1 Introduction
Paradigm as a concept can be interpreted in several
different ways, but mostly it is being used for explaining the causes, examples
or the approach to certain phenomena. Philosophy defines a paradigm as: A
fundamental theory from which all concepts and terminology is derived. Here the
fundamental theory is ‘object orientation’.[1] The idea of a paradigm forming
the basis of a scientific field formed the corner stone of his philosophy of
science (Fig 1.). As for the object oriented paradigms, we do not have to
accept a categorization outlined in Figure 1, but still, each modification of
the current tower will reflect solely in its “facade” regardless to the
structure of individual flours.
Philosophy, in particular ‘epistemology’, helps us
to understand what (object oriented) knowledge is, and how we can acquire
(object oriented) knowledge. It is obvious tower outlines all basic paradigms
of the object oriented approach, so there is no need for the ICT note,
perceptible in the upper flours. Software engineering does not necessarily
require a computer realization but it does make it possible. Tower’s peak –
programming, shouldn’t be comprehended literally. Properly programming of any
activity presumes a creation of programme as to realize the process activities
of a system.
Fig.1: OO Tower (source) www.hl7labs.gr/pages/
Edsger/Edsger/tower.gif
To accept paradigm means to observe, analyze and
explain certain phenomena by virtue of the relationships and facts valid within
the same paradigm. More specific, if we accept object oriented paradigms, each
problem and its solution should be formulated as terms valid within the
paradigms. Paper deals with scientifically acceptable paradigm within education
and modelling of the information science systems, respectively the concrete
applicative solutions in conformity to needs of the specific systems. The
conducted research also puts emphasis on two facts: accepting the paradigms in
the abovementioned frames and perceiving them as a consequence of developing
the scientific approach. The respective literature claims that object oriented
approach is a revolution which requires a completely new way of thinking. This
is true to a certain extent, since change of attitudes, opinions and paradigms
perceived as an approach, is in prior a consequence of the evolutionally
instead of revolutionary development. From this aspect, paper considers a
thesis that eLearning is actually learning on a new level of evolution, while
synergy with the ICT can be regarded as a foundation in defining the mutual
characteristics as oppose to paradigms. Figure 2, i.e. implicitly indicates
individualization in approach and a possibility of combining the paradigms as
to realize the final goal – integrity in paradigms’ implementation.
2 eLearning and paradigm
E-learning represents an intersection of two worlds
– world of the information science and
communication technology and
the world of education. This can be of great value when applied
as a part of well planned and organized educational environment, however,
eLearning certainly isn’t “a magic ball” that will replace and suppress current
pedagogic theories, educational methods and technologies and norms[2], but
instead should be regarded as their corresponding supplementation.[3]
Traditional methodical approach to learning is apparently cut in two levels:
methodical approach to implementation of technology and methodical approach to
preparation of a concrete learning content. These levels are interdependent but
not subordinated to each other.
E-learning
is a new paradigm of learning supported by different devices based on
electronic technology in conformity to a paradigm of individualized learning
and teaching oriented to analysis of content, goal, media to be applied,
modelling of learning contents and media of the eLearning environment. This
learning is structured in way to enable acquiring the knowledge and skills not
solely for students’ sake in the formal process of learning and teaching, but
instead for all categories of participants of the so-called process of Lifelong
Learning and Teaching.
Fig. 2: Object Orientation (source) www.hl7labs.gr/
pages/Edsger/Edsger/oop.htm
In comparison to the traditional teaching in class
which puts emphasis to teacher and his control over the class, learning content
and process of learning and teaching, e-Learning put emphasis on student who
gets a possibility of interactive learning at own speed, within simple,
flexible and distributed teaching environments. [4] All participants who are
engaged in creation of the educational multimedia material should, besides
tools, also understand the principles of modelling, as to ensure its quality in
conformity with its educational purpose and technological foundation. [5]
3 eLearning and OO
Paradigms
E-learning is based upon Learning Management Systems (LMS) and Learning Content Management
systems (LCMS). These are Web
oriented systems to support the process of teaching and learning, as for
students to acquire knowledge and skills. The Learning Management Systems have
been supplemented with the Learning Content Management system or the Reusable Learning Objects (RLO). The point is to apply a model of object
oriented thinking in the world of learning. The Learning Objects (LO) can be anyone (“the knowledge granules”)
used for developing and acquiring knowledge or re-usage of the media
independent information as construction block of the eLearning contents.[6]
Learning objects are more flexible to use if they are organized and classified
according to meta-data and saved in data repositories such as the ones of the
LCMS systems. E-learning is basically developed in conformity to object
oriented paradigms:[7]
-
Abstraction – providing the learning
objects or programme’s fragments with scale of information – from basic to more
concrete;
-
Encapsulation – teacher doesn’t have to
understand the structure of learning objects and has
no need for insight in programme code since emphasis is put on availability and
applicability of learning object’s function;
-
Inheritance – a possibility of accepting
the learning objects and their free adaptations and
improvements within e-Learning’s frames;
-
Polymorphism – a possibility of elaborating
different forms of learning objects in a unique definition.
