Deeper Learning

A Voice from Laboratory to Classroom

Hang Hu

• Publisher: Routledge
• Year: 2022
• ISBN:
  9781000567892
• Edition: 1
• Topic: Computer Science
• Subtopic: Information Technology
• Index: Computer Science

Integrating brain science, cognitive psychology, education and information technology, the books studies how technology has promoted deeper learning on mathematics in Chinese primary schools.

After introducing the theoretical basis, connotation and mechanism of deeper learning, the author fully explains its practice, including the composition of deeper learning teaching content, the development of digital resources, classroom teaching technology and teachers' professional development of deeper learning. He especially adopts multiple and interdisciplinary research methods, such as deeper learning "triangle evidence" paradigm, learning brain observation, education big data analysis, artificial intelligence education analysis, education action, and qualitative and quantitative research.

On one hand, the book will give researchers of learning theory and pedagogy an in-depth understanding of what deeper learning is and why it provides a systematic theoretical system; on the other hand, it will also provide school practitioners with operational methods and cases to learn from.

1 Theoretical foundations of deeper learning

DOI: 10.4324/9781003278702-1

The connotation of CTCL

CTCL, a new paradigm of educational technology research, was formally proposed by Professor Dong Yuqi’s team in 2012, with the initial intention of focusing deeply on learners. This research paradigm embodies not only the intrinsic methodological attributes of educational technology but also the ability to promote the development of learners from angles of technology and learning content within a cultural perspective.

What is CTCL?

CTCL paradigm advocates the integration of technology, content and learners within a cultural (C) perspective. Technology (T) consists of two aspects: the first is physical technology such as computers and networks; the second is intellectual technology with performance technology as the core and the pursuit of system optimization as the objective. On this basis, special attention is paid to and emphasis is placed on the optimizing function of technology in the process of learning, which is oriented towards the development of “problem solving”. This optimizing function visualizes that through the use of technology learners improve their psychological states like learning cognition and their differences from the targets. The content of learning (C) is not confined to a particular subject but rather focuses on the intersection and integration of content between subjects. For the learner (L), this includes the individual student and the learning community of students, teachers, parents and other members of society (Dong, 2012).

The four elements of the CTCL paradigm are interrelated and interdependent, with the learner (L) using technology (T) to facilitate his or her own learning of the content (C), and technology (T) being designed and developed primarily on the basis of the learning content (C) and the condition (e.g. psychological) of the learner (L). Culture, if taken in its upper connotation, affects every element of the whole system, and if taken in its lower connotation, functions mainly in the circle of the learner element. Therefore, in the CTCL paradigm, the technology (T) element not only corresponds to the learning content (C) and the learner (L) respectively, but also to the unity of the learning content (C) and the learner (L), with due regard to the culture (C) element.

From “media application” to “learning technology”: the formation of the CTCL paradigm

The formation of the CTCL research paradigm reflects the development and transformation of the educational technology research paradigm, which consists of the following three stages (Dong, 2013).

The first is the media application phase. This stage mainly focuses on the huge impact of the development of media technology on education and teaching. It emphasizes the advantages and effects of media technology applied to education and teaching, and stresses a research paradigm that optimizes the process and effects of education and teaching through the universal application of media technology, which includes three stages of characteristics concern, application design and effect evaluation. However, due to the rapid pace of new media updates, most of the research has stagnated in the feature concern stage, while the lack of the latter two stages is bound to end up in the introduction of new media over and over again, without really improving the quality of teaching and learning, causing confusion and resentment in education practice.

The second is the stage of curriculum integration. At the height of the curriculum, this research paradigm has broken through the previous limitations of simply emphasizing technology or the application of media education, looking at the role of technology in a comprehensive and systematic way, emphasizing the impact of technology on all aspects of the curriculum. It is not simply the application of technology to teaching but high-level integration and active adaptation, which emphasizes the interaction between technology and the curriculum, in-depth exploration into subjects and research at the strategic level. After more than a decade of practice, it was found that improving teaching methods and strategies without considering learners did not yield the desired results. Good teaching methods and strategies must occur based on the learner, so people gradually explored ways to change learning in a technology-rich environment from the learners themselves – the psychology of learning.

The third stage is the formation of learning technology. In 2008, based on the author’s understanding of learning science, he argued:

learning technology is the technology based on learning science, which refers to the hardware and smart technologies (software and methods) used for learning based on the theoretical research and practical results of learning science, and on a deep understanding of “how people learn” and the nature of learning. It is the systematic design of hardware and intelligent technologies for learning, based on a deep understanding of how people learn and the nature of learning, to build learner-centred learning environments that better support learners’ knowledge construction, social negotiation and practical participation through the mediation of technology.

