Thursday, April 01, 2004
Online Article - Utilizing Shuell's Learning Functions
Teaching and learning aspects of remote medical consultations
By Sigmund Akselsen and Svein-Ivar Lillehaug
Abstract
This paper discusses educational effects of remote medical consultations. First, a definition of telemedicine and a brief overview of some of Norwegian Telecom Research's remote consultation applications are given from an educational perspective. Some state of the art theories of teaching and learning are presented and discussed. Then, the focus is put on functionalities that can increase the educational outcome from remote consultations. Finally, possible impacts on society from life-long learning through remote consultations are discussed and thoughts on future work are given.
This paper originally appeared in: Teleteaching. Proceedings of the IFIP TC 3 International Conference on Teleteaching '93, Trondheim, Norway, 20-25 August, 1993 (G Davies, B Samways, Eds.). IFIP Transactions. Elsevier Science Publishers BV (North-Holland). Copyright 1993, International Federation for Information Processing. Reprinted by permission.
Relevant quotes from the article
Theories of instruction are not theories of learning (18). The critical element in this distinction lies in the description of means to achieve goals. Instructional theories are concerned with how actions taken by an instructional agent achieve instructional goals. In contrast, theories of learning are concerned with how actions taken by a learner achieve outcomes. However, the two are closely related. For instance, the formalisation of an instructional theory will often be influenced by the development of a corresponding learning theory.
Shuell (20) describes the relation between instruction and learning in his discussion of the student's role in learning from instruction. Shuell claims that learning is an active, constructive, cumulative and goal-oriented process where the learner is required to play an active part. For effective learning to occur, various psychological processes in the learner must be engaged. For example, learning must build upon, and be influenced by, the learner's prior knowledge, and certain functions integral to the learning process must be performed by either the learner or the instructional agent. Shuell has summarised current cognitive research on learning and education in a theory of twelve learning functions (see table 1). Each of these can be accomplished in a variety of effective and appropriate ways. Although the functions can be initiated by either the instructor or the learner, it is actually the learner who must carry them out. The functions are mechanisms to cue different learning processes. Lillehaug (13) argues that Shuell's theory of learning functions does not only summarise the current cognitive research on learning and education. It can also be used as a reminder scheme when designing learning environments or as a framework for evaluating the effectiveness of different educational settings such as computer-based education, through their support of the functions.
In the following section we will use Shuell's learning functions as a reminder scheme in proposing additional educational facilities for remote echocardiology in the form of computer-based applications. Also, it will be discussed how such applications can incorporate advisory facilities to help the practitioner.
Downloaded as PDF in Literature > On Shuell folder. Relevant because of the application of learning functions in an actual learning environment.
By Sigmund Akselsen and Svein-Ivar Lillehaug
Abstract
This paper discusses educational effects of remote medical consultations. First, a definition of telemedicine and a brief overview of some of Norwegian Telecom Research's remote consultation applications are given from an educational perspective. Some state of the art theories of teaching and learning are presented and discussed. Then, the focus is put on functionalities that can increase the educational outcome from remote consultations. Finally, possible impacts on society from life-long learning through remote consultations are discussed and thoughts on future work are given.
This paper originally appeared in: Teleteaching. Proceedings of the IFIP TC 3 International Conference on Teleteaching '93, Trondheim, Norway, 20-25 August, 1993 (G Davies, B Samways, Eds.). IFIP Transactions. Elsevier Science Publishers BV (North-Holland). Copyright 1993, International Federation for Information Processing. Reprinted by permission.
Relevant quotes from the article
Theories of instruction are not theories of learning (18). The critical element in this distinction lies in the description of means to achieve goals. Instructional theories are concerned with how actions taken by an instructional agent achieve instructional goals. In contrast, theories of learning are concerned with how actions taken by a learner achieve outcomes. However, the two are closely related. For instance, the formalisation of an instructional theory will often be influenced by the development of a corresponding learning theory.
Shuell (20) describes the relation between instruction and learning in his discussion of the student's role in learning from instruction. Shuell claims that learning is an active, constructive, cumulative and goal-oriented process where the learner is required to play an active part. For effective learning to occur, various psychological processes in the learner must be engaged. For example, learning must build upon, and be influenced by, the learner's prior knowledge, and certain functions integral to the learning process must be performed by either the learner or the instructional agent. Shuell has summarised current cognitive research on learning and education in a theory of twelve learning functions (see table 1). Each of these can be accomplished in a variety of effective and appropriate ways. Although the functions can be initiated by either the instructor or the learner, it is actually the learner who must carry them out. The functions are mechanisms to cue different learning processes. Lillehaug (13) argues that Shuell's theory of learning functions does not only summarise the current cognitive research on learning and education. It can also be used as a reminder scheme when designing learning environments or as a framework for evaluating the effectiveness of different educational settings such as computer-based education, through their support of the functions.
In the following section we will use Shuell's learning functions as a reminder scheme in proposing additional educational facilities for remote echocardiology in the form of computer-based applications. Also, it will be discussed how such applications can incorporate advisory facilities to help the practitioner.
Downloaded as PDF in Literature > On Shuell folder. Relevant because of the application of learning functions in an actual learning environment.
# posted by Yik Sheng : 11:04 AM