To insist on a complete application of these paradigms
means to speed the process of applying the complete on-line mode of teaching.
Developing banks (repositories) with standardized learning objects leads to
providing a reliable mode of developing teaching process that will enable
“teaching team” to express its creativity and to orient its constructive
potentials to real cause and goal of teaching – the most qualitative education
of pupils (or students or attendants or simply put an student.[8]
Generally speaking, a learning object is defined as
any digital or un-digital object that can be used in learning, teaching and
education. LO can be defined as the smallest unit of digital learning content
that represents a meaningful unit and can be observed independently. Its size
can vary. This is a unit comprised of information and completely independent of
the other LO. These units can be divided and reused in different learning
contents (the share & reuse concept is backed up). Level of dividing
digital learning materials to LO depends of the author who can apply different
levels of granularity. Each picture, animations, text block etc. can represent
one LO. However, simple fine granulation can define LO as lection, chapter or
event of the complete digital learning material for one course.[2] Their features are
as follows:
-
Reusability – the content is independent of the learning context
and can be used in numerous situations;
-
Durability – a constant usage of learning components without their repeatedly
development or new coding when technology changes;
-
Accessibility – approach to learning components from one distant location and their
distribution to other locations;
-
Interoperability – learning components developed at one but used in another location,
regardless to platform and respective set of programme tools
Several imperfections have been spotted in the
current massive approach to online learning in comparison to learning and
teaching.[10] The learning objects are usually applied as “content’s
fragments”, “data repository” or “qualitatively produced learning” as if the
online learning is just teacher’s bigger megaphone. Numerous individuals and
institutions analyze learning objects as to enable learning “anywhere and
anytime” by virtue of computer-automated assembly of learning objects adjusted
to the specific student’s needs. However, an isolated approach instead of
interaction is not in conformity with propositions put forward by the modern
theoreticians of learning – the importance of cooperation, collaborative
learning, community of students, negotiations conducted in the society and
professions. The respectable approaches to usage of learning object referred as
“education by saving” by Fraire (according to Wiley, 2006), do not provide
students with possibilities of experiencing different comprehensions and asking
the meaningful questions.
Despite a line of problems connected to traditional
comprehension of learning objects’ implementation, there are numerous
possibilities for applying the learning objects as efficient tools that
facilitate learning. Internet is saturated with examples of learning supported
by the reusable digital learning resources.
Modern approach to learning objects is often
confronted with the recent analysis of learning, regardless to its qualitative
adjustment to the same analyses conducted in the eighties or sooner, including
the researches of authors who dealt with behavioural or cognitive educational
paradigms.
4 Learning
paradigms
Main
goal of any educational system is to improve learning so teachers have to
understand learning principles and learning modes before they begin to develop
learning materials. This is especially important in online learning where
teacher and student are separated. Development of efficient online materials
should have foundations in verified and applicable theories of learning. ICT,
as media used in learning and transferring information, is not however a
crucial factor that influences quality of learning. Therefore, it is necessary
that each application of technology in learning is simultaneously supplemented
with suitable methodical approach.
Fig.3: Formal Learning TheoryParadigm (source)
www.personal.psu.edu/wlm103/edpsy/paradigms.html, 15-10-2008).
When
developing learning materials, it is recommendable to use combination of
different approaches to learning and teaching, as to get through to all
prospective users/students and to satisfy their personal needs and learning
styles (Figure 3). The chosen strategies of learning should motivate students,
facilitate cognitive processing, help to create a complete personality, take
into considerations the individual differences, encourage meaningful learning
and interaction, provide feedbacks, facilitate learning and ensure backup.[11]
At the time we are dealing with various trends in thinking and approaching to
learning. Development of learning materials should never consider just one of
these trends, but instead it should combine different approaches to learning.