(Hu & Ren, 2008, pp. 1)

The physical and intelligent technologies in the CTCL research paradigm are consistent with the understanding in this definition. The definition clarifies the foundations and underlying mechanisms of learning technologies and emphasizes “learner-centredness”. However, due to the level of development and application of technology, the understanding did not reach the point where “Technology is a way of life for learners” (Yan, 2015). Therefore, based on its mechanism – that “how people learn” must be based on the findings of cognitive and brain sciences, subject learning psychology and other research findings – the author in 2017 developed a new understanding of learning technology, explaining that

“learning technology” refers to the description of models, methods and strategies that are nurtured by “technology enablement” in the whole learning process, including the learning behaviours of learners in selecting and reconstructing learning contents, constructing suitable learning environments, implementing learning activities according to scientific learning strategies, and achieving specific learning goals. It includes the elements of learning design, learning contents, learning strategies, and learning activities, which belong to “smart learning technology”, the fusion of “physical technology” and “intelligent technology”.

(Hu & Dong, 2017, pp.89)

The definition is clearer in the following aspects: firstly, it clarifies the function of technology being nurtured in the whole learning process; secondly, it clarifies the object of its operation, including learning content, learning strategies, etc.; thirdly, it emphasizes the structured fitness and clarifies the relationship between the elements. These three clarifications provide an operational definition and understanding for the research and practice of learning science and technology, strengthen the definition of the attributes of “learning technology” in the CTCL paradigm and provide a theoretical basis and framework for the development of this study.

Learner-centredness: the focus of the CTCL paradigm

The CTCL paradigm focuses on “learner-centredness”, and the learner is always the starting and ending point of CTCL research. Based on a series of empirical research results, the study by Dong (2004) summarizes eight major propositions of the CTCL paradigm, including elements and their relationships, learning resources, learning processes and learning styles, as follows (Dong, 2014). Firstly, the core of educational technology research is to effectively promote the development of learners. Secondly, the use of technology should be adapted to the learner’s situation and learning content in order to effectively improve learning. Thirdly, research in educational technology is directed towards the optimization of the learning system consisting of technology, learning content and learners under the umbrella of learning culture. Fourthly, when developing and applying digital learning platforms and resources, full consideration should be given to the learners’ condition and the fitness of the learning content for the learners. Fifthly, when designing the learning process, full consideration should be given to the seamless integration with the learning environment created by technology, so that it can maximize the learners’ active participation, active experience and creative passion. Sixth, the choice of learning methods should be fit for the learning culture, technology, content and learners. Seventh, the application of technology should facilitate the development of learners’ problem-solving skills. Eighth, the highest goal of educational technology research is to improve the quality of learning. The logical diagram of the eight propositions is shown in Figure 1.1. The eight propositions are seamlessly aligned and mutually relevant, and focus on learners’ learning at a deeper level, providing actionable research ideas and directions for the study and practice of learning technologies in learner-centred design.

Figure 1.1 Logical diagram of CTCL propositions

Subject teaching: the orientation of CTCL

The emphasis on “learning content” in the basic theory of CTCL paradigm predestines the research paradigm to aim at “subject teaching” rather than “physical technology” per se, let alone the generalization of “technology”, but a “precision instruction” (Zhu & Peng, 2016, 2017). Thus, the CTCL paradigm embodies the attribute of “subject teaching” from its embryonic conception. Of course, this “subject teaching” is not narrowly defined according to its understanding of “learning content”, but it comprises two forms of curriculum: “subject curriculum” and the “integrated curriculum”. “Subject curriculum” refers mainly to the classical courses in school education such as mathematics, English, science and physics, and also includes integrated subject-based or project-based courses; it can also be used in early childhood education, vocational education and higher education, especially in subject-based teaching and learning for young children and work process-based experimental training. The subject orientation of the CTCL research paradigm not only calls for innovation in school education but also fits in with the current school education system and status quo, and has strong practical applicability and application value. With this guidance, this study will focus on the reform and practice of classroom teaching in primary school mathematics.

New developments in CTCL paradigm research

Senior high school IT: development of cognitive diagnostic tools

Dr. Wang Jing developed a cognitive diagnostic tool for senior high school IT in the aspect of empirical research on the CTCL research paradigm, including the following content. First, he investigated the cognitive status of junior high school graduates before learning IT in senior high school and came up with four cognitive types, namely, fuzzy replacement of terminology, inappropriate cognitive structure, unstructured cognition an...

Table of contents

• Cover
• Half-Title
• Series
• Title
• Copyright
• Contents
• List of figures
• List of tables
• Acknowledgements
• Preface
• Contributor
• 1 Theoretical foundations of deeper learning
• 2 The connotation and mechanism of deeper learning
• 3 Exploring the major influencing factors of technology-enhanced deeper learning of mathematics in primary schools
• 4 Classroom verification of deeper learning
• 5 Components of deeper learning teaching content
• 6 Digital resource development for deeper learning
• 7 Teaching method of deeper learning: “Personalized-cooperative” learning
• 8 Observation of learning-brain
• Index