LSC 528 Media in the Library

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LSC 528Media in the Library

• Who are you?
• Experience with media?
• One thing you expect to get from this course?

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Annotations

• APA style
• Emmens, C.A. (1982). Videodisc software
  Current developments. School Library
  Journal, 28(5), 39.
• Annotations 50 words or less
• 20 of final grade

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• 1 of 15 Jane Doe
• LSC 528 6/29/06
• Emmens, C.A. (1982). Videodisc software
  Current developments. School Library Journal,
  28(5), 39.
• Describes several pilot projects that use
  videodiscs for educational purposes. Discusses
  other sources that are currently planning or
  producing instructional videodiscs.

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Hypermedia Project

• Instructional, training, promotional presentation
  (Micro)
• Hypermedia presentation using PowerPoint,
  HyperStudio, HyperCard or some other hypermedia
  program
• Must be an interactive, hypermedia
  presentation
• use the ASSURE or other appropriate development
  model
• 25 of final grade

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Presentation

• Individual
• Time 10 minutes (min) to 15 minutes (max)
• Small group of two
• Time 20 minutes (min) to 30 minutes (max)
• Members evaluate all members of group including
  self (due within one week of presentation)
• Small group of three
• Time 30 minutes (min) to 45 minutes (max)
• Members evaluate all members of group including
  self (due within one week of presentation)
• Class presentation involving media and presenting
  a topic directly relating to the course
• use the ASSURE model and email or give the plan
  to me at least one week before the presentation
• ASSURE model with evaluation due at least one
  week after the presentation
• 30 of final grade

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ASSURE Model

• Analyze learner characteristics
• State objectives
• Select, modify or design materials
• Utilize materials
• Require learner response
• Evaluate

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Analyze learner characteristics

• General characteristics
• Specific entry competencies

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State objectives

• Derive from your content outline
• ABCD format

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A

• Audience
• Who
• As a result of this lesson, the LSC 528 graduate
  student in library and information studies

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B

• Behavior
• What (in terms of observable behaviors)
• Identify match, point out, recognize
• Name label, list
• Describe tell why, demonstrate, explain
• Order rank, arrange in sequence
• Construct make, build, compose, draw

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• As a result of this lesson, the LSC 528 graduate
  student in library and information studies
• will construct three behavioral objectives

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C

• Conditions
• Restrictions
• As a result of this lesson, the LSC 528 graduate
  student in library and information studies will
  construct three behavioral objectives
• using the ABCD format

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D

• Degree
• How well the learner is expected to do it
• As a result of this lesson, the LSC 528 graduate
  student in library and information studies will
  construct three behavioral objectives using the
  ABCD format
• with 80 efficiency.

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Select, modify or design materials

• Find materials to support your topic
• Modify existing materials
• Design new materials

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Utilize materials

• Plan how to use the materials
• GEP model
• Present a detailed outline step-by-step

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Require learner response

• Have the students perform the behaviors
  described in the objectives.

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Evaluate

• Were the objectives met?
• Did the media help?
• Could the students use the materials effectively?
• Could the lesson be improved?

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Discussion

• You will contribute at least one message to
  the discussion each week that class is held on
  WebCT to receive a grade of 8.5 (B). The quality
  of your overall contributions will determine your
  final grade for this portion of the course. (10
  of final grade)

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Quizzes

• Two quizzes, 5 points each
• On WebCT open book, timed
• Multiple choice
• True/false
• Matching
• 10 of final grade

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WebCT

• http//www.uri.edu/webct
• Log In to Summer 2006 Courses
• Click on Log on to myWebCT

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WebCT

• Userid your e-Campus userid
• Password same as your e-Campus password

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WebCT

• Select Media in the Library (LSC528-SECT2000-2649)
  
• Select Mail, Discussion, Chat Rooms or other
  icons as needed

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Teaching, Learning, and Instructional Theories
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• Teaching theory ways to teach, teacher based,
  often content based
• Learning theory explains how humans learn,
  learner based
• Instructional theory ways of facilitating human
  learning and development, learner and instruction
  based

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John B. CarrolModel of School Learning
Degree of learning f(time actually
spent/time needed) 1. Time allowed 2.
Perseverence 3. Aptitude 4. Quality of
instruction 5. Ability to understand the
instruction
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B.F. Skinner
Theories of Learning

