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StaffIncremental BloggerTablet PC Learning Research Agenda 4 - Learner Views

Tablet PC Learning Research Agenda 4 – Learner Views

This fourth post of notes toward a Tablet PC Learning Research Agenda gives priority to learner views of acquiring new behavior. All posts in this series address aspects of learning efficiency as a way to increase learning rates.

The first post proposed a Children’s Research Center for Mobile PC Learning. The second started a list of research questions that a proposed Symposium on the Impact of Pen-Based Technology on Education Learning might address. The third began a glossary about Tablet PC learning research, especially measures of outcomes.

I consider this effort a way to clarify how an Association of Public School Learners and a National Association for Public School Learning might help account for increased academic performance in an emerging era of open learning.

A Learner View of Learning

It seems reasonable to assume that learners implicitly ask a series of six (6) generic questions when faced with a new task to perform. Most people who have encountered any instruction will recognize these questions as those each of us has considered at least once. Each question has a corresponding behavioral learning theory set of options instructors may use to increase learning efficiency.

Q 1: What must I learn to do? For example, see a color, squiggle, meaning of a squiggle, and/or hear a key word or phrase?

Q 2: How must I learn to do it? For example, where do I look, what for and which words and sounds must I hear to learn it? What moves do I make with my fingers? Can I choose from options you provide, or must I make my response some other way? How much guessing must I do? How fast must I do each thing? When will these presentations repeat?

Q3: What will it cost me to learn it? For example, how much time will this take me, seconds or minutes? How much of that time will I waste waiting for the instructor to give the next point? What other learning will I miss while waiting? Must I sit still or can I move around? How do I know I will I gain more than I give? Who or what controls what I give?

Q4: How will I know I learned it? For example, will a smiley face appear or bells ring automatically when I write the correct response? Will I know tomorrow after someone marks my response?

Q5: How will I show I learned it? For example, will I write something, choose something, fill in something missing, copy something? Who or what says whatever I do means I learned it, know it, understand it, can use it?

Q6: So what? What do I get for my cost? Stated another way, why should I learn whatever I decide to learn or what the program or another person says I should learn? For example, what benefit will I get for my cost, such as for my welfare gain, profit or advantage?

More questions

What generic questions would you include from a learner’s view and what learning theories would instructors use to address each question?

More notes toward a research agenda

Future posts will continue to coordinate aspect of previous notes and fill in gaps to offer a possible research agenda useful to teachers, behavioral scientists, and software developers.

I appreciate your comments, so please let me know your thoughts, responses, etc. to this series and to the idea of building a behavioral science research agenda about Tablet PC learning.

Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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