Learning beans as a content and context free framework for learning object deployment

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Learning beans as a content and context free
framework for learning object deployment Fintan
Culwin London South Bank University fintan_at_lsbu.
ac.uk http//cise.lsbu.ac.uk/pooples
E-Learning HEA/ICS May 2006
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Learning Beans
learning
ending space
starting space
time
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Learning Theory Design Influences
Cognitive Constructivism learning is an active
process which involves doing not passively
watching (Jonassen 1994). Deep learning requires
active engagement, passive engagement encourages
shallow learning (Marton Säljö 1976).
Learning is a skill and so proceeds from
unconscious incompetence towards unconscious
competence, via conscious incompetence
conscious competence (Purnell 2002). This
passage has resonance with Vygotskys concept of
the zone of proximal development (Vygotsky
1962). Brunner proposes spiral learning, where
learners revisit topics, each time in Paigetian
terms assimilating a little more and
accommodating what they already have visited
(Brunner 1974). Brunner also emphasises the
distinction between bridges and scaffolds in
learning environments (Brunner 1974). To which
Culwin adds the concept of skeletons (Culwin
2004).
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Technology Design Influences
Dalziel 2003 notes that the current generation of
Managed Learning Environments do not manage
learning and would be better described as
(Learning) Content Management Systems with some
on-line learner interaction capability. He
proposes, and has produced, Learning Activity
Management Systems (LAMS) which provide a content
free environment where instructors can manage
learning activities. However this has a very
large granularity and so cannot be recognised as
a Learning Bean. Culwin (2004) proposes Learning
Beans as a low granularity environment where a
content free behavioural framework can have
different content plugged into it.
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Beans design issues
content free framework, into which topic specific
material can be placed. context independent
(promiscuous!), even when content specific.
progressive disclosure, allowing cyclical
revisiting formative summative use
separation of activity management from content
management philosophically and pedagogically
neutral (promiscuous) challenging challenges
(i.e. non repetitive) appreciation of different
roles . . .
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Beans roles involved
The learner will interact with an instance of a
bean to do some
learning will revisit the same or similar
places at different
times. The instructional designer will
locate, evaluate, configure, support, explain
etc. a bean instance will
place this instance somewhere along
the learners possible path(s). The
learning bean designer - designs builds a
learning bean that can be
plugged into the bean framework to produce a bean
from which instances can
be obtained.
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Learning Bean Architecture

content free behavioural framework
bean interface
content specific learning bean
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Bean Configuration Utility
Used by the instructional designer to configure
the content independent bean behaviour.
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Imperative Bean
Configures the content specific bean behaviour.
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Selection Bean
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Loop Bean
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Subject Independence The Piano Bean
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References
Bruner J. S. (1974), Toward a Theory of
Instruction, Harvard University Press ISBN
0674897013 Culwin F., Campbell P Adeboye K
(2004), A bridging, scaffolding or skeletal
initial OOSD learning object, Proc. 6th Annual
Confernce for the Higher Education Academy
Subject Network for Information Computer
Science (HEA/ICS). Galway, 26-28 August Culwin,
F. (2004). Beyond learning objects Towards
learning beans. In R. Atkinson, C. McBeath, D.
Jonas-Dwyer R. Phillips (Eds), Beyond the
comfort zone Proceedings of the 21st ASCILITE
Conference (pp. 230-239). Perth, 5-8
December. Dalziel J (2003). Implementing Learning
Design The Learning Activity Management System
(LAMS). In G.Crisp, D.Thiele, I.Scholten,
S.Barker and J.Baron (Eds), Interact, Integrate,
Impact Proceedings of the 20th Annual Conference
of the Australasian Society for Computers in
Learning in Tertiary Education. Adelaide, 7-10
December 2003 Jonassen, D. (1994). Thinking
technology Toward a constructivist design model.
Educational Technology, 34(4), Marton F. and
Säljö R. (1976). On qualitative differences in
learning. I - Outcome and Process, British
Journal of Educational Psychology 46, pp.
4-11. Purnell, L. D. (2002). The Purnell's model
for cultural competence. Journal of Transcultural
Nursing, 13(3) 193-196. Vygotsky, L. S. (1962),
Thought and language. MIT Press ISBN 0262720019