The Role of Web-Based Simulations In Technology Education

Tom Page*
Lecturer in Electronic Product Design, Department of Design and Technology, Loughborough University, UK.
Periodicity:October - December'2009
DOI : https://doi.org/10.26634/jet.6.3.1057

Abstract

This paper discusses the theoretical underpinning and main aspects of the development and application of the web orientation agent (WOA) and presents preliminary results concerning its use in university studies. The web-orientation agent (WOA) is a software based tool which produces an interactive learning environment offering support and guidance in teaching and learning that makes use of local applications, in this case, an electronic circuit design and simulation application.

The WOA and its supportive role in the teaching-learning process is based on activity theory (Kaptelinin & Nardi 1997) along with the constructive view of teaching, studying and learning (Miettinen 2002). The study draws on learning psychology and user evaluation of the use of computer-based learning environments. The basic principles of such planning include activity theory in computer-based environments (Nardi 1997; Kapetelinin & Nardi 1997), the theory of internalisation (Podolskij 1997), the zone of proximal development (Vygotsy 1978; Tella & Mononen-Aaltonen 1998), the NeoGalperin model for stage-by-stage formation of mind actions, and the notion of reducing the cognitive load of students (Sweller & Chandler 1994; Wilson & Cole 1996).

The tool developed in this research seeks to move away from traditional methods taken from multimedia technologies towards maximising the scope of present computer screens in a way which permits learner application software to be used simultaneously alongside the web agent. The web-orientation agent is an interactive aid and guide which enables the student user to view multiple applications. Each of these applications use as small a part of the computer screen area. Furthermore, these applications demand as little of the student users' attention as the supportive information for study activity requires.

Keywords

Network-based Learning, Simulation, Teaching-studying-learning, Activity Theory.

How to Cite this Article?

Tom Page (2009). The Role of Web Based Simulations in Technology Education. i-manager’s Journal of Educational Technology, 6(3), 20-27. https://doi.org/10.26634/jet.6.3.1057

