of the strategies that have been used to overcome negative reactions and problems.
This dialogue with students will be taken further in the session to open up dialogue with colleagues on the materials, learning activities and future developments. The information base provided by the Religions in Wolverhampton website is used for a wide variety of learning activities, which delegates will be able to try out in this session:
- gaining an awareness of the link between ethnicity and religion
- exploring how communities present themselves
- researching reports written by students in past years
In addition we will explore the potential offered by collaborative technologies,
in this instance the Pebblepad ePortfolio Webfolio - to explore its use with
students on collaborative activities.
Session 12
Sharon Waller and Dr. Jo Smedley
JISC/HEA-Collaboration Team
Title of presentation
The Academy/JISC Collaboration: A Partnership to Support Higher Education
Abstract
Not available.
Emma Arnold
Techdis
Title of presentation
To be announced.
Abstract
Not available.
Session 13
Carl Smith
Centre for Excellence in Teaching and Learning in Reusable Learning Objects (RLO-CETL), Developer, London Metropolitan University
Title of presentation
Accessing, manipulating and achieving transformative dialogue using advanced learning technology.
Abstract
How can we exploit the opportunities offered by learning technology to support
dialogue, thinking and the production of meaning in Philosophy, Theology and
Religious Studies? The widespread use of technology in academic practise has
meant that learners are increasingly augmenting their abilities by participating
in media rather than passively consuming it. In this context of participation
Architecture, Archaeology, Art History and Design are just some of the humanities
disciplines where dynamic access to their units of construction is essential.
Distinct forms of knowledge can be detected at different scales of analysis.
In order to discern the visual processes and distinct construction methodologies
present in these subjects (to see across as opposed to from a particular fixed
point of view) networks of 'objects' are required for increasing the range
of the dialogue. In Philosophy, Theology and Religious Studies these 'objects'
are the core concepts and premises which are, by their very nature, consistently
formed through structured and reasoned dialogue. Learning technology can be
used to further scaffold these dialogues and provide interactive trails of
their production. These can in turn be deconstructed, analysised and ultimately
reused. The ability to see the subject under discussion from many other points
of view can be crucial and can often lead to a transformation in the dialogue.
A number of learning environments and tools will be demonstrated to show that
predefined contexts can be generated to flexibly structure dialogue in specific
ways and ensure the user is scaffolded to discuss and reason.
Session 14
Mary Haight
Emeritus, University of Glasgow
Title of presentation
Dialogue by multiple choice (the use of interactive exercises in beginners' logic)
Abstract
Possibly the least efficient role for multiple choice is in exams. As well as its horrible inappropriateness for any subject that requires intelligent discussion or expression or calculation, the candidate in such an exam cannot query or discuss the examiner's choice of questions and answers, or disagree with them and explain why; and the marker can see only which answer the candidate has chosen - again not why. Mistakes in evaluation are all too likely when communication is so limited.
By contrast, interactive self-testing using multiple choice can work very well in an e-learning teaching program: typically, to reinforce a text in a subject that builds up step by step, like elementary logic. For students who follow it in their own time, it has one obvious advantage over the classroom: nobody has to ask publicly for help and feel silly or slow. But it takes careful preparation. Right answers should require real understanding, and wrong ones identify the real problems that tend to arise - with feedback to deal with each problem: in short, it must work as dialogue.
I have used this at Glasgow University to back up my introductory textbook The Snake and the Fox. Here is one short example (illustrated with cartoons, as is my habit). It is about the concept of a valid argument, which I define as one that, because of its form, MUST have a true conclusion if its premises are true. If your premises are not (any or all of them) true, you will be left in doubt: the conclusion may be either true or false.
So, in a multiple-choice program, I might supply the following argument:
Cats are a kind of fish. [FALSE]
Fish have bones. [TRUE]
THEREFORE
Cats have bones. [TRUE}
An obvious first question is:
Is the Cat Argument valid or invalid? (Click one.)
But a beginner at this stage will often give the right answer here ('Valid') for the wrong reason: that the Cat Argument's conclusion is true. So instead of just saying 'RIGHT!' and moving on, I might say:
YES - but why? (Choose one.)
It is true that cats have bones.
The Cat argument has a certain form.
The Cat argument has a certain form and it is true that cats have bones.
Anyone who picks the first or the last of these will get the reply other students got, who said the Cat Argument was not valid:
Look at The Snake and the Fox, pp. 1-6, and try again!
