Unit6EducationalTechnologyTechnologiesthatStimulateActiveLearningByCommitteeonHowPeopleLearnIITextA目錄IBackgroundIILead-inIIIOverviewIVExploringtheTextVSummaryVICriticalReadingVIIExtendedLearningHowPeopleLearnIn2000,HowPeopleLearn:Brain,Mind,Experience,andSchool(ExpandedEdition)waspublishedanditsinfluencehasbeenwideanddeep.Thereportsummarizedinsightsonthenatureoflearninginschool-agedchildren;describedprinciplesforthedesignofeffectivelearningenvironments;andprovidedexamplesofhowthatcouldbeimplementedintheclassroom.Sincethen,researchershavecontinuedtoinvestigatethenatureoflearningandhavegeneratednewfindingsrelatedtotheneurologicalprocessesinvolvedinlearning,individualandculturalvariabilityrelatedtolearningandeducationaltechnologies.HowPeopleLearnII:Learners,Contexts,andCulturesprovidesamuch-neededupdateincorporatinginsightsgainedfromthisresearchoverthepastdecade.Thebookexpandsonthefoundationlaidoutinthe2000reportandtakesanin-depthlookattheconstellationofinfluencesthataffectindividuallearning./catalog/24783/how-people-learn-ii-learners-contexts-and-cultures

I.BackgroundSMALLab(StudentMultimediaAcceleratedLearningLab):Itisa3Dmixedrealitylearningenvironmentwherestudentsactivelyengageboththeirmindandbodytolearnnewand/orchallengingsubjects,ratherthansolelylisteningtolecturesand/orwatchingdemonstrations.It’sanapproachtoteachingwecallembodiedlearning.Installedinaclassroom,mediacenterorotherdesignatedspace,SMALLabtakesstudentsfrombehindtheirdesksandimmersestheminmorethana1,000interactive,standard-alignedlearningactivities.Studentsandteacherslovetheimmersiveexperience,andresearchconductedoverfiveyearsatArizonaStateUniversitydemonstratesSMALLabincreasesstudentachievement,improvesteacherperformance,anddrivesmorestudent-ledlearning./smallab

Learningtechnologyisatermthatdescribesawiderangeofcommunication,information,andtechnologytoolsusedforenhancingteaching,learning,andeducationalassessment.Thismayinvolvecomputer-basedand/oronlinelearningaswellasmultimediamaterialsthatsupplementcourseactivities.Nameanddescribeoneofthelearningtechnologiesyouhaveeverexperienced,andsayinwhatwaysitsupportsyourlearningexperience.DiscussionsII.Lead-inLearningtechnologiescanbecategorizedintovarioustypes,eachservingauniquepurposeintheeducationallandscape.E-learningPlatformshaverevolutionizededucationbymakingitavailableanytime,anywhere.MOOCs(MassiveOpenOnlineCourses)andLMS(LearningManagementSystems)areprimeexamples.MOOCsprovidefreeorlow-costcoursesfromtopuniversities,whileLMSplatformshelpeducatorsmanagecoursesandtrackstudentprogressefficiently.Thesetechnologiespromoteself-pacedlearningandfostercollaborationamongstudents.e.g.TED-Edprovidesengagingvideosonvarioussubjectswithfollow-upquestionstocheckifstudentsunderstandthecontent.TeacherscanuseTED-Edvideosintheirlessonsorfindextraresourcestosupporttheirteaching.Theycanalsocreatetheirlessonsbyputtingtogethervideoplaylistsonspecifictopics./report/chinese-online-learning-platforms/

MobileLearningAppsleveragesthepowerofsmartphonesandtabletstodelivereducationalcontent.Withtheriseofmobileapps,learninghasbecomemoreaccessibleandflexible.Imaginebeingabletostudywhilecommutingorbetweenmeetings./report/china-english-learning-apps/

e.g.KekeEnglishisAmobileappthatprovidescomprehensiveEnglishlearningmaterials,fromEnglishbookstoTEDtalks.Withtheapp,studentscanpracticespeaking,listening,reading,andwritingEnglish.TheappalsooffersonlinecoursesandotherresourcesformanypopularEnglishproficiencytestslikeTOEFLandIELTS.VirtualReality(VR)andAugmentedReality(AR)aretoolshelpfacilitateinteractivelearningexperiences.Studentsbenefitfromimmersivelearningopportunitiesastheyengageinsimulatedenvironments.Thesetoolscanalsohelpwithchallengingsubjects–turningacomplexsubjectintoanenjoyableexperience.ThePalaceMuseum

