SoftwareCourseware design influences of behaviorism

1
Software/Courseware design influences of
behaviorism

• content atomized (small, discrete pieces)
• behavior required of learner (overt response)
• evaluation of input, and provision of feedback
• provision of positive reinforcement (secondary,
  schedule)
• sequencing of instruction (according to plan and
  error analysis)

2
Assumptions of behaviorism

• Exhibited behavior equals evidence of learning
• motivation and behavior are largely externally
  generated initially.
• what is learned in one context is transferable
  to a similar context (principle of transfer of
  learning)

3
Gagnés Instructional Theory

• Robert M. Gagné psychological/military background
  in WW II
• Agreed with main tenets of behaviorism, but
  believed that it was not easily put into
  practice, especially with instructional devices.
• Developed a hierarchical instructional theory and
  practical model.
• Incorporated cognitive elements later on.

4
Gagnés Instructional Steps
1. Gain attention of the learner (reception) 2.
Inform learners of objectives (expectancy) 3.
Stimulate recall of prior knowledge
(retrieval) 4. Present relevant stimuli
(selective perception prepotency) 5. Provide
guidance (semantic encoding) 6. Elicit
performance (learner response) 7. Provide
constructive feedback (reinforcement) 8.
Assess/compare performance (retrieval and
reflection) 9. Enhance retention and transfer of
learning (generalization)
5
Example Equilateral triangles
1. Gain attention - animation of computer
generated triangles 2. Identify objective "What
is an equilateral triangle?" 3. Recall prior
learning - review definitions/lessons of
triangles 4. Present stimulus - give definition
of equilateral triangle 5. Guide learning-
example of how to create equilateral 6. Elicit
performance - ask student to create 5 different
examples 7. Provide feedback - check all
examples as correct/incorrect 8. Assess
performance- provide remediation and scores 9.
Enhance retention/transfer - show pictures of
objects and ask students to identify equilaterals
6
Problem with Gagnés approach
Most instruction via technology omits elements of
reality, especially simulations. Question How
much can a simulator deviate from reality before
transfer of learning does not occur?
7
Link Trainer, Edmonton 1943
8

• Proprioceptive cues essential for psychomotor
  activities
• key elements must be the same
• Trick is to identify what the key elements are

9
Bucks Simulation Model
10
Educational Computing Systemsthat did not make
it(but parts of them did)
PLATO
Programmed
Logic
And
Teaching
Operations
11
PLATO

• Designed by Donald Bitzer, 1960
• Tutor language used for programming
• PLATO I, ILLIAC mainframe (2 terminals)
• PLATO II, Video CRT monitor
• PLATO III, Plasma display (monochrome)
• PLATO IV, Digital air motors
• PLATO V, CRT monitor with touch screen and Intel
  8080, 8-bit microprocessor
• PLATO software, ran on PCs

12
PLATO IV Terminal
13
ICON (a Canadian invention)

• Developed by Robert MacLean and others, OISE,
  University of Toronto in the late 1970s
• Commercial consortium (Canadian Educational
  Microcomputer Corporation) designed the hardware
• QNX operating system was an iconic-based system
  (recall cognitive hierarchy)

14

• Fixed trackball used as pointing device
• CPU Intel APX 186, 16-bit, running at 7.8 MHz
  clock pulse
• Monitors were either a 12 amber monochrome, or
  13 colour monitor, both CRT, and 320 X 240 pixel
  resolution
• Early ICONs had no disk drives
• Lexicon unit served as a storage bay and network
  server
• Government of Ontario funded much of ICONs
  development
• Introduced in schools in 1983, mainly in Ontario
• Some schools in Maritimes used ICONs
• Apple Macintosh appeared in 1984, with faster
  processor, integral floppy drive, and
  considerably more software

15
ICON and Lexicon unit
16
Paperts LOGO

• Instructional programming language and hardware
  system designed to enable young children to
  discover principles of computer programming and
  operation
• Brainchild of Seymour Papert of Massachusetts
  Institute of Technology
• Computing Scientist and professed educational
  expert

17
Seymour Papert