Artikelen
Week 1
Articles
1.1. Kozma, R.B. (1994). Will media influence learning? Reframing the debate. Educational Technology
Research and Development, 42(2), 7-19. https://doi.org/10.1007/BF02299087
Will media influence learning?
The article reframes the questions raised by Clark to explore the conditions under which
media will influence learning. Specifically, it posits the need to consider the capabilities of
media, and the methods that employ them, as they interact with the cognitive and social
processes by which knowledge is constructed. This approach is examined within the
context of two major media-based projects, one which uses computers and the other,
video. The article discusses the implications of this approach for media theory, research
and practice.
Media do not influence learning under any conditions, bur are vehicles that deliver
instruction (Clark).
In the future we will be faced with a situation where digital technologies will merge. This
capability will give a lot of options and if by then we have not come to understand the
relationship between learning and media, the media will be used for nonsense.
To establish a relationship between media and learning, we must understand why we have
failed to establish one so far. In large part, the source of this failure is since our theories,
research, and designs have been constrained
Missing in these studies are any mentalist notions or descriptions of the cognitive,
affective, or social processes by which learning occurs. Also missing are descriptions of
the underlying structure and functions of media which might serve as the causal
mechanisms or first principles that influence these processes.
The theoretical frame of reference implicit in these studies is that of presentation and
response. The medium is an inert conveyer of an active stimulus to which the learner
makes a behavioral response.
We have come to understand, learning is not the receptive response to instruction’s
delivery. Learning is an active, constructive, cognitive and social process by which the
learner statically manages available cognitive, physical and social resources to create new
,knowledge. Knowledge and learning are reciprocal interactions between the learner’s
cognitive resources and aspects of the external environment.
We will understand the potential relationship between media and learning when we
consider it as an interaction between cognitive processes and characteristics of the
environment.
White developed a computer-based learning environment. The curriculum consists of four
modules.
Motivation: is drawn from the conflict among the statements and from the learners' need
to master their environment.
Model evaluation: The model evolution exercises are structured across modules so that
the problems and activities become increasingly sophisticated.
Formalization: students must come up with a law that describes the subject.
Transfer: students apply the laws that they have formulated to answer the predictive
questions raised during the motivation phase.
In schools, students frequently have difficulty drawing on the knowledge that they have of
situations in the real world (inert knowledge problem).
In a study there were two groups compared to each other. Both groups viewed problem
contexts and study problem solving study skills only the first group explicitly integrated
problem solving and context. Students in this group scored significantly higher. Students
that did not have explicitly integrated problem solving and context were unable to apply
solution procedures to solve real-world problems.
Technology is the physical, mechanical or electronic capabilities of a medium that
determinate its function and, to some extent, its shape and other features. From a
theoretical prespective, however, the primary effect of a medium’s technology is to enable
and constrain the other two capabilities and these are the aspects of media that have more
direct implications for cognitive processes.
,Symbol systems are sets of symbolic expressions by which information is communicated
about a field of reference
Processing capabilities are the ability of a medium to operate on available symbol systems
in specified ways.
What contribution did videodisk make to learning in the Jasper project?
Firstly, the capability of video to present complex, dynamic social contexts and events
helped students construct rich, dynamic mental models of these situations.
Secondly, the video contains a great deal of detail and information, information crucial to
the solution of the problem.
Finally, and most importantly, the visual and social nature of the story, as presented with
video, is more likely to activate relevant situation-based prior knowledge so that students
can use this to solve the problem
In summary, the learners in the Thinker Tools project benefited from the use of computers
because the capabilities of this medium were employed to provide representations and
perform or model operations that were salient to the task and that the learners had
difficulty providing for themselves. Learners in the Jasper project benefited from the use of
television because the capability of the medium was used to present problems embedded
in complex social contexts that allowed students to connect their knowledge of solution
procedures to real-world-like problem situations.
Dubin (1969) defines an attribute as the property of a thing distinguished by the quality of
being present, while a variable is the property of a thing that may be present in degree (p.
, 35). The attributes of a medium are its capabilities; the capabilities of a medium are always
present.
Consequently, it is the selection of the method, not the medium, that is of practical
importance for learning.
If media are going to influence learning, method must be confounded with medium. Media
must be designed to give us powerful new methods, and our methods must take
appropriate advantage of a medium's capabilities.
Media will only make a significant contribution to learning in our schools if their application
is designed into complex social and cultural environments of learning.
Chatgpt
The article "Will Media Influence Learning? Reframing the Debate" by Robeff B. Kozma critiques Richard
Clark's assertion that media do not affect learning outcomes. Kozma argues that the impact of media
should be understood through their underlying structures and capabilities, rather than just their surface
features. He emphasizes that different media can facilitate cognitive and social processes that
enhance learning.
Kozma presents two case studies: one involving computer-based learning environments and another
using video-based storytelling. In the computer project, students engage in dynamic simulations that
help them understand concepts of force and motion through interactive exercises. The video project
demonstrates how rich, contextual information embedded in stories can activate prior knowledge and
improve problem-solving skills.
The article concludes that media can significantly influence learning by providing unique opportunities
for engagement and understanding. Kozma calls for a reevaluation of media theory and educational
practices to better leverage the capabilities of various media in fostering effective learning experiences.
What are the main arguments presented by Kozma in response to Clark's position on media and
learning?
