In recent years, the issue of the environment has risen to the fore of international concern as climate change, and in particular, global warming, have become the subjects of increasing scientific inquiry and debate. Although the veracity of these phenomena is still very much a point of contention in certain scientific circles, the problem is more appropriately located in socio-political and socio-economic frameworks that either fail, or refuse, to acknowledge the ramifications of human activity on the environment, and in so doing, impede the formation of comprehensive environmental strategies even as they obfuscate the need for concerted, responsible action.
Technology plays important roles in our life. It enables us to do our activities easier. Something that might be so difficult to do in the past can be done easily with the technology innovations. No want will argue that technology also give huge impact in educational field. With technology, teaching and learning activities can be more interesting and fun. It may also help the learners to get the lesson objectives faster than the manual and conventional way.
Almost all schools nowadays have been using computer and internet technology in their educational systems. It is used to deliver the information and knowledge to the learners. Further, it also gives fun education for the students. The audio and video functions in a computer easily engage the knowledge in each study lesson with the students' understanding of the lesson. The programs in a computer such as PowerPoint allow displaying animation features that can attract the students' interest in learning the subject matter.
Meanwhile, internet technology can be an effective tool in acquiring students' knowledge. With internet technology, the students are able to search any information that can be useful to add their comprehensive in the lesson. Technology is now regarded as a more effective tools rather than textbook. Since technology plays important roles in educational field, computer even becomes a school curriculum in some countries.
Advances in technology provide new tools for educators and students to be used in the learning process. It is also likely that some adult students may not be familiar with computers and information technology. In addition, they have not been in school for several years and therefore may not be used to studying. Consequently, adult students need advice and help in both using modern technology in studying, and in the studying itself.
Information technology (IT) has affected our life profoundly – one can work, do shopping and keep in touch with far-away relatives with an inexpensive personal computer. IT has had a major impact on education as well. Firstly, it has highlighted the importance of continuous IT education that makes it possible to use changing technology. Secondly, IT has introduced new tools for educators and students to be used in the learning process. Thirdly, there has been an explosion in teaching and learning with new technology. The pace of technological change continues as ever smaller, portable computers are being introduced that make it possible to connect anywhere and anytime. However, it can be argued whether technology is being utilized so that it facilitates learning in the best possible way.
As an information technology student, I chose to promote a meta-learning environment because today students need to be skilled computer users and able to deal with different types of media in order to study effectively. However, technical expertise alone is not enough – one must know what to study, where to find information, what to do next etc. Therefore special attention is needed to orientate students to use technology so that they learn to study in a modern learning environment.
What is Meta-learning Environment?
A meta-learning environment is defined as a platform for studying and it should integrate technology and resources so that they empower the learning process. In this article we look at the development of a learning environment using the meta-learning environment approach. The theoretical contribution is in the recognition of key dimensions of the meta-learning environment. They provide a promising framework for developing learning environments in the digital age.
Towards a learning environment
Technology can be utilized in education in several ways. This continuum starts from information delivery and ends with cognitive tools (Reeves, & Laffey, 1999). Information delivery means that technology is used primarily to access and deliver information that is categorized and stored into digital format. For example, a library system may be considered as an information delivery system. Cognitive tools refer to adaptive technology or systems that are developed to support and improve the learning process (Jonassen, Reeves, Hong, Harvey, & Peters, 1997). However, the difference between information delivery oriented systems and cognitive tools is not very clear. For example, Reeves (1996) claims that the World Wide Web (WWW) is a cognitive tool because it focuses on creating knowledge and should therefore not be considered as an information delivery system alone. Both information delivery systems and cognitive tools are part of the learning environment and the learning process.
The difference between concepts learning environment and learning process is the same as with words teaching, studying and learning (Tella, Vahtivuori, Vuorento, Wager, & Oksanen, 2001). The learning environment is defined as a place to study, an environment for the learning process (Vivet, 1996). Today many learning environments take advantage of information technology and are built to a WWW-format or they connect to the Internet using a WWW-interface. As a result, a single computer connected to the Internet and running a WWW-browser can be used for ubiquitous access.
It is clear that the learning material must be organized within a meaningful structure (McGee, & Howard, 1998). In modern, computer-based learning environments the navigational logic relies on links that bind information together so that it makes sense. This navigational support is also called logistics (Neumann, Krzyzaniak, & Lassen, 2001). Ideally, the logistics system recognizes the user and delivers only the content that the user needs. The logistics system of a computer-based learning environment may also be seen as an intelligent agent or tutoring system (Prentzas, Hatzilygeroudis, Koutsojannis, & Rigou, 2001) and in a broader sense it is a human interface to the system (Raskin, 2000). Therefore, the usefulness of the modern learning environment depends on the navigational logic and the interface to the system.