The
early systems of computerized learning were based on behavioural approach to
learning that presumes learning as change of behaviour caused by environmental
incentives, impossible to observe and measure as learning indicator. The
process of thinking that occurs in students’ heads is totally being neglected.
In order to activate cognitive structures, students should be provided with
conceptual maps, information about prerequisites and scheduled learning
outcomes so they could define their own expectations and judge whether they
have reached the outcomes or not. They should also be given feedbacks and
learning materials that would motivate them to learn (from easier data to more
complicated, from familiar to the unknown, from knowledge to its application).
However,
some teachers have claimed not every type of learning can be recognized so it
is more than just a change in behaviour. The result was shift from behavioural
to cognitive approach.
Those
in favour of cognitive approach perceive learning as an internal process
that includes memory, motivation and thinking. They believe thinking has an
important role in learning. Learning is considered as an internal process so
that quantity of learned depends of possibility of cognitive analysis of
students, the efforts put in the learning process, depth of the analysis and
current knowledge of students. The deeper the analysis is, the acquired new
information creates greater number of connections in memory. The most frequent
contemporary psychological paradigms of learning that support human knowledge
are found in Atkins’ and Shifrin’s
model of cognitive psychology that analyses learning from the point of
data processing and student who uses different sorts of memory in his teaching.
Information are obtained through sensors and preserved in sensor storage before
they are being processed in working memory, and finally stored to the long-term
memory. If the information is not instantly transferred to the working memory,
it could get loss. Short-term memory has limited capacity with average of 7
elements (±2). Since working memory also has a limited capacity, information
should be qualitatively organized and divided into fragments of suitable size
as to facilitate their processing.[12] In conformity with this trend, online
learning should apply different strategies which ensure usage of current
information in long-term memory due to better understanding of new information.
Recently
a shift has been made towards the constructive
approach to learning and
teaching. This trend was initiated as a reaction to teaching recommended by
teachers who have dominated in educational process over the last 40 years –
especially in education of adults and higher education.[13] Those in favour of constructive approach claim that
students interpret information and world in conformity to their personal
reality, so they learn by noting, processing and interpreting information later
transformed in personal knowledge. Students are in the centre of learning while
teacher acts as counsellor and assistant. The process of learning includes a
transactional relationship between teacher, student and content. During the
process of transformation, students communicate with technology
(student-interface), content (student-content), other students and teachers
(student-student, student-teacher).
In
creating and developing e-Learning material, principles of all three approaches
should be included: behavioural,
cognitive and constructive. (Fig. 3)
5 Teaching paradigms
Information
and communication technology has become a fragment of educational system as
backup for teacher who carries out traditional teaching or as tool of replacing
such teaching with one of the numerous new methods and modes of realizing the
teaching process as process of learning and teaching.
New
educational paradigm is oriented towards student (Learner-centred paradigm) so
the centre of teaching model has been moved toward student(Fig. 4).
Student
is “placed” in centre while environment encompasses learning resources in terms
of time, place and style of learning. Teacher has been replaced with team
respectively required assistants in teaching realization.
Pratt
and associates have conducted years-long research in five different countries
where they examined work of hundreds of teachers who educate the adults. Thanks
to a wide range of disciplines, contexts and cultures, the author and
associates have come to a conclusion there are numerous styles of good teaching
of which just few rely on constructive principles of teaching. However, a
unique approach to learning and teaching hasn’t been found.
Fig.4: Pratt's Model of Learning – eLearning Context (Author's
Modif.)
Researchers
have defined five different teaching perspectives, all with a potential of
“good teaching”. Each perspective represents a combination of attitudes,
intentions and actions. However, they all do have some similarities.
-
Transmission
perspective – teacher has to
effectively and efficiently transfer certain quantity of knowledge and way of
thinking similar to the one found in text he uses.
-
Apprenticeship
perspective – teachers should
define internal structure of skilful teaching, whether in auditoriums or
working places.
-
Development
perspective of education – has a foundation
in constructive principle as students apply already acquired knowledge in order
to filter and explain new information.
-
Nurturing
perspective – presumes long-lasting, difficult and constant effort in achieving the
results led by heart instead of head.
-
Social reform
perspective – these teachers not
only do try to interpret world but also to change it in way that suits their
ideals.