• Positive reinforcement
• Negative reinforcement
• Punishment

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Positive reinforcement
Stimulus -gt increase in desired behavior Study
hard -gt earn praise or good grades
(positive reinforcement)
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Negative reinforcement
Avoiding or removing a stimulus -gt increase in
desired behavior Student is quiet in class -gt
avoids going to detention (Desired behavior)
(negative reinforcement)
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Punishment
Undesirable consequences -gt decrease in desired
behavior Misbehave in school -gt knows she will
get grounded at home (undesirable behavior)
(punishment)
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Information Processing Theory
Model of the Human Memory System
Lost
Lost
Lost
Sensory Register
Long- Term Register
Working(Short-Term)Memory
Input
Attention
Input
Rehearsal Meaningful Learning Organizing Elabora
ting Imagery
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Jean Piaget
Theories of Cognitive Development in Children

• Sensorimotor stage
• Preoperational stage
• Concrete stage
• Formal operation stage

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Sensorimotor stage
Birth to about 2 years Explore world through
senses and motor activity Early stages cant
differentiate between themselves and world around
them Begin to have some perception of cause and
effect ability to follow something with their
eyes
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Preoperational stage
About age 2 to about age 7 Develop greater
ability with speech Engage in symbolic activities
(drawing, pretending, Imagining Develop numeric
abilities (assign a number to an
object) Increase in self-control Cant do
conservation tasks
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• Concrete stage

About age 7 to about age 11 Increase in abstract
reasoning ability Increase in ability to
generalize from concrete experiences Can do
conservation tasks
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Formal operation stage
About age 12 to about age 15 Can form and test
hypotheses, organize information, and reason
scientifically Can show results of abstract
thing in the form of symbolic materials
(writing, drama)
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Piagets Basic Assumptions of Children

• Active and motivated learners
• Knowledge becomes more integrated and organized
  over time
• Learn through processes of assimilation and
  accommodation
• Development depends on interaction with ones
  physical and social environment
• Processes of equilibration help to develop
  increasingly complex levels of thought
• Occurs only after certain genetically controlled
  neurological changes occur
• Occurs in four qualitatively different stages

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Jerome Bruner
Learning as Discovery

• Enactive stage
• Iconic stage
• Symbolic stage

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Enactive stage
Birth to about age 3 Perceive environment solely
through actions they initiate Describe and
explain objects in terms of what they can do with
them
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Iconic stage
About age 3 to about age 8 Remember and us
information through imagery Visual memory
increase and they can imagine or think about
actions without experiencing them Decisions are
made on the basis of perceptions, rather than
language
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Symbolic stage
From about age 8 Use symbols to represent
people, activities, and things Ability to think
and talk about things in abstract terms
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Bruners Six Benchmarks

• Respond to situations in varied ways, rather then
  always in the same way
• Internalize event into a storage system that
  corresponds to the environment
• Have increased capacity for language
• Can interact systematically with a tutor (parent,
  teacher, or other role model)
• Use language as an instrument for ordering the
  environment
• Have increasing capacity to deal with multiple
  demands

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Bruner and Discovery Learning

• Credited with the idea of discovery learning
• Children more likely to understand and remember
  concepts they had discovered in the course of
  their own exploration
• Mixed results with research

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Constructivism

• Focus on students ability to solve real-life,
  practical problems
• Methods call for students to construct knowledge
  themselves
• Typically work in cooperative groups
• Tend to focus on projects that require solutions
  to problems
• Usually time-consuming
• Can be rich learning environments

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Domains of Learning

• Cognitive
• Affective
• Psychomotor

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Cognitive

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Affective

• Receiving
• Responding
• Valuing
• Organization
• Characterization of a value complex

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Psychomotor

• Gross body movement
• Finely coordinated movements
• Nonverbal communication
• Speech behaviors

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Benjamin Bloom
Uniform Instruction per Learner
Aptitude
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Benjamin Bloom
Uniform Instruction per Learner
Aptitude
Achievement
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Benjamin Bloom
Uniform Instruction per Learner
Aptitude
Achievement
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Benjamin Bloom
Uniform Instruction per Learner
Aptitude
Achievement
Optimal Instruction per Learner
Aptitude
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Benjamin Bloom
Uniform Instruction per Learner
Aptitude
Achievement
Optimal Instruction per Learner
Aptitude
Achievement
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Benjamin Bloom
Uniform Instruction per Learner
Aptitude
Achievement
Optimal Instruction per Learner
Aptitude
Achievement
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Rotters Locus of Control

• Based on Social Learning Theory
• Measured on a continuum

Internal External
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Rotters Locus of Control

• Based on Social Learning Theory
• Measured on a continuum

Internal External
Outcome is contingent upon No perceived
contingency his or her own behavior
between outcome and behavior Low
grade blame self blame teacher High
grade because you are smart because
teacher is excellent
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Left Brain Right Brain
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Left Brain Right Brain

• Logical
• Sequential
• Rational
• Analytical
• Objