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Classroom without Walls
Transcript of Classroom without Walls
Classroom without Walls Learning spaces without limits, going beyond physical space.
Expanding the conception of where the classroom should lie.
Idea that learning can (and should) take place anywhere and everywhere.
Do we even need the concept of a classroom anymore? TV and the Internet in the TV as a medium that brought AV to the masses.
TV seen first as auxiliary mode of education that was brought to mainstream by distance education.
The internet represents a similar medium of that uses improved technology.
Information flows became two-way and developed in synchronicity.
Continuing question: Transformation of technology – as an auxiliary or as an integral part of learning? Television in Education Plays significant role in distance/open education (Saglik and Serap, 2001)
Plays key informal role in supplementing formal education, especially for children
Allows state to influence educational aims e.g. Square One TV in the US (Math); CDIS in Singapore (Values education); Bayani in the Philippines (History)
Gateway to the use of multimedia in the classroom Benefits Problems Wide reach; cost per person is low despite high production costs
Ability to set a broad focus in education to reach the wide audience (Palmer, 1997)
◦Visual presentation still attractive to many learners.
◦Ability to overcome problems of distance and remoteness.
Provides equal access to quality information; TV sets are more common than computers.
◦Effective medium to present abstract concepts (Saglik and Serap, 2001).
Allows the showing of difficult experiments, situations, concepts more easily (Saglik and Serap, 2001).. Difficulty in production of good programmes
No control over the content, can be limited (Saglik and Serap, 2001)
Broadcast without TV companies’ aid is expensive
Scheduled telecast, restricted times for viewing
Preference for non-interactive multimedia reduced The Internet in Education Continues and transforms the role of TV in Education.
Move from one-way to an interactive multimedia environment.
Development of games, LMSs, interactive environments, social networks and MOOCs.
Provides a closer replication of the classroom environment than TV. Benefits Generally cost-effective.
Real-time lessons and feedback possible. (Synchronous and asynchronous)
Allow for learning on-demand.
Wide variety of formats and experiences for learning (Pew Research Center, 2012).
Flexibility in means of communication.
Promotes sharing of information, resources that leads to democratisation of knowledge and learning (Ruey, 2010). Problems Competency and confidence with computer as potential barriers (Calvin and Freeburg, 2010).
Lack of universal or easy access in many areas (Pew Research Center, 2012).
Could lead to over-reliance or inappropriate use of technology.
Potential for reduction of contact may not be suitable for all ages.
Constant need for media education and literacy.
Volatile and developing technology and media forms requires constant monitoring and updates ((Pew Research Center, 2012). Classrooms without Walls? Continuous, developing, transformative Teacher/Object-centered Student-centred Cognitive Constructivist Issues and Recommendations Need to set clear guidelines for use, interaction and language online.
Ability to relate to others face-to-face (direct relational contact) may decline as ability to make use of virtual technologies increases (Pew Research Center, 2012).
Internet TV and proliferation of new means of distribution of content
Change in the curriculum development process – to allow for greater constructivism to take place as students take charge of their own learning (Ruey, 2010).
Need to decide the role of media in the process of teaching and learning – auxiliary or integrative to truly move towards the classroom without walls. IDEA Oral Tradition
'Gurus' teaching Written word
Television Internet Butet Manurung with Suku Anak Dalam Tribe in Jambi, South Sumatra, Indonesia. ...learning without schools... Calvin, Jennifer, and Beth Winfrey Freeburg. "Exploring Adult Learners' Perceptions of Technology Competence and Retention in Web-Based Courses." The Quarterly Review of Distance Education 11, no. 2 (2010): 63-72.
Glovera, Rebecca J., Lance C. Garmon, and Darrell M. Hull. "Media’s moral messages: assessing perceptions of moral content in television programming." Journal of Moral Education 40, no. 1 (2011): 89-104.
McLuhan, Marshall. "Classroom Without Walls." In Explorations in Communication, edited by Edmund Carpenter and Marshall McLuhan. Boston: Beacon Press, 1960.
Palmer, Ed. Television for Learning: Our Foremost Tool in the 21st Century. October 20, 1997. http://www.unesco.org/education/lwf/doc/portfolio/opinionindex.htm (accessed April 30, 2013).
Pew Research Center. "The future impact of the Internet on Higher Education." Pew Internet. July 27, 2012. http://pinternet.org/~/media/Files/Reports/2012/PIP_Future_of_Higher_Ed.pdf (accessed April 30, 2013).
Ruey, Shieh. "A case study of constructivist instructional strategies for adult online learning." British Journal of Educational Technology 41, no. 5 (2010): 706–720.
Saglik, Mediha, and Serap Ozturk. "Television as Educational Technology: Using Television at Open University." The Turkish Online Journal for Distance Education. 2001. http://tojde.anadolu.edu.tr/tojde3/index.htm (accessed April 30, 2013). References A Report by Aissa Canteras, Aria Prabantra, SJ and Stanley Goh, SJ