Week 1
Articles
1.1. Kozma, R.B. (1994). Will media influence learning? Reframing the debate. Educational Technology
Research and Development, 42(2), 7-19. https://doi.org/10.1007/BF02299087
Will media influence learning?
The article reframes the questions raised by Clark to explore the conditions under which
media will influence learning. Specifically, it posits the need to consider the capabilities of
media, and the methods that employ them, as they interact with the cognitive and social
processes by which knowledge is constructed. This approach is examined within the
context of two major media-based projects, one which uses computers and the other,
video. The article discusses the implications of this approach for media theory, research
and practice.
Media do not influence learning under any conditions, bur are vehicles that deliver
instruction (Clark).
In the future we will be faced with a situation where digital technologies will merge. This
capability will give a lot of options and if by then we have not come to understand the
relationship between learning and media, the media will be used for nonsense.
To establish a relationship between media and learning, we must understand why we have
failed to establish one so far. In large part, the source of this failure is since our theories,
research, and designs have been constrained
Missing in these studies are any mentalist notions or descriptions of the cognitive,
affective, or social processes by which learning occurs. Also missing are descriptions of
the underlying structure and functions of media which might serve as the causal
mechanisms or first principles that influence these processes.
The theoretical frame of reference implicit in these studies is that of presentation and
response. The medium is an inert conveyer of an active stimulus to which the learner
makes a behavioral response.
We have come to understand, learning is not the receptive response to instruction’s
delivery. Learning is an active, constructive, cognitive and social process by which the
learner statically manages available cognitive, physical and social resources to create new
,knowledge. Knowledge and learning are reciprocal interactions between the learner’s
cognitive resources and aspects of the external environment.
We will understand the potential relationship between media and learning when we
consider it as an interaction between cognitive processes and characteristics of the
environment.
White developed a computer-based learning environment. The curriculum consists of four
modules.
Motivation: is drawn from the conflict among the statements and from the learners' need
to master their environment.
Model evaluation: The model evolution exercises are structured across modules so that
the problems and activities become increasingly sophisticated.
Formalization: students must come up with a law that describes the subject.
Transfer: students apply the laws that they have formulated to answer the predictive
questions raised during the motivation phase.
In schools, students frequently have difficulty drawing on the knowledge that they have of
situations in the real world (inert knowledge problem).
In a study there were two groups compared to each other. Both groups viewed problem
contexts and study problem solving study skills only the first group explicitly integrated
problem solving and context. Students in this group scored significantly higher. Students
that did not have explicitly integrated problem solving and context were unable to apply
solution procedures to solve real-world problems.
Technology is the physical, mechanical or electronic capabilities of a medium that
determinate its function and, to some extent, its shape and other features. From a
theoretical prespective, however, the primary effect of a medium’s technology is to enable
and constrain the other two capabilities and these are the aspects of media that have more
direct implications for cognitive processes.
,Symbol systems are sets of symbolic expressions by which information is communicated
about a field of reference
Processing capabilities are the ability of a medium to operate on available symbol systems
in specified ways.
What contribution did videodisk make to learning in the Jasper project?
Firstly, the capability of video to present complex, dynamic social contexts and events
helped students construct rich, dynamic mental models of these situations.
Secondly, the video contains a great deal of detail and information, information crucial to
the solution of the problem.
Finally, and most importantly, the visual and social nature of the story, as presented with
video, is more likely to activate relevant situation-based prior knowledge so that students
can use this to solve the problem
In summary, the learners in the Thinker Tools project benefited from the use of computers
because the capabilities of this medium were employed to provide representations and
perform or model operations that were salient to the task and that the learners had
difficulty providing for themselves. Learners in the Jasper project benefited from the use of
television because the capability of the medium was used to present problems embedded
in complex social contexts that allowed students to connect their knowledge of solution
procedures to real-world-like problem situations.
Dubin (1969) defines an attribute as the property of a thing distinguished by the quality of
being present, while a variable is the property of a thing that may be present in degree (p.
, 35). The attributes of a medium are its capabilities; the capabilities of a medium are always
present.
Consequently, it is the selection of the method, not the medium, that is of practical
importance for learning.
If media are going to influence learning, method must be confounded with medium. Media
must be designed to give us powerful new methods, and our methods must take
appropriate advantage of a medium's capabilities.
Media will only make a significant contribution to learning in our schools if their application
is designed into complex social and cultural environments of learning.
Chatgpt
The article "Will Media Influence Learning? Reframing the Debate" by Robeff B. Kozma critiques Richard
Clark's assertion that media do not affect learning outcomes. Kozma argues that the impact of media
should be understood through their underlying structures and capabilities, rather than just their surface
features. He emphasizes that different media can facilitate cognitive and social processes that
enhance learning.
Kozma presents two case studies: one involving computer-based learning environments and another
using video-based storytelling. In the computer project, students engage in dynamic simulations that
help them understand concepts of force and motion through interactive exercises. The video project
demonstrates how rich, contextual information embedded in stories can activate prior knowledge and
improve problem-solving skills.
The article concludes that media can significantly influence learning by providing unique opportunities
for engagement and understanding. Kozma calls for a reevaluation of media theory and educational
practices to better leverage the capabilities of various media in fostering effective learning experiences.
What are the main arguments presented by Kozma in response to Clark's position on media and
learning?