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e.g.ManymuseumsinChinaareprovidingmoreimmersiveexhibitionsthroughARandVRtechnologies.Newly-introducedARglassesareaddingmorelifeintoexhibitionsontheArchaeologicalRuinsofLiangzhuCity.Asvisitorswearthespecialpairofglasses,detailedinformationofeachrelicandothersupportingmessagesisdisplayed.Meanwhile,theARglassesareequippedwithaudiocommentary,allowingvisitorstolearnalongthetour.SanxingduiMuseumhasalsoopenedanonlineexhibitionhallwherevisitorscanviewtheexhibitsthroughVR.Questions0102“Learningtechnologiesopenupsignificantpossibilitiesforsupportinglearners”.Whatcanbethesepossibilities?Doyouholdapositiveornegativeviewtowardslearningtechnologies?Todayeducatorsgivemorecreditforstudent-ledlearning.Whydoyouthinkitisimportant?Whatroledoestheteacherplayinstudent-ledlearning?Whatroleandtowhatextentwilllearningtechnologiesplay?II.Lead-inPositiveNegativeflexibilityandconvenienceimprovedtechnologyskillsforthedigitaleraincreasedaccessto(high-quality,current)informationandresourcesstrengthenedcollaborationincreasedengagementandmotivationenhancedpersonalizedandactivelearningbetterassessmentandfeedback(easytotractprogress&behavior)…distractiondeclineinwritingandhandwritingskillsbiasandinaccuraciesinonlineinformationlessdirectsocialinteraction(lossofhumanconnection)fasterbutlessmemorablelearningoverrelianceontechnologyforassessmenttherisksoftechnologyaddictionforteachersandstudents…Student-ledlearningtheoryisalsocalledself-directedlearning.Thisisastudent-centeredandstudent-drivenmodeloflearningwherethestudentplans,conceptualizesthedesign,setsgoals,andevaluatestheoutcomestoseewhethertheirlearningexpectationsarebeingmet(Tekkol&Demirel,2018;Loeng,2020).Theteacherplaystheroleofencourager,facilitator,andadvocateforstudents.—createasupportiveenvironmentwherestudentsfeelcomfortableaskingquestionsandsharingtheirideas;—providefeedbacktothestudentsontheiracademicperformanceandencouragesthemtocontinuelearning;—provideopportunitiesforstudentstoparticipateinclassdiscussionsandactivities;—provideresourcesthatsupportstudentachievementanddevelopment;/blog/what-is-the-role-of-the-teacher-in-a-student-centered-classroom/#google_vignette

Technologyhasthepotentialtorevolutionizestudent-centeredlearningbyprovidingthetoolsandresourcesneededtocreateamorepersonalized,engaging,and

collaborativelearning

experience.—personalizationanddifferentiatedinstruction:

Technologyallowsteacherstotailorthelearningexperiencetoindividualstudent’sneedsandpreferences.Byofferingavarietyofcontentformats,resources,andlearningactivities,teacherscanaddressthediverseneedsoftheirstudentsandfacilitateamorepersonalizedlearningexperience.—activelearningandengagement:Student-centeredlearningemphasizesactiveparticipation,problem-solving,andcriticalthinking.Technologycanprovideinteractivetoolsandresourcesthatpromoteengagementandencouragestudentstoapplytheirknowledgeinreal-worldcontexts.—collaborationandcommunitybuilding:

Technologycanfosterasenseofcommunityintheclassroombyprovidingplatformsforcollaborationandteamwork.Studentscanworktogetheronprojects,participateinonlinediscussions,andshareresources,enablingthemtolearnfromoneanotheranddevelopastrongersenseofcommunity./the-role-of-the-teacher-in-student-centered-learning-how-to-be-an-effective-facilitator/

III.OverviewMainIdeaPart1:paragraph1Analyzethesentence:“Wewillfirstexaminethenatureoftheaffordancesoflearningtechnologiesandthenexploretechnologiesthatofferavarietyofpossibilitiesforstimulatingandengaginglearners.”“Expository”means“intendedtoexplainordescribesomething.”Anexpositoryessayprovidesaclear,focusedexplanationofaparticulartopic,process,orsetofideas.Itdoesn’tsetouttoproveapointbuttogiveaninformativeandbalancedviewofitssubjectmatter.Forstudents,expositoryessaysareusuallyshortassignmentsintendedtotestyourcompositionskillsoryourunderstandingofasubject.Theytendtoinvolvelessresearchandoriginalargumentsthanargumentativeessays.OrganizationPatternAnalysisIII.ExploringtheTextPart2AffordancesoflearningtechnologiesWhatdoestheterm“affordances”mean?Paraphrase&Translation

