Synergistic Learning for Knowledge Age: Theoretical Model, Enabling Technology and Analytical Framework
The existing learning theories and learning technology systems are faced with quite many problems in meeting educational challenges of the knowledge age. Based on the vast study of the learning models and technology systems, we put forward a theoretical f
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Abstract. The existing learning theories and learning technology systems are faced with quite many problems in meeting educational challenges of the knowledge age. Based on the vast study of the learning models and technology systems, we put forward a theoretical framework of synergistic learning and develop a set of tools, such as synergistic building technology (ClassKC) and synergistic annotation technology (ClassCT), to facilitate synergistic learning activities and synergistic thinking, building and internalizing of knowledge and to promote high-level leaning in the learning context. At the same time, this study assesses the particularity of synergistic learning technology system with the collaborative innovation networks mapping model and the discourse analysis method. The findings indicate there is a considerable actual effect on learning and teaching in interactivity, connection and sharing. Keywords: synergistic learning, theoretical model, support toolkit, analytical framework.
1 Introduction Rapid globalization, far-reaching impact of information and communication technology and strong appeals of social development under intense international competitions have given an impetus to educational reforms and learning transformations. In order to provide sufficient theoretical support to these changes in knowledge age, a great number of researchers have done quite a lot of work: they study learning from multidimensional perspectives and make attempts to construct new multi-layer learning theory system. Peter Javirs proposes a comprehensive learning theory to support lifelong learning in the information age [1]. The comprehensive learning theory ascertains that learning subject is the human being himself. The human learning is a combination of serial processes, including bodily, psychological and experienced processes. The theory now is used in the development of online learning materials. Focusing the research on schooling performance, Cheng brings forward the theory of Contextualized Multiple Thinking (CMT) and Creativity [2]. CMT presents a five- dimension model H. Leung et al. (Eds.): ICWL 2007, LNCS 4823, pp. 207 – 217, 2008. © Springer-Verlag Berlin Heidelberg 2008
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of Intelligence, which provides a new systematic framework for guiding educational reforms in the new century. Garrison, Anderson & Archer develop the theory of presence under the technological context [3], which explores the implications of presence in the context of online learning from three dimensions of learning: cognitive presence, teaching presence and social presence. Recently, Campbell & Cleveland extend the study on presence to the emotional presence, which is one of the most important factors in learning process [4]. Clark Quinn considers emotion as the most important element in the design of educational simulation games [5]. However, the above mentioned learning theories expatiate differently on learning strategical frameworks from various perspectives and demands. It seems that a general framewo
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