The greatest challenge in learning environments is to adapt the computer-based system to differently skilled learners (Raskin, 2000, 68-70). If the environment is too complex the user will be lost, confused or frustrated. On the other hand, too simple or non-systematic environments can cause motivational problems. Technology and the learning environment should adapt to different user skills and learning strategies, not vice versa. Therefore the focus in adaptation should be on how the user manages technology that is constantly changing and requires the user to learn new technical skills in order to work with technology.
The need for a meta-learning environment
Why learning support
Generally, the role of learning support is important (Bailey, Brown, & Kelly, 1997). Students must be able to get an answer to questions like "what should I do next?" and "do I have to take this course?". The advice is precious at the beginning of the student life, but guidance is needed also later during the studies. Each course raises questions before, during and after the course, and they all need to be answered. Telling students "what" and "why" is important as student's performance can be improved by guidance (Conway, & Kahney, 1987).
Advice and guidance are important in studying, whatever the technology is and whether students are in the faculty or at distance. As Twigg (1994) argues, we must take into consideration the recent changes that have occurred in what students need to learn, when they learn, how they learn, where they can learn, and what students can access while they learn.
In traditional, paper- and lecture-based education study guides had an important role in providing advice and guidance. However, study guides may not be enough in the digital age. Knowing what courses to select and why is still important in studying, but students must also cope with technology and digital media. In addition, students need to develop new studying habits in order to learn effectively. As a result, managing the learning environment becomes increasingly important.
However, what if the student is inexperienced with computers? Most young people are skilled computer users, but there are many adult people who have little experience with information technology. When these people get interested in studying further, the inexperience with computers can suddenly become a serious barrier for learning. As a result, adult students may feel uncomfortable with the technology that is used in education.
There is only one solution to this problem: the student must learn to use information technology, as studying requires skills in using technology and media. The need for assistance and support in using technology is most important in the beginning of studies. Therefore it is important to create an environment which helps students to "learn how to learn" effectively (Sumner, & Taylor, 1998, 64).
Dimensions of a meta-learning environment
Meta-learning environments have two main functions (Sumner, & Taylor, 1998; Scott, & Phillips, 1998). Firstly, they help in learning to use traditional and digital media in learning. A meta-learning environment should make it possible to access different kinds of digital content, but act as a guide to utilization of paper-based material as well. Secondly, a meta-learning environment can provide information on the courses and studies. The environment should present the structure of the course so that the student knows what exercises etc. are coming next. However, a meta-learning environment can be more than a study guide in computer format. It can describe the relationship between different media, methods and goals in each course. This is important because students should have general understanding of learning tools, methods and media that will be used during a course. Furthermore, students need specific support in bridging various activities to the goals of the course. In order to utilize the environment effectively students need to be skilled enough to use information technology as a tool in learning. Many younger students are familiar with computers and information technology, but for adult students computers, file formats, login procedures etc. can become a real barrier to studying. Even among students with "similar" background there are significant differences in technology skills and study methods. As a result, special attention is needed at the start of study and each course; otherwise results can be poor if the students do not know how to use the available tools and resources in studying. Often personal hands-on advice and tutoring is needed so that the student learns to effectively use technology in studying.
In a traditional classroom education these requirements are typically addressed well by teachers and other students (Taylor, Sumner, & Law, 1997). In modern learning environments this is a challenge. Whereas the overall resources can be made explicit by displaying the structure of the course in detail, hands-on support is a more complicated issue. For example, in distance learning advice and tutoring are limited to the tools that the student is using, and these are often the ones that students have problems with.
The Meta-learning environment should also establish and maintain new study habits and ways of working (Sumner, & Taylor, 1998; Scott, & Phillips, 1998). Once the methods of studying in the modern learning environment have been learned they should be maintained. If the students notice that they pass exercises and exams without seriously utilizing the tools and resources that would be available, they might just make the minimal effort – and not use the full potential of the learning environment. Therefore the courses and exercises should be planned so that students need to get involved personally. For example, in doing exercises there might be several interactions with the system - exercises could be split into parts - and checkpoints in order to prevent the student from copying answers to exercises from others.
Other key dimensions in meta-learning environments are (Sumner, & Taylor, 1998; Scott, & Phillips, 1998)
· Ease of use.
· Reliability and confidence building.
· Possibility to modify and add material.
· Tailoring the system to fit individual preferences.
· Feedback and increasing motivation to study.
