Roe, Chris P. and Beynon, Meurig (2002) Empirical modelling principles to support learning in a cultural context. In: 1st International Conference on Educational Technology in Cultural Context, Joensuu, Finland, 2-3 Sep 2002 pp. 151-172.

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Abstract

Much research on pedagogy stresses the need for a broad perspective on learning. Such a perspective might take account (for instance) of the experience that informs knowledge and understanding [Tur91], the situation in which the learning activity takes place [Lav88], and the influence of multiple intelligences [Gar83]. Educational technology appears to hold great promise in this connection. Computer-related technologies such as new media, the internet, virtual reality and brain-mediated communication afford access to a range of learning resources that grows ever wider in its scope and supports ever more sophisticated interactions.

Whether educational technology is fulfilling its potential in broadening the horizons for learning activity is more controversial. Though some see the successful development of radically new educational resources as merely a matter of time, investment and engineering, there are also many critics of the trends in computer-based learning who see little evidence of the greater degree of human engagement to which new technologies aspire [Tal95].

This paper reviews the potential application to educational technology of principles and tools for computer-based modelling that have been developed under the auspices of the Empirical Modelling (EM) project at Warwick [EMweb]. This theme was first addressed at length in a previous paper [Bey97], and is here revisited in the light of new practical developments in EM both in respect of tools and of model-building that has been targetted at education at various levels. Our central thesis is that the problems of educational technology stem from the limitations of current conceptual frameworks and tool support for the essential cognitive model building activity, and that tackling these problems requires a radical shift in philosophical perspective on the nature and role of empirical knowledge that has significant practical implications.

The paper is in two main sections. The first discusses the limitations of the classical computer science perspective where educational technology to support situated learning is concerned, and relates the learning activities that are most closely associated with a cultural context to the empiricist perspective on learning introduced in [Bey97]. The second outlines the principles of EM and describes and illustrates features of its practical application that are particularly well-suited to learning in a cultural setting.

Item Type:	Conference Item (Paper)
Subjects:	Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software
Divisions:	Faculty of Science, Engineering and Medicine > Science > Computer Science
Library of Congress Subject Headings (LCSH):	Computer-assisted instruction, Learning, Psychology of, Empiricism
Official Date:	2002
Dates:	Date Event 2002 Available
Page Range:	pp. 151-172
Status:	Peer Reviewed
Publication Status:	Published
Date of first compliant deposit:	28 July 2016
Date of first compliant Open Access:	28 July 2016
Conference Paper Type:	Paper
Title of Event:	1st International Conference on Educational Technology in Cultural Context
Type of Event:	Conference
Location of Event:	Joensuu, Finland
Date(s) of Event:	2-3 Sep 2002

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