After this the student will - we hope - choose the middle option, having realised - we hope - that an argument is valid entirely because of its form. We can then go on to more questions about what exactly an argument-form is, what the Cat Argument's form is, why this is so ... and so on.
Dr. Massimo Capponi
Department of Educational and Human Sciences, University of Perugia, Italy
Title of presentation
An environment, not a tool: a constructivistic point of view on e-learning
Abstract
If, according to some critics, computer is only a tool, a "stupid" tool in
the hands of the user, if not even a "killer" of creativity, others claim
that computer science and new technologies have become real mindtools, "intellectual
partners", "knowledge amplifiers", "extensions of human intelligence". Because
of these opposite positions, it is especially difficult to interpret the limited
impact of technologies on learning processes: is it a matter of prejudices
the school world has not yet got rid of, or is it because most educational
hypertexts and other e-learning tools offer the same contents and the same
communication strategies with only a change in the medium? In a sense it is
surprising to note how many people currently take computers as tools to duplicate
the traditional teacher-student relationship, with basically the same communication
strategies at work. Contrary to such an attitude, it will be argued that,
esp. in the field of human sciences, e-learning cannot be used as a "simple
tool" and is not appropriate for the transmission of pieces of information
and documents. It is meant, rather, to cooperate in the construction of our
own knowledge. Computer science could offer a fertile way to learning, on
condition that computer pass from the hands of the teacher to those of the
student, so that (s)he can complete discoveries and experiments in a personal
research environment, being able to construct actively his/her own knowledge
and exploring a microcosm rich in logical experiences, simulations and learning.
This way, the "calculating machine" would become a privileged environment
that offers many ways to let the creativity of users emerge. This way, computer
can be defined not just as a "simple tool", but as a real "learning partner".
Now, if so, paradigms in the use of computers and, more generally, e-learning
are in need of a radical redefinition.
Dr Alison Le Cornu
Westminster Institute of Education, Oxford Brookes University
Title of presentation
Reusable Electronic Learning Objects: Challenges of dialogue, design and delivery
Abstract
Two of the important characteristics of Reusable Electronic Learning Objects
(RELOs) are that they should be a) self-contained and discrete, and b) reusable
(however that is defined). This paper reports a project funded by HEA-PRS
in which a series of RELOs were created for use within theology, and then
built into a purpose-designed M-level module. The challenges were significant,
revolving to a large extent around the nature of RELOs themselves. How were
chunks of material created with no specific context to be provided with a
context? How were they to 'dialogue' with each other in a coherent and pedagogically
effective way? What types of peer-tutor and peer-to-peer dialogue would enhance
the students' experience? Wrestling with these questions led to the design
of an innovative, three-tiered pedagogical structure of the module which is
assessment driven and student-centred, creating an entirely new learning experience
for students. Peer-to-peer dialogue was envisaged through the use of a wiki,
as well as the module's VLE area. Two students have now piloted the module,
with excellent feedback, although the wiki was possibly the least successful
aspect of the design. The paper will outline the project and engage with the
challenges. It will be interactive in style, demonstrating a selection of
RELOs, providing the opportunity for participants to engage with the issues
and to evaluate the results and the benefit of such an approach to those working
in Philosophical and Religious Studies.
Nicoletta Natalucci
Dipartimento di Lingue e Letterature antiche, moderne e comparate. Universita degli Studi di Perugia
Title of presentation
ITC for Greek and Latin didactics
Abstract
In the world of e-learning an important step for the survival of texts of
Classical Antiquity in the new era could be the recent publication of three
Learning Objects: Pausania al computer, Il vecchio oligarca al computer, Personaggi
della storia romana al computer , Morlacchi, Perugia 2007(but an English version
is in preparation, almost for the last two) for the teaching of Greek and
Latin. They represent the first products of a potentially infinitive series
of items in which the so called "new grammatical method" can take form. Each
of them is an hypertext starting from an original text from antiquity so that
the learning is based on a virtual dialogue between the learner and the text.
The hypertexts give punctually answers on the context and many aspects of
language, such as morphology, lexicology and syntax. Interactivity is realized
also with a range of exercises and tests. On this basis, starting from these
products destined to the first classes of Greek and Latin it is possible to
produce in the future hypertexts in which the cultural answers to the users
can be progressively more deeper in every field. They can include notions
of high level about Archaeology, Ancient History, Ancient Philosophy, Greek
and Latin Literature, but also Stylistics, Metrics and so on.
This page was originally on the website of The Subject Centre for Philosophical and Religious Studies. It was transfered here following the closure of the Subject Centre at the end of 2011.