References

[1]. Albanese, M.A., & Mitchell, S. (1993). Problem-based Learning: A Review of Literature on Its Outcomes and Implementation Issues. Academic Medicine. Volume 68, No 1, 52-81. ISSN 1040-2446.
[2]. Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
[3]. Bruner, J. (1985). Vygotsky: A historical and conceptual perspective. Teoksessa: J. Wertsch.(Ed). Culture, communication, and cognition. Cambridge. Cambridge University Press.
[4]. Bransford, J., Brown, A.L. & Cocking, R.R. (Eds.) (2000). How people learn. Washington, D.C.: National Academy Press.
[5]. Chandler, P. & Sweller, J. (1991). Cognitive Load Theory and the Format of instruction. Cognition and instruction, Volume, 293-332. Hillsdale, New Jersey.
[6]. Chen, T. (2002). Design Considerations for Computerbased Simulations in Education. In Proceedings of the EDMedia 2001 Conference, Tampere, Finland, June 2530, 293-294.
[7]. Cooper, G. (1998). Research into Cognitive Load Theory and Instructional Design at UNSW. University of New South Wales, Australia. [Online reference, see http://www. gmp.usyd.edu.au/vguide/students/samplew/mscp/learn ingtopics/Kk9HHkf.html, referred 22nd June, 2004]
[8]. Crawford, C. (1984). The art of Computer game design. Berkley: USA, McGraw-Hill.
[9]. Farnill, D. (2001). Communication in a medical emergency. Dept of Behavioural Sciences. University of Sydney. [Online reference, see http://www.gmp.usyd.edu. au/vguide/students/samplew/mscp/learningtopics/Kk9H Hkf.html>, referred 12th February, 2003]
[10]. Galperin, P.I. (1989). Organisation of mind activity and effectiveness of learning. Soviet Psychology, Volume 27, No 3, 65-82.
[11]. Galperin, P.I. (1992). The problem of activity in Soviet Psychology. Journal of Russian and East European Psychology, Volume 30, No 4, 37-59.
[12]. Gokhale , A. (1996). Effectiveness of Computer Simulation for Enhancing Higher Order Thinking. Journal of Industrial Teacher Education. 33(4). [Online reference, see http://scholar.lib.vt.edu/ejournals/JITE/v33n4/jitev33n4. gokhale.html>, referred 22nd June, 2004]
[13]. Gonzales, J.J., Reitman, L. & Stagno, T. (2001a). An Interactive System for Teaching Electronics. Seminar paper. ED-Media 2001 Conference, Tampere, Finland, June 2530.
[14]. Gonzales, J.J., Reitman, L. & Stagno, T. (2001b). An Interactive System for Teaching Electronics. In Proceedings of the ED-Media 2001 Conference, Tampere, Finland, June 2530, 608-612
[15]. Kangas, S. (1999). Mukautuvat käyttöliittymät elektronisissa peleissä. In: Pelit, tietokone ja ihminen. [Games, Computers and People]. (Ed.) T. Honkela. Suomen tekoälyseuran julkaisuja. Symposiosarja No 15. University of Art and Design UIAH & Finnish Association of Artificial Intelligence. Helsinki., pp.128-134.
[16]. Kaptelinin, V. & Nardi, B.A. (1997). Activity Theory: Basic Concepts and Applications. [Online reference, see http://www.acm.org/sigchi/chi97/proceedings/tutorial/bn .htm, referred 22nd February, 2004]
[17]. Kimbell, R. (1987). Design and Technological Activity. A Framework for Assessment. Department of Education and Science. Assessment of Performance Unit. London. Her Majesty's Stationary Office.
[18]. Kimbell, R. (1997). Assessing Technology. International trends in curriculum and assessment. London Open University Press.
[19]. Kimbell, R. (2000a). Design for Learning. Article and Seminar paper based on article. Kajaani Kytke 2005 seminar 28.4.2000.
[20]. Kimbell. R. (2000b). Assessing Technology. Technology Education from a problem to a solution. Seminar presentation. Kajaani Kytke 2005 seminar 28.4.2000.
[21]. Koopal, W. (1993/1997). Instructional design for computer simulations. Supervision: R. Min & J. Moonen. [Online reference, see http://www.gmp.usyd.edu.au/ vguide/students/samplew/mscp/learningtopics/Kk9HHkf. html>, referred 22nd June, 2004]
[22]. Jonassen, D. (2000). Computers as Mindtools for Schools. Engaging Critical Thinking. 2nd ed. New Jersey. Prentice Hall.
[23]. Jonassen, D. & Rohrer-Murphy, L. 1999. Activity Theory as a Framework for Designing Constructivist Learning Environments. Educational Technology: Research and Development ETR & D Volume 47, No 1, 61- 79.
[24]. Lehtonen, M. (2002a). Toward the Information Age Challenges in Technology Education. Modern learning methods & learning media supported and mediated learning processes as part of the new university technology education curriculum. In: Looking at the Future: technical work in context of technology education. pp.99 119.Kantola, J. & Kananoja, T. (Eds.) University of Jyväskylä. Department of Teacher Education. Research 76. Jyväskylä. Jyväskylä University Printing House.
[25]. Lehtonen, M. (2002b). Simulaatioiden avulla tapahtuvan oppimistoiminnan mallin ja sitä tukevien Webpohjaisten välineiden kehittäminen teknisessä työssä ja teknologiakasvatuksessa. []Long paper. ITK´02 Conference. Workshop of researchers. Organised by the Ministery of Education and University of Tampere Hypermedia Laboratory. 17.4.2002. Hämeenlinna.
[26]. Lehtonen, M. (2002c). Online Interactive Curriculum Representation as One Key to well Structured Students Learning Activity. In Proceedings of the ED-Media 2002 Conference, 2002 Denver, Colorado USA, June 2429, 1110-1115.
[27]. Miettinen, R. (2002). Varieties of Constructivism in Education. Where do we stand? Lifelong Learning in Europe. 1/2002, 41-48.
[28]. Min, R. (2003). Shortcomings of the monitor. The problem of linear presentation media in learning situations; the importance of parallelism in open learning and working environments. [Online reference, see http://projects.edte.utwente.nl/pi/Papers/Monitor.htm, referred 22nd June, 2004]
[29]. Nardi, B.A. (1997). Context and consciousness. Activity theory and human-computer interaction. 2nd pr. Cambridge, MA, MIT Press.
[30]. Nykänen, O. & Ala-Rantala, M. (1998). A Design for a Hypermedia-Based Learning Environment. Education and Information Technologies. Volume 3, 277-290.
[31]. Podolskij, A. (1997). Instructional Design for Schooling. Developmental Issues. In: S. Dijkstra et al. (eds.) Instructional Design. International perspectives. Vol. 2. Mahwah, NJ, Lawrence Erlbaum.
[32]. Heli Ruokamo, Tuovinen, H., Tella, S., Vahtivuori, S. & Tissari, V. (2002). Pedagogical Models in the Design and Assessment of Network -Based Education. In Proceedings of the ED-Media 2002 Conference, 2002 Denver, Colorado USA, June 2429, 1676 -1681.
[33]. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, Volume 12, 185-233.
[34]. Talyzina, N. (I981). The Psychology of Learning. Progress Publishers, Moscow.
[35]. Tella, S. & Mononen-Aaltonen, M. (1998). Developing Dialogic Communication Culture in Media Education: Integrating Dialogism and Technology. University of Helsinki. Department of Teacher Education. Media Education Centre. Media Education Publications 7. ERIC ED426620. [Also available online, see http:// www. helsinki.fi/~tella/mep7.html, referred 22nd June, 2004]
[36]. Uljens, M. (1997). School didactics and learning. Hove, East Sussex: Psychology Press.
[37]. Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
[38]. Wilson, B. & Cole, P. (1996). Improving Traditional Instruction. Cognitive Load Theory. [Online reference, see http://carbon.cudenver.edu/~bwilson/cog/sweller.html, referred 22nd June, 2004]
[39]. Devedzic, V. & Harrer, A. (2002). Architectural Patterns in Pedagogical Agents. In: S.A. Cerri, G. Gouardères, and F. Paraguaçu (Eds.): ITS 2002, LNCS 2363, Berlin: Springer-Verlag, 8190.
[40]. Vygotsky, L.S. (1978). Mind in Society. Cambridge. Massachusetts. Harvard University Press.

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.