Paradigms, theories

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Paradigms, theories models of learning
instruction

• Why should you care?

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Paradigms
Theories
Instructional Strategies
Practice
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Paradigms
Theories
Instructional Strategies
Practice
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Paradigms
Theories
Instructional Strategies
Practice
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Analysis
Design
Practice
Development
Implementation
Evaluation
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Analysis
Design
Practice
Development
Implementation
Evaluation
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Analysis
Media Selection
Design
Media Attributes
Development
SoftwareDimensions
Implementation
Affordances
Evaluation
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Media Selection

• Consider instructional goals
• Events of instruction outcomes (Gagne)
• Consider educational philosophy
• Consider context
• Consider learners
• Consider support
• Consider cost

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Media Selection

• Non-instructional
• Instructor-based
• Text-based
• Multimedia
• Hypermedia/Exploratory
• Dialogical
• Integrational
• Emerging
• (Dabbagh, 2002)

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Media Attributes

• Characteristics qualities associated with
  different types of media
• Different media support different educational
  philosophies depending on use
• Numerous models constantly evolving
• Example 1, Example 2
• Will come back around - Media/Methods debate

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Software Dimensions

• Guidelines to consider when selecting
• Goes beyond the numbers typically reported by
  companies
• Pedagogically based stresses the capabilities of
  software to initiate powerful learning outcomes
• Download dimensions (Reeves, 1997)

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Affordances

• Property of an object that indicates how to
  interface with it
• Real (Gibson, 1977) -objective
• Perceived (Norman, 1988, 1999) -subjective
• It is very important to distinguish real from
  perceived affordances. Design is about both, but
  the perceived affordances are what determine
  usability. (Norman, 1998, p. 123)

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Hands-on

• Work in groups of 2 - 3
• Explore specified hardware software
• Use your personal lens
• Jot downs notes to thoughtfully contribute to
  culminating discussion regarding attributes,
  dimensions affordances