The meta-learning environment can integrate various tools, resources and media into a common workplace. This would make it possible to easily locate, access and combine information from several sources. The learning environment should also be easy to understand and use without cumbersome procedures. Both students and teachers should find it easy to navigate and find information in the learning environment.
Confidence is a critical issue in learning. Therefore, the learning environment should be reliable and robust. The system needs to function smoothly without interruptions, otherwise confidence is rapidly lost. Consequently the IT infrastructure is the cornerstone of the operations.
Adding and modifying material should be straightforward. It should be possible to add new material, and modify existing content in the meta-learning environment. Modifications need to be easy enough so that both students and teachers can submit and share ideas, concerns and questions. The modifications should be possible without deep technical expertise or help from the IT-department.
The environment should also be customizable to fit personal preferences. Typically, students have different learning styles: Some learn fast and advance rapidly while others prefer to learn at a slower pace and repeat. In addition, some like working alone whereas others prefer to working in groups. There are also differences in using help or feedback that might be available. Information technology allows customization of the learner's learning experience and makes it possible to accommodate different learning styles (Albright, 1999; Wild, & Quinn, 1998).
Motivation is an critical issue in computer based learning environments – and a driving force in the learning process. Feedback can increase motivation and confidence, and it is considered essential for effective learning process (Rowntree, 1992). Feedback gives also student a realistic view of skills and knowledge (Scott, & Phillips, 1998). In classroom-based education feedback can happen face-to-face, and range from one-to-one conversation to a group discussion. However, in "virtual" learning there is often a lack of immediate feedback as lecturers and students do not necessarily meet very often. Feedback can also be constrained by the media and technology that is used. It is often typical that there is lack of immediate feedback. Information technology is ideal for providing timely and individualized feedback to students. Even though the richness of face-to-face discussion may not be achieved, technology can be used in ways that give rapid feedback to the student. For example, when the student sends an exercise the system could send an automatic acknowledgement. A meta-learning environment makes it also possible to monitor the students' learning process and to identify different styles of information access, communication and learning styles resulting from using new media for education.
Indeed, the importance of science and technology in education cannot be stressed enough. The introduction of technology in the educational field has made the process of learning and knowledge sharing, an interactive and fun-filled activity. Technology is indeed one of God’s greatest gifts to mankind.
References:
http://www.eurodl.org/materials/contrib/2006/Seppo_Sirkemaa.htm
http://duniasoer.blogspot.com/2009/02/impact-of-technology-in-education.html
http://synenergy.teipir.gr/papers/VII_3.pdf
Technology plays important roles in our life. It enables us to do our activities easier. Something that might be so difficult to do in the past can be done easily with the technology innovations. No want will argue that technology also give huge impact in educational field. With technology, teaching and learning activities can be more interesting and fun. It may also help the learners to get the lesson objectives faster than the manual and conventional way.
Almost all schools nowadays have been using computer and internet technology in their educational systems. It is used to deliver the information and knowledge to the learners. Further, it also gives fun education for the students. The audio and video functions in a computer easily engage the knowledge in each study lesson with the students' understanding of the lesson. The programs in a computer such as PowerPoint allow displaying animation features that can attract the students' interest in learning the subject matter.
Meanwhile, internet technology can be an effective tool in acquiring students' knowledge. With internet technology, the students are able to search any information that can be useful to add their comprehensive in the lesson. Technology is now regarded as a more effective tools rather than textbook. Since technology plays important roles in educational field, computer even becomes a school curriculum in some countries.
Advances in technology provide new tools for educators and students to be used in the learning process. It is also likely that some adult students may not be familiar with computers and information technology. In addition, they have not been in school for several years and therefore may not be used to studying. Consequently, adult students need advice and help in both using modern technology in studying, and in the studying itself.
Information technology (IT) has affected our life profoundly – one can work, do shopping and keep in touch with far-away relatives with an inexpensive personal computer. IT has had a major impact on education as well. Firstly, it has highlighted the importance of continuous IT education that makes it possible to use changing technology. Secondly, IT has introduced new tools for educators and students to be used in the learning process. Thirdly, there has been an explosion in teaching and learning with new technology. The pace of technological change continues as ever smaller, portable computers are being introduced that make it possible to connect anywhere and anytime. However, it can be argued whether technology is being utilized so that it facilitates learning in the best possible way.
As an information technology student, I chose to promote a meta-learning environment because today students need to be skilled computer users and able to deal with different types of media in order to study effectively. However, technical expertise alone is not enough – one must know what to study, where to find information, what to do next etc. Therefore special attention is needed to orientate students to use technology so that they learn to study in a modern learning environment.
