Inquiry-Oriented Learning Tasks, Group work & Office Applications

CPE4112

Computer-Based Teaching & Learning

Session 3

outline

• Overview of Inquiry-Oriented Learning: Authentic Tasks & Scaffolding

• Activity 1 - Working on a Powerpoint Package: Web research

• Activity 2 - Working on an Inquiry-Oriented Learning Task

OVERVIEWAuthentic Tasks & Scaffolding

Authentic Task• It has the capability to motivate and encourage

learner participation by facilitating learners’ engagement with the instructional message.

• Immersion in such a task provides motivation that is needed for the initial perseverance of an otherwise “discomforting and unfamiliar settings”.

• Authentic tasks (or problems) are based on real situations to simulation models that focus on applying new knowledge and skills.

• These tasks serve as springboards for inquiry, information-gathering, and reflection of theoretical concepts and relationships, industrial standards, norms and practices, and culture.

Overview

Scaffolding• Scaffolding can be conceived as composing of

zones of proximal development (ZPD) through which learners can navigate with the aid of a supporting context, including but not limited to people (Vygotsky, 1978).

• ZPD is defined by Wertsch (1985) as the “distance between the child’s actual developmental level as determined by independent problem-solving and the higher level of potential development as determined through problem-solving under adult guidance and in collaboration with more capable peers” (pp.67-68).

Overview

Role of Scaffolding• Provides clear directions (step-by-step to

complete the task)• Clarifies purpose (keeping the “big picture”

central)• Keeps learners on task (“take the curves”

without fear of going over the edge)• Delivers Efficiency (Focus, clarity and time

on task ensure efficiency)

Overview

Scaffolding• Scaffolding is a 2-step process:

• Cognitive support to identify strategies for accomplishing individually unattainable learning goals/tasks (modeling and coaching)

• Assistance is faded as learner becomes increasingly competent.

Overview

Scaffolding - Modeling• Provides an example of the required

performance, whereby the most important steps & decisions are stressed

• Goal is the imitation of the performance of an expert by learner

• When model is faded & students follow their own thoughts, modeling is part of scaffolding process

• Talk-aloud modeling– Talk through the steps of the task,

explaining major moves, rules, steps in procedure being modeled, involving options available

• Performance modeling– A physical demo of the process.

Overview

Scaffolding - Coaching• A coach directs from the sidelines instead of in

front of the class, giving hints, prompts, feedback

• The aim is to provide support when students need help but allow them to take as much responsibilities and freedom for own learning.

• Kinds of Coaching:– Offering explanations

– Resolving questions

– Inviting participation

– Sharing ideas

– Verifying & clarifying understanding

– Providing guides and structures

– Using worked examples

– Giving away parts of the solution

Overview

Activity OneWorking on a Powerpoint Package (group

work)–

Finding and selecting Web Resources

Activity One

A Powerpoint Package• In groups of 4, prepare a series of

Powerpoint slides (about 6-10 slides) to acquaint students to Finding and evaluating web resources in a specific subject area.

• The Powerpoint slide show should be:– Objective-driven (50 min – 100 min)

– Student-controlled

– Be a multimedia package (sound, graphics, text)

– Upload the finished PP to the BB discussion board area as an attachment to a mail describing the Package, its intended use and a brief evaluation.

Activity One

Evaluating your Package• Are the objectives/outcomes of the lesson

met? How are the students assessed?• Is the package engaging? How is it

engaging? (e.g. the task, the multimedia)• Is the navigation of the package simple

and self-explanatory?• Are the multi-media elements

complementary to one another to enhance the learning experience?

• How can the package be redesigned/redeveloped to enhance engagement?

Activity Two:Working on an Inquiry-oriented Learning Task

Activity Two

An Inquiry-Oriented Learning Task• State the aims and objectives of your task

• Describe the (i) context, (ii) activity and (iii) tools (activity sheet, presentation tool, websites, etc.) in the task

• Provide a rationale for using computers in the task

• Describe the physical classroom environment that the task will take place in

• Provide a ½ page lesson plan to show the sequence of events

• Explain how you intend to assess the students