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Authentic Learning in Interactive Multimedia Environments

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Authentic Learning in Interactive Multimedia Environments Edith Cowan University Research Online Theses: Doctorates and Masters Theses 1997 Authentic learning in interactive multimedia environments Janice A. Herrington Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses Part of the Teacher Education and Professional Development Commons Recommended Citation Herrington, J. A. (1997). Authentic learning in interactive multimedia environments. https://ro.ecu.edu.au/ theses/1478 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses/1478 Theses Theses: Doctorates and Masters Edith Cowan University Year 1997 Authentic Learning In Interactive Multimedia Environments Janice A. Herrington Edith Cowan University This paper is posted at Research Online. http://ro.ecu.edu.au/theses/1478 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. 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Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. USE OF THESIS The Use of Thesis statement is not included in this version of the thesis. Authentic learning in interactive multimedia environments janice Anne Herrington B.A., Dip Ed, B.Ed., M.Ed.Studies (Monash) Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, Edith Cowan University. Faculty of Science, Technology and Engineering July, 1997 Abstract The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, ii relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided. iii Declaration "I certify that this thesis does not incorporate without acknowledgment any material previously submitted for a degree or diploma in any institution in higher education; and that to the best of my knowledge and belief it does not contain any material previously published or written by another person except where due reference is made in the text." Sig Date: 29 July, 1997 iv Acknowledgments I wish to thank my Principal Supervisor, Dr. Ron Oliver, for his help, inspiration, and encouragement throughout the term of this research. His thorough appraisal and guidance of my work, and the high priority and prompt attention he gave to his supervision work was very greatly appreciated. His inspirational approach and easy good humour made the task enjoyable as well as challenging. Thanks is also extended to my Associate Supervisor Dr. Murray Lake, who was abundant in his support and encouragement, and to the students and supervising teachers who shared their thoughts and feelings so generously and articulately in the study. I also wish to extend a special word of thanks to Professor Tony Knight and my work colleagues without whose kind support the thesis could not have been completed. Above all, I wish to thank my husband Tony Herrington who has supported me personally, academically, domestically and professionally throughout. It is to him and our three children I owe the greatest debt, and the greatest appreciation. I dedicate this work to my father, John Maxwell Parkinson (1921-1991) who in his life had just eight years of schooling, but seventy years of learning. v Table of contents Abstract ii Declaration iv Acknowledgments v Table of contents vi List of tables xiii List of figures xv CHAPTER 1: Introduction Background to the study School-based and real-life learning 3 Theory reflected in interactive multimedia 5 Situated cognition and constructivist perspectives 6 The research questions and studies: 8 Part A: Definition of critical characteristics of situated learning and development of framework 8 Part B: Design and production of interactive multimedia p~ckage 9 Part C: Pilot study 9 Part D: The implementation of the interactive multimedia program as a situated learning environment 9 Part E: The transfer study 10 The organisation of the thesis 10 CHAPTER2: Situated cognition: A review of the literature 12 Inert knowledge 12 Decontextualised instruction 14 Contextualised learning in authentic situations 16 Situated cognition 18 Transfer 22 Higher order learning 25 The apprenticeship debate 30 Can situated learning be applied in the classroom? 32 vi Can situated learning be computer-based? 37 Critical characteristics of situated learning for an instructional design model 40 CHAPTER3: Situated cognition: Guidelines for implementation 43 Characteristics of situated learning 44 Authentic context 45 Recommended design features 50 Authentic activities 51 Recommended design features 53 Expert performance 54 Recommended design features 56 Multiple roles and perspectives 56 Recommended design features 58 Collaboration 59 Recommended design features 61 Reflection 62 Recommended design features 65 Articulation 65 Recommended design features 68 Coaching and scaffolding 68 Recommended design features 72 Authentic assessment 73 Recommended design features 78 Guidelines for implementation of situated learning model 79 Situated learning guidelines applied to interactive multimedia 82 Research questions 84 Development of the software 85 CHAPTER4: Development of the learning environment
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