(Para.2)Anaffordancehasbeendefinedasafeatureorpropertyofanobjectthatmakespossibleaparticularwayofrelatingtotheobjectforthepersonwhousesit.i.e.Anaffordancehasbeenusedtorefertoafeatureorpropertyofanobject,andthisfeatureorpropertyallowstheuseroftheobjecttohavethepossibilitytodosomething(withit)inaparticularway.可供性被定義為對(duì)象物的某種特征或?qū)傩?，它為使用者提供一種可能的特殊方式去使用對(duì)象物。Inthispart,eighttechnologicalaffordancesthatsupportlearningatdeeperlevelshavebeenexplained.Understandthemeaningofeach

affordanceinteractivity:adaptivity:feedback:choice:nonlinearaccess:linkedrepresentations:open-endedlearnerinput:communicationwithotherpeople:Vocabulary(Keywords)interactivity:respondto(inresponseto)theactions;immerseadaptivity:informationcontingenton…;onthepartoffeedback:qualityofperformanceandhowtoimprove;extendchoice:option;regulate;instruction-oriented;explore(exploration)nonlinearaccess:deviatefromasetorder;byvirtueoflinkedrepresentations:conceptual;cognitiveflexibility;encodingvariabilityopen-endedlearnerinput:formsofopen-endedcommunicationcommunicationwithotherpeople:rangefrompeerstosubject-matterexperts;computer-medicatedcommunication;collaborativelearning;crowdsourcingSentenceAnalysis&Translation(Para.7)Thetechnologyallowsthelearnertoselectorreceivelearningactivitiesinanorderthatdeviatesfromasetorder.Manycommerciallearningtechnologiesofferalinearpresentationinwhichmaterialandmajorconceptsareexperiencedinthesameorderbyalllearners.However,othertechnologiesprovidenonlinearaccesstoinformation:theorderofpresentationdependsonthelearners’choicesorvariesbyvirtueofintelligentadaptivity.技術(shù)允許學(xué)習(xí)者不按照設(shè)定的順序選擇或開展學(xué)習(xí)活動(dòng)。許多商業(yè)學(xué)習(xí)技術(shù)會(huì)提供線性呈現(xiàn)方式，即所有學(xué)習(xí)者按照相同的順序?qū)W習(xí)材料和主要概念。但是也有的技術(shù)能夠提供信息的非線性訪取，即呈現(xiàn)順序取決于學(xué)習(xí)者的選擇或者借助智能自適應(yīng)調(diào)整。Part3Empoweringlearnersasproducersandcreators(P123)ComprehendingtheTextFillinthetabletounderstandhowthelearningtechnologiesmentionedempowerlearnerstobetheproducersandcreators.TechnologieswaystoempowerlearnersexamplesandapproachestheInternetparagraphs___to___forlearnerstocreatecontent,collaborate,andcritiquetheideasandworksofothersrelatingtoanytopicforlearnerstoconnectwithacommunityworld-wideknowledgeableforaveryspecializedtopicanddeveloprealexpertiseonlinelearningactivity:forlearnerstodevelopidentity,self-concept,andmotivationtolearnWikipedia:authorshipprovidedprimarilybyvolunteersYouTube:foramateurstodevelopfreelearningappsandotherresourcesTechnologieswaystoempowerlearnersexamplesandapproachesmaking(digitalmaking)paragraphs___to___embodiedcognitionparagraphs___to___toengagelearnersindevelopingtheirownunderstandingofadomainthroughdoingtobeshapedbyeveryaspectoflearner’sexperiencethroughtheirbodilyandwaysthebodyinteractswithitsenvironmentDesignTechHighSchool:forlearnerstoidentifyaproblemandusesoftwareandperipheralstodesignandprototypeasolutionWearabletechnologyprojects:usematerialsindesignsthatrespondtostudent-generatedproblemsSMALLab:amixed-realityenvironmentforstudent-centeredlearningTechnologieswaystoempowerlearnersexamplesandapproachesconversationalagenttoengagethelearnerindialogues(trialogue)thatpromotereasoning,socialinteraction,consciousdeliberation,andmodellearningasingleagent:serveasatutororapeertothelearneranensembleofagents:setupavarietyofsocialsituations,e.g.topullthelearnerintoactivecontributionsthroughactionsandsocialcommunicationSentenceAnalysis&Translation(Para.13)Afewstudiessuggestthatonlinelearningactivitycanplayaroleinthedevelopmentofalearner’sidentity,self-concept,andmotivationtolearn.Areviewofprogramsthatprovidemedia-richexperiencesafterschoolindicatesthatsuchactivitiescontributetoastudent’ssocialandemotionalgrowth;persistenceinthefaceofobstacles;andskillsthatsupportcollaboration,provisionofmutualsupport,andinquiry.一些研究表明，在線學(xué)習(xí)活動(dòng)能夠在學(xué)習(xí)者的身份建構(gòu)、自我概念、學(xué)習(xí)動(dòng)機(jī)的發(fā)展方面發(fā)揮作用。一項(xiàng)對(duì)在課后提供豐富媒體經(jīng)歷的學(xué)習(xí)項(xiàng)目的評(píng)述報(bào)告表明，這些活動(dòng)有助于學(xué)生的社會(huì)性發(fā)展和情感發(fā)展，在困難面前堅(jiān)持不懈，以及具備支持協(xié)作、提供相互支持和開展探究的技能。(Para.17)Theresultsofthisparticulartestoftrialoguewithconversationalagentsshoweddeeper,conceptuallearningbythestudentinconditionswherethetwoagentsdisagreed,especiallyforstudentswhoexperiencedconfusion.對(duì)這種會(huì)話代理的三方對(duì)話進(jìn)行測試的結(jié)果表明，在兩個(gè)代理意見有分歧的情況下，學(xué)生,特別是經(jīng)歷過困惑的學(xué)生,會(huì)有更深入的概念性學(xué)習(xí)。Vocabulary&Expressionsexpertisevs.