What is Meta-learning Environment?
A meta-learning environment is defined as a platform for studying and it should integrate technology and resources so that they empower the learning process. In this article we look at the development of a learning environment using the meta-learning environment approach. The theoretical contribution is in the recognition of key dimensions of the meta-learning environment. They provide a promising framework for developing learning environments in the digital age.
Towards a learning environment
Technology can be utilized in education in several ways. This continuum starts from information delivery and ends with cognitive tools (Reeves, & Laffey, 1999). Information delivery means that technology is used primarily to access and deliver information that is categorized and stored into digital format. For example, a library system may be considered as an information delivery system. Cognitive tools refer to adaptive technology or systems that are developed to support and improve the learning process (Jonassen, Reeves, Hong, Harvey, & Peters, 1997). However, the difference between information delivery oriented systems and cognitive tools is not very clear. For example, Reeves (1996) claims that the World Wide Web (WWW) is a cognitive tool because it focuses on creating knowledge and should therefore not be considered as an information delivery system alone. Both information delivery systems and cognitive tools are part of the learning environment and the learning process.
The difference between concepts learning environment and learning process is the same as with words teaching, studying and learning (Tella, Vahtivuori, Vuorento, Wager, & Oksanen, 2001). The learning environment is defined as a place to study, an environment for the learning process (Vivet, 1996). Today many learning environments take advantage of information technology and are built to a WWW-format or they connect to the Internet using a WWW-interface. As a result, a single computer connected to the Internet and running a WWW-browser can be used for ubiquitous access.
It is clear that the learning material must be organized within a meaningful structure (McGee, & Howard, 1998). In modern, computer-based learning environments the navigational logic relies on links that bind information together so that it makes sense. This navigational support is also called logistics (Neumann, Krzyzaniak, & Lassen, 2001). Ideally, the logistics system recognizes the user and delivers only the content that the user needs. The logistics system of a computer-based learning environment may also be seen as an intelligent agent or tutoring system (Prentzas, Hatzilygeroudis, Koutsojannis, & Rigou, 2001) and in a broader sense it is a human interface to the system (Raskin, 2000). Therefore, the usefulness of the modern learning environment depends on the navigational logic and the interface to the system.
The greatest challenge in learning environments is to adapt the computer-based system to differently skilled learners (Raskin, 2000, 68-70). If the environment is too complex the user will be lost, confused or frustrated. On the other hand, too simple or non-systematic environments can cause motivational problems. Technology and the learning environment should adapt to different user skills and learning strategies, not vice versa. Therefore the focus in adaptation should be on how the user manages technology that is constantly changing and requires the user to learn new technical skills in order to work with technology.
The need for a meta-learning environment
Why learning support
Generally, the role of learning support is important (Bailey, Brown, & Kelly, 1997). Students must be able to get an answer to questions like "what should I do next?" and "do I have to take this course?". The advice is precious at the beginning of the student life, but guidance is needed also later during the studies. Each course raises questions before, during and after the course, and they all need to be answered. Telling students "what" and "why" is important as student's performance can be improved by guidance (Conway, & Kahney, 1987).
Advice and guidance are important in studying, whatever the technology is and whether students are in the faculty or at distance. As Twigg (1994) argues, we must take into consideration the recent changes that have occurred in what students need to learn, when they learn, how they learn, where they can learn, and what students can access while they learn.
In traditional, paper- and lecture-based education study guides had an important role in providing advice and guidance. However, study guides may not be enough in the digital age. Knowing what courses to select and why is still important in studying, but students must also cope with technology and digital media. In addition, students need to develop new studying habits in order to learn effectively. As a result, managing the learning environment becomes increasingly important.
However, what if the student is inexperienced with computers? Most young people are skilled computer users, but there are many adult people who have little experience with information technology. When these people get interested in studying further, the inexperience with computers can suddenly become a serious barrier for learning. As a result, adult students may feel uncomfortable with the technology that is used in education.
There is only one solution to this problem: the student must learn to use information technology, as studying requires skills in using technology and media. The need for assistance and support in using technology is most important in the beginning of studies. Therefore it is important to create an environment which helps students to "learn how to learn" effectively (Sumner, & Taylor, 1998, 64).