Data
collected thanks to more than 2,000 teachers who filled the questionnaires with
list of perspectives (TPI - Teaching Perspectives Inventory, Pratt and Collins,
2000) implied more than 90% of teachers use only one or two described
perspectives as their dominant attitude towards teaching while other perspectives
are used only marginally. This shouldn’t surprise us if we take into
consideration that perspectives do differ in their attitudes to knowledge,
learning and teaching. Furthermore, Pratt made a conclusion that perspectives
are not good or bad, but are philosophical orientations regarding the
knowledge, learning, teaching, roles and responsibilities of teaching
profession.
6 Conclusion
Online learning can be regarded as using the
Internet with purpose of approaching the materials, communicating with content,
teacher or other students, and providing a backup during the learning process
that would all result in acquiring knowledge, creating a personal sense and
development due to learning. Main goal is to create a good multimedia content
that encourages active cognitive processes and leads to meaningful learning, as
to creatively solve the problems. In this respect, all participants who work in
development of educational multimedia material should, besides tools, also
comprehend the basic principles of developing learning material thus making it
qualitative in educational and technological sense.
Behavioural, cognitive and constructive theories
have made different contributions to developing online materials. When moving
closer to constructivism, students are given an opportunity to personalize
information presented in online materials.
The
essence of using digital multiply-usable educational units is in implementing
the object-oriented models of thinking within the educational world. Purpose of
learning, the social, historical, cultural and institutional context of
teaching are all essential factors that must be taken into consideration when
developing the successful learning. Simple chaining or sequential connecting of
de-contextualized educational objects do not create meaningful learning context.
Teachers
combine several teaching styles. Namely, researches that analyze teaching
perspectives do not define a unique attitude towards learning or teaching that
would dominate in the concept of the so-called “good teaching”. Perhaps, we
could quote Kuhn: "Failing to find a solution under the paradigm,
indicates a lack of understanding of the paradigm, and not a flaw in the
paradigm!"[1]
7 Da capo al fine
“Da
Capo al fine” refers to musical term that suggests repeating the theme from the
beginning to mark “fine”. If we compare the combination of object-oriented
paradigms with music, paradigms of learning and paradigms of teaching can be
observed as a beautiful fugue, which purpose is to express the most interesting
and the most beautiful fragments of music perceived as learning. The structure
of fugue can seem disordered but it does have a purpose and meaning, as one
definition of fugue explains it as a combination of wind and elegance (sic!).
In the respect, teaching and student to whom it is intended are put in an
environment which offers and requires higher engagements of members. Therefore,
question addressed in title is not dilemma but instead a reality that implies
eLearning as future dominant form of learning developed through evolution while
the allege mess of paradigms becomes a necessity in the same evolution. The
combination of paradigms consequently becomes indisputable.
References:
[1]
Kuhn, T. S.: The Structure of Scientific
Revolutions, University Of Chicago Press, 1996, p.43-52
[2]
Stankov, S. at all,: Paradigm of e-Learning
& Intelligent educational systems
–on:http://www.pmfst.hr/~bzitko/radovi/files/MIPRO2004.pdf
[3]
http://www.sau.ac.me/E_komerc/VIIIcas/E-Learning_dio.pdf
[4]
Khan, B.H. :Managing e-learning
–available on:http://books.google.hr/books?id=WVL9x9EZskC
[5]
Mateljan, V., Širanović, Ž., Šimović,
V.: Proposition of model for creating the multimedia web learning contents in
conformity to pedagogic practice in the Republic of Croatia, Informatologia
42, 2009, 1,38-44
[6]
http://www.astd.org/LC/glossary.htm
[7]
Sinan, S.A.: The Object-Oriented Paradigm on: http://gagne.homedns.org/~tgagne /articles/TheObject
OrientedParadigm.pdf
[8]
Kralj, L., Pogarčić, I., Babić,
S.: eLearning: Examination of methodical foundations of learning or eLearning
continuum and changes in the methodical approach, Edupoint, Volume VII,
February , 2007
[9]
Wiley, D.: Learning Object: Difficulties and
Possibilities, Edupoint, Volume VII, Zagreb, 2007
[10] Ally,
M.: Basics of Educational Theory of Online Teaching, Edupoint, Volume V,
Zagreb 2005
[11] Pratt,
D.D.: Good Teaching: One size fits all?
– available on: http://teachingperspectives.com /PDF/goodteaching.pdf,
p. 1
[12] L.
Budin et all: Strategy of the development of the Republic of Croatia, Project
assignment: Information and communication technology, 2001.
[13] Summary
of Five Perspectives on 'Good Teaching' on:
http://www.one45com/ teaching perspectives/ tpi_ html/ tpm_summa.htm