This is an approach to learning that focuses on the learner. It represents ongoing work and will be subject to updates as and when we deem it necessary. We will attempt to keep user data compatible across advancing versions but we cannot guarantee this.
SPIKE has not been devised for assessment it has been devised for learning. This means that a learner can very easily cheat by clicking buttons in sucession without actually reading any of the material. You waste only your own time by doing this. The successful cheat can use the system without learning anything (well done).
Please take 5 minutes or so to read through the information below before you begin to work with SPIKE as it explains its nature and purpose.
We have prepared 2 knowledge areas for the purposes of demonstrating SPIKE:
A small area of 13 nodes: "Making a Cup of Tea".
This is intended for those wishing a quick introduction to SPIKE covering an area of knowledge that will be familiar to many UK site visitors and useful to many non-UK visitors, particulary those from the USA.
A larger area of 38 nodes: "Chairing Meetings". This is intended for those wishing to experience SPIKE over a wider knowledge area and also for those interested in improving their skills in chairing meetings.
What do I need to use SPIKE?
Both
knowledge maps are built using Macromedia Flash MX and therefore need the
Flash Player 6
plugin in order to play in your browser. Each map is approximately 100Kb in
size and may take up to a minute to download on first access, depending on
your connection speed so please be patient.
Feedback for research purposes.
We are currently attempting to gather feedback about SPIKE for a paper and so have prepared a 20 question form that we hope you will complete to help us evaluate the methodology and software. If you do complete this form, please try to be brutally honest! The form can be accessed from the map screen.
SPIKE provides the learner with a map of the knowledge that is to be learned. In this demonstration we have chosen to present the knowledge domain area of "Chairing Meetings" as we feel that this subject may be useful in itself to many of our visitors.
This map provides many things including:
The learner can take the next learning steps by using the map to work towards the goal at the top of the map.
Learners will control their own progress within the learning framework.
These rules are simply this:
The implication of these rules is that the learner will make progress up the knowledge map by studying the lower nodes that are not GREEN. It means that any material can be viewed at any time but progress can only be made in a logical learning sequence. The learner has a choice of which bottom areas to study and can even choose to study sub sections of the knowledge first. The information within this scheme has been deliberately kept brief.
Learning requires that the learner should consider each point made and not simply read it. There is a wealth of learning research data that shows that learning is much more effective if the learner involves himself or herself in the material. This involves:
Using
the controls at the top right of the map, the learner can move the whole map
around and zoom into localised node groupings in order to study closely related
nodes more thoroughly.
The map is organised in a learning hierarchy. For any node, you should already have learned any nodes that are connected below the target node before you can fully understand the target node.
Nodes at the bottom of the map assume general knowledge only.
Nodes will turn PURPLE when they have been fully explored.
Any learning node can be browsed at any time so that the learner can find out about anything in the topic domain without waiting to complete earlier material. This information provides the main points about any learning node.
Extra material screens ask questions or makes points and presents several responses to the point that may or may not be appropriate ones. It is for the learner to consider this. The statements on the extra material screens are intended to make you THINK about the information on the main node screens and should not be taken as fact.
On most of the learning screens, an image or other media clip will be available that has some link to the information being presented. This link may not be entirely serious in nature. It is left to the learner to consider how the image relates to the material.
If you are learning about a topic, it is always good to know what it is all about before starting to learn so look at the top node, the goal, first. This is a bit like reading the last page of a murder mystery first but it is good to know where you are heading.
Browse the knowledge nodes by selecting different ones to find out what they are. Look for nodes that seem to be at the top of a mini map. If any of these mini knowledge areas are of particular interest to you, it may be useful to work out a route that leads you to the study of these areas first.
Working out a study route is not difficult; you don't even need to do it if you don't want to. Simply start at the bottom and work your way up the map (remembering the rules mentioned in the learning scheme).
If you do want to learn some particular knowledge area then follow the links down to the bottom and see which ones have to be learned first (remembering the rules mentioned in the learning scheme).
A minimum time to spend studying and considering each node would be 10 minutes. Clearly, if the material appears difficult then this may be longer. Less than 10 minutes is not likely to be effective because it does not give the learner time to consider or digest the material (let alone work out how the image relates to it)
It is not advisable to do more than 6 to 10 nodes without a break.
Please feel free to submit any feedback via email to Lee Jorgensen - lee@akri.org.