Dimensions of a meta-learning environment
Meta-learning environments have two main functions (Sumner, & Taylor, 1998; Scott, & Phillips, 1998). Firstly, they help in learning to use traditional and digital media in learning. A meta-learning environment should make it possible to access different kinds of digital content, but act as a guide to utilization of paper-based material as well. Secondly, a meta-learning environment can provide information on the courses and studies. The environment should present the structure of the course so that the student knows what exercises etc. are coming next. However, a meta-learning environment can be more than a study guide in computer format. It can describe the relationship between different media, methods and goals in each course. This is important because students should have general understanding of learning tools, methods and media that will be used during a course. Furthermore, students need specific support in bridging various activities to the goals of the course. In order to utilize the environment effectively students need to be skilled enough to use information technology as a tool in learning. Many younger students are familiar with computers and information technology, but for adult students computers, file formats, login procedures etc. can become a real barrier to studying. Even among students with "similar" background there are significant differences in technology skills and study methods. As a result, special attention is needed at the start of study and each course; otherwise results can be poor if the students do not know how to use the available tools and resources in studying. Often personal hands-on advice and tutoring is needed so that the student learns to effectively use technology in studying.
In a traditional classroom education these requirements are typically addressed well by teachers and other students (Taylor, Sumner, & Law, 1997). In modern learning environments this is a challenge. Whereas the overall resources can be made explicit by displaying the structure of the course in detail, hands-on support is a more complicated issue. For example, in distance learning advice and tutoring are limited to the tools that the student is using, and these are often the ones that students have problems with.
The Meta-learning environment should also establish and maintain new study habits and ways of working (Sumner, & Taylor, 1998; Scott, & Phillips, 1998). Once the methods of studying in the modern learning environment have been learned they should be maintained. If the students notice that they pass exercises and exams without seriously utilizing the tools and resources that would be available, they might just make the minimal effort – and not use the full potential of the learning environment. Therefore the courses and exercises should be planned so that students need to get involved personally. For example, in doing exercises there might be several interactions with the system - exercises could be split into parts - and checkpoints in order to prevent the student from copying answers to exercises from others.
Other key dimensions in meta-learning environments are (Sumner, & Taylor, 1998; Scott, & Phillips, 1998)
· Ease of use.
· Reliability and confidence building.
· Possibility to modify and add material.
· Tailoring the system to fit individual preferences.
· Feedback and increasing motivation to study.
The meta-learning environment can integrate various tools, resources and media into a common workplace. This would make it possible to easily locate, access and combine information from several sources. The learning environment should also be easy to understand and use without cumbersome procedures. Both students and teachers should find it easy to navigate and find information in the learning environment.
Confidence is a critical issue in learning. Therefore, the learning environment should be reliable and robust. The system needs to function smoothly without interruptions, otherwise confidence is rapidly lost. Consequently the IT infrastructure is the cornerstone of the operations.
Adding and modifying material should be straightforward. It should be possible to add new material, and modify existing content in the meta-learning environment. Modifications need to be easy enough so that both students and teachers can submit and share ideas, concerns and questions. The modifications should be possible without deep technical expertise or help from the IT-department.
The environment should also be customizable to fit personal preferences. Typically, students have different learning styles: Some learn fast and advance rapidly while others prefer to learn at a slower pace and repeat. In addition, some like working alone whereas others prefer to working in groups. There are also differences in using help or feedback that might be available. Information technology allows customization of the learner's learning experience and makes it possible to accommodate different learning styles (Albright, 1999; Wild, & Quinn, 1998).
Motivation is an critical issue in computer based learning environments – and a driving force in the learning process. Feedback can increase motivation and confidence, and it is considered essential for effective learning process (Rowntree, 1992). Feedback gives also student a realistic view of skills and knowledge (Scott, & Phillips, 1998). In classroom-based education feedback can happen face-to-face, and range from one-to-one conversation to a group discussion. However, in "virtual" learning there is often a lack of immediate feedback as lecturers and students do not necessarily meet very often. Feedback can also be constrained by the media and technology that is used. It is often typical that there is lack of immediate feedback. Information technology is ideal for providing timely and individualized feedback to students. Even though the richness of face-to-face discussion may not be achieved, technology can be used in ways that give rapid feedback to the student. For example, when the student sends an exercise the system could send an automatic acknowledgement. A meta-learning environment makes it also possible to monitor the students' learning process and to identify different styles of information access, communication and learning styles resulting from using new media for education.
Indeed, the importance of science and technology in education cannot be stressed enough. The introduction of technology in the educational field has made the process of learning and knowledge sharing, an interactive and fun-filled activity. Technology is indeed one of God’s greatest gifts to mankind.
References:
http://www.eurodl.org/materials/contrib/2006/Seppo_Sirkemaa.htm
http://duniasoer.blogspot.com/2009/02/impact-of-technology-in-education.html
http://synenergy.teipir.gr/papers/VII_3.pdf
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