Intelligibility catchers: Difference between revisions
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'''Intelligibility catchers''' are ''learning contracts'' when designing individualized learning processes (cf. Stary, 2007 <ref name="stary2007">Stary, C. (2007). Intelligibility catchers for self-managed knowledge transfer. Proc. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), IEEE Press, New York, 517–521.).</ref> They tell a leaner what to do and can be used to design e-learning modules. | '''Intelligibility catchers''' are ''learning contracts'' when designing individualized learning processes (cf. Stary, 2007 <ref name="stary2007">Stary, C. (2007). Intelligibility catchers for self-managed knowledge transfer. Proc. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), IEEE Press, New York, 517–521.).</ref> They tell a leaner what to do and can be used to design e-learning modules. | ||
An Intelligibility catcher (IC) has the following structure (copy/paste from Stary and Weichhart (2012:203-205 <ref>Stary, C., & Weichhart, G. (2012). An e-learning approach to informed problem solving. Knowledge Management & E-Learning: An International Journal (KM&EL), 4(2), 195-216. http://www.kmel-journal.org/ojs/index.php/online-publication/article/viewArticle/184</ref>) with minor changes. | |||
; The title | |||
: should provide a thematic scope, and if possible convey emotional appeal. It should trigger expectations on how to engage and get involved when working on the addressed issue. | |||
; The orientation / preface section | |||
: addresses the stage of capacity building the IC should be used and what learners can expect when accomplishing the IC tasks. Its intention is to motivate and raise attention. | |||
; The objectives section | |||
: sets the scope in terms of the topics that are addressed in the learning tasks and the understanding that should result from exploring and processing learning content. | |||
; The task section | |||
: comprises a documented and an intellectual work part. The task section should contain different types of learning tasks which address different learning styles (i.e. tasks ranging from reproduction tasks to problem-solving tasks). It encourages active information search and exploration, communication, and individual problem-solving. On one hand, it refers to the concrete steps with respect to handle content and communication, on the other hand, it allows for model building in the sense of social learning theory. For self-organized learning, it is most essential to provide an indicative structure without anticipating the actual content. It would not only hinder model identification, modeling, and model embodiment, but also lead to standardized learning behavior patterns. Inparticular, the latter would prohibit model identification, and thus be not productive to social learning. | |||
; The conference section | |||
: sets deadlines and content for virtual and face-to-face meetings of the addressed learning community. It includes the time and date, the participants and the work to be prepared to be presented to the participants. | |||
; The reference section | |||
: provides links and literature that could help to accomplish the tasks. | |||
: The bulletins section | |||
: provides extra news/information. In e-learning, can be dynamically created using an online info board. | |||
; Equivalents | |||
: reveal the estimated individual effort for learners to meet the objectives. | |||
== Bibliography == | == Bibliography == | ||
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<references/> | <references/> | ||
[[Category: Instructional design | [[Category: Instructional design models]] | ||
Stary, C. (2009). The design of e-learning contracts: Intelligibility catchers in praxi. Proc. IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology, IEEE Press, New York, Vol. 3, 203–206. | * Stary, C. (2009). The design of e-learning contracts: Intelligibility catchers in praxi. Proc. IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology, IEEE Press, New York, Vol. 3, 203–206, http://www.computer.org/csdl/proceedings/icalt/2007/2916/00/29160517-abs.html {{ar}} | ||
Revision as of 14:27, 13 April 2016
Introduction
Intelligibility catchers are learning contracts when designing individualized learning processes (cf. Stary, 2007 [1] They tell a leaner what to do and can be used to design e-learning modules.
An Intelligibility catcher (IC) has the following structure (copy/paste from Stary and Weichhart (2012:203-205 [2]) with minor changes.
- The title
- should provide a thematic scope, and if possible convey emotional appeal. It should trigger expectations on how to engage and get involved when working on the addressed issue.
- The orientation / preface section
- addresses the stage of capacity building the IC should be used and what learners can expect when accomplishing the IC tasks. Its intention is to motivate and raise attention.
- The objectives section
- sets the scope in terms of the topics that are addressed in the learning tasks and the understanding that should result from exploring and processing learning content.
- The task section
- comprises a documented and an intellectual work part. The task section should contain different types of learning tasks which address different learning styles (i.e. tasks ranging from reproduction tasks to problem-solving tasks). It encourages active information search and exploration, communication, and individual problem-solving. On one hand, it refers to the concrete steps with respect to handle content and communication, on the other hand, it allows for model building in the sense of social learning theory. For self-organized learning, it is most essential to provide an indicative structure without anticipating the actual content. It would not only hinder model identification, modeling, and model embodiment, but also lead to standardized learning behavior patterns. Inparticular, the latter would prohibit model identification, and thus be not productive to social learning.
- The conference section
- sets deadlines and content for virtual and face-to-face meetings of the addressed learning community. It includes the time and date, the participants and the work to be prepared to be presented to the participants.
- The reference section
- provides links and literature that could help to accomplish the tasks.
- The bulletins section
- provides extra news/information. In e-learning, can be dynamically created using an online info board.
- Equivalents
- reveal the estimated individual effort for learners to meet the objectives.
Bibliography
- ↑ Stary, C. (2007). Intelligibility catchers for self-managed knowledge transfer. Proc. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), IEEE Press, New York, 517–521.).
- ↑ Stary, C., & Weichhart, G. (2012). An e-learning approach to informed problem solving. Knowledge Management & E-Learning: An International Journal (KM&EL), 4(2), 195-216. http://www.kmel-journal.org/ojs/index.php/online-publication/article/viewArticle/184
- Stary, C. (2009). The design of e-learning contracts: Intelligibility catchers in praxi. Proc. IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology, IEEE Press, New York, Vol. 3, 203–206, http://www.computer.org/csdl/proceedings/icalt/2007/2916/00/29160517-abs.html (Access restricted)