Engaged learning with emerging technologies (Wang & Kang, 2006) is an edited book of 12 chapters which addresses the question of ‘how learning, both in formal and informal setting, can be engaging or meaningful through the integral accomplishment of learning and educational technologies’. A premise that underpins all chapters is that engaged or meaningful learning occurs through learner-centered const that are consistent with the ideas of Vygotsky.
Engagement is described as a ‘blending of intellectual, affective and social relations’ (Wang & Kang, 2006, p.ix), that ‘truly engage learners are behaviourally intellectually and emotionally involved in and learning tasks’ (Wang & Kang, 2006, p.225 citing Bangert-Drawns & Pyke, 2001). ‘Engagement is a multidimensional phenomenon that varies from setting to setting: Time-on-task, self-regulated learning, intrinsically motivated involvement of integrated cognitive process, learning environment (quality of the dialogue), and production of tangible result (Wang & Kang, 2006, p.225 citing Bangert-Drowns & Pyke, 2002).
Meaningful learning is described as social, collaborative, intentional, authentic (in terms of the context and the problem) and active resulting in a cognitive residue (in the learner) in the form of a mental model These mental models take the form of ‘rich, complex, interconnected, interdependent, multi-modal representations of what someone or some group knows’ (Jonassen & Jonassen, 2006, p.1). Engaged learning is correlated with active learning where ‘learners take responsibility for their own learning … actively developing thinking/learning strategies and constantly formulating new ideas and refining them through conversational exchanges with others’ (Hung, Tan, & Koh, 2006, p.30). Authentic (problem and process) problem-based and situated learning are advocated (Hung et al., 2006) and differences between the workplace and educational institutions in respect to the availability of tools and conditions which support engaged learning are identified(Collis & Moonon, 2006)(Opperman & Specht, 2006).
The place computer supported collaborative learning technology in the classroom environment (Tan, Hung, & Scardamalia, 2006), user interface design to engage learners (Hedberg & Metros, 2006) and the use of online threaded discourse as an approach to knowledge building (Yuen, 2006) are explored. A model for placing engagement at the center of the learning transaction is proposed (Pritchard, 2006). Confusion about the use of technology in Australian schools is considered and suggestions for overcoming this confusion are provided (Romeo, 2006) with changes at the levels of the teacher, schooling environment and learning activities required if ICT enriched learner centered environments are to be created (Lee, 2006).
The term cybergogy is coined to represent ‘strategies for creating engaged learning online (Wang & Kang, 2006, p.225). This shows similarities with a model proposed by Garrison and Anderson (2003) but is not directly acknowledged.
The scope of this text is largely limited to the school environment (K-12). Although two chapters relate to workplace education there is no consideration of institutional education at the post secondary level. A strength of this book is that it begins to unpack the meaning of 'engaged learning'. A number of models and frameworks that are useful in conceptualising the use of e-learning are provided. However, the importance of such an approach is asserted rater than proven. Ultimately the general message in the book is summarised in the citation below.
For teaching to be effective, cognitive, in OT and social factors must work together. For online learning experience to be successful, students must have sufficient prior knowledge, you know device to an, and positively engaged in the learning process. In addition, they must also comfortable with the learning environment and feel a strong sense of community and social commitment. Finally, in emotive factors heavily affect students’ engagement in the learning. Thus, instructors must be sensitive to students’ emotional state and must take initiative to channel students’ emotions to the good “zones” such as the son of curiosity, design of the flow, and zone to a productive path. (Wang & Kang, 2006, p.247)
Hung, D., & Khine, M. S. (Eds.). (2006). Engaged learning with emerging technologies. Dordrecht: Springer.
# posted by Ian @ 3:06 PM
