the virtual learning guide template requires a theoretical foundation, with the conceptual framework being founded on three theoretical understanding interacting as a tripartite relationship:
· constructivism (cf wilson, 1997; wilson et al, 1995; abbott and ryan, 1999)
· systems theory – in particular human activity systems (cf klir, 1969; romiszowski, 1977, 1981; banathy, 1992) and soft systems theory (cf checkland, 1988; hiltz, 1990; davies and ledington, 1994; preece, 1999)
· structuration - (cf giddens 1979, 1993, 1995)
this position enables the researcher to view the learner and the learning from a dual perspective of learner as an agent and learning as a structure etc. this suggests that the above are not dichotomous, rather they offer a self supporting holism where the individual’s learning is reflexive and adaptive within any given interpretation of the learning structure.
why this is important to the researcher can be seen in the research to date (calway, 1999, 2000a) that has shown that the learning guide model currently espoused leaves the learner neither self-motivated nor desirous of a “learning” outcome.
also, unsolicited comments received on surveys e.g. “lazy”, and “you didn’t tell me what to do” (even when the details are explicit in the learning materials) are typical comments scattered throughout the evaluations conducted by the itsm discipline academics. in fact the learning guide approach, as currently prescribed by sutl campus, has created a scenario where students believe that all that needs to be known in order to pass a subject’s assessment can be found in the learning guide, and that any extra reading and practice self-assessment is above and beyond what is already provided (or required). obviously some students are motivated to be self-directed learners and to undertake the work, however a significant number are not. the current research, as with many other research projects around the world, aims to re-conceptualise the entire learner and instructional design scenario. moving from a “teaching as telling”, “tell me what i have to do” to a “help me understand” facilitation.
further, i argue that there are three levels of learning, ie. content – what and how; context – who, where and when; and concept – why, or a continuum of ‘know how’ to ‘know why’ and inter-disciplinary relationships. also, i have drawn from the work of researchers expressing knowledge in object form (cf merril, 1997). expressing learning as a behavioural and cognitive aspect of a knowledge object enables the instruction designer considerable latitude to incorporate learning theories and instructional design theories with instructional technologies, etc.
so, in summary, the vlgt as a conceptual model acknowledges:
· learning as a duality of learner activity and learning structure represented in knowledge objects;
· learning objectives need support in both topical “what is worth knowing” and a temporal acquisition of such knowledge;
· learning is a human activity and as such can be expressed using systems models;
· learning outcomes framed as knowledge objects must express content, context and concept where these are seen to be mutually supportive.
one such variable is the expression of learning objectives. that research indicates that the sutl campus students take little interest in the learning objectives as they are stated in extant learning guides (calway, yet to be published). however, it is argued that clear expression of learning outcomes along with learning objectives expressed as pre-test statements as interrogatives (using graphical, audio and textual means) will aid in the learner seeking further information. research conducted by rowntree (1990) provides an indication that such an approach is plausible.
one further aspect under experimental consideration at present is the use of pre and post-testing of knowledge, not as assessment for credit, but as a motivational approach for self-directed learning. surveys and interviews conducted in 1999 and 2000 by the researcher (calway, 2000a) have provided a base line and demographic strategy against which to evaluate any therapeutic actions emanating from identification and investigation of variables that effect the vlgt.
conclusion:
the researcher is cognisant that learner motivation is paramount for self-directed learning. however, i am reminded of a cereal advert where the punch line is – “don’t tell them its healthy, and they will eat it by the box full”, perhaps the same is required in instructional design. this paper therefore expresses the need to understand the dichotomy that exists between a learner studying on a “need to know” basis as compared to a student energised with a “desire to know” however that desire may be energised.
while much of the work presented in this paper is in its infancy, there are clear indications, from work to date, that a virtual learning materials approach has no significant (detrimental) difference on student learning and/or motivation from that expressed through extant printed and face-to-face instruction. however, i have argued that this is a poor representation of what could be, or what is desired. in this paper i have expressed the foundation work and the conceptual underpinning of the virtual learning guide template, i have also argued that pivotal to the expression of the template is the concept of duality of learner and learning, and that this learning is supported by a holistic and adaptive instructional technology and theories.
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