amateurblurtheboundarybetween…and…allowforengageinbeintertwinedwithdeliberationanensembleoffidelityConclusionPart4:paragraph19Analyzethesentence:“Decisionmakersresponsibleforinvestmentsintechnologyneedevidenceaboutthemanyfactorsthatcanaffectimplementationofinstructionaltechnologiesonalargescale.”V.SummaryWritea200-wordsummaryofthearticle.SummaryThearticle"TechnologiesthatStimulateActiveLearning",selectedfromHowPeopleLearnII,examinesthenatureofaffordancesoflearningtechnologiesandexploressomelearningtechnologiesintheirwaysofstimulatingandengaginglearners.Thedefinitionofaffordancesisclarifiedbeforeeightfeaturesoftechnologicalaffordancesthatsupportlearningatdeeperlevelsareexplained.Theyareinteractivity,adaptivity,feedback,choice,nonlinearaccess,linkedrepresentations,open-endedlearnerinput,andcommunicationwithotherpeople.Then,thearticleaddressesthewaysthatsomedigitaltechnologiesempowerlearnerstobeproducersandcreators.Forexample,theInternetallowspeoplewithoutprogrammingskillstocreateandpostcontenttobeshared,makingengagesstudentsindevelopingtheirownunderstandingofadomainthroughdoing,embodiedcognitionisusedtocreatemixed-realityenvironmentforstudent-centeredlearning,andconversationalagentsaredesignedtoengagethelearnerindialoguesthatpromotereasoning,socialinteraction,consciousdeliberation,andmodellearning.Thearticlefinallyadvocatesthatpeoplefindevidenceaboutfactorsthatcanaffectthewideimplementationofinstructionaltechnologies.VI.CriticalReadingandReflectionTheeffectivenessoflearningtechnologydependsonmanyfactors,suchasthegoalsforlearning,contexts,thetypeofcontenttobelearned,characteristicsoflearners,andthesupportsavailableforlearnersandinstructors,etc.Readtheexampletechnologiesthat“empoweringlearnersasproducersandcreators”again.ChooseONEofthetechnologiesanddesignONEactivity(task)inwhichthetechnologycanbeappliedinreallearningandinstruction

settings.Youneedtogiveconcernstotheabove5factorsandanyothersyouthinkitisimportant.ABriefDesc