Impact Analysis on Early Design for Online Learning
This paper provides an overview of early design considerations in an online learning module with the goal of developing a stand-alone learning module designed to teach Kindergarten-level students the basic colors. This paper will also address some learning gaps that are associated with this learning module in general, and what some of the performance and knowledge gaps of a color-teaching program in particular. A description of a desirable learning environment is followed by a discussion of some of the implications of technology involved, including bandwidth availability, as well as hardware and software availability. An assessment of potential problems with the availability of student access to technology is followed by a discussion of the merits of providing such a stand-alone program as an online application or presented as a computer-based training module. Finally, a summary of the research will be provided in the conclusion. Background and Overview. Learning colors and shapes are important steps for young learners in general; further, the specific ability of a kindergarten student to identify primary colors shown in random order has been shown to be an important variable that may hel
Online or Computer-Based? Which is Superior? Because resources in any academic setting are by definition scarce, it is important for the educator to realize as much "bang for the educational buck" as possible; therefore, a learning module for instructing kindergarten students about the primary colors should be equally adaptable to either an online or stand-alone computer application, with an emphasis on the stand-alone version since many public schools may not have online access in the kindergarten classroom, but virtually every kindergarten can secure the use of a personal computer or computers that can readily accommodate the size of the program required (even otherwise-obsolete 386-processors would work for this purpose). As noted above, though, augmenting an interactive learning module with resources that are readily available online would make the approach far superior to a mere presentation of red, blue and yellow, and if online access is available, the module should be placed online as well. There are numerous free hosting services available that have generous bandwidth provisions, burdened only by banner advertising that can even be suppressed (see for example, http://signup.50megs.com/cgi-bin/path/signup?session_wipe=1&x=48&y=9). Types of Learning Environments Conducive to Computer-Based Learning Modules. Noting the value of computers for providing young learners with different learning experiences, one kindergarten teacher helped develop a learning environment that was conducive to computer-based learning by keeping the topics being investigated prominently displayed throughout the classroom. For example, to ensure that her students were able to review computer-based lessons during other times, one kindergarten teacher, "Ms. Collins," posted the days of the week and months of the year; the primary colors; numbers; animals; family members; and environmental print such as a stop sign, fast-food restaurant logos, and exit and enter signs on bulletin boards around the classroom (Heller, 1999). Another kindergarten teacher incorporates a general study of color by examining some artists' prints that are readily available online such as van Gogh's "Sunflowers"; as part of the lesson plan, the teacher asks the students to determine how various artists use color to represent meaning. Students are then led to reflect on how various colors represent meaning to them and are guided to think about t
Some common words found in the essay are:
Gogh's Sunflowers, Computer-Based Superior, Cooper Weaver, , Color-Teaching Programs, Pailliotet Richards, Ms Collins, Modules Noting, Overview Learning, Carter Swanson, primary colors, learning module, computer-based learning, digital divide, albers et al, represent meaning, kindergarten students, online access, cooper weaver, albers et, kindergarten teacher, computer-based learning module, et al 2003, cooper weaver 2003, conducive computer-based learning,
Approximate Word count = 1633
Approximate Pages = 7 (250 words per page double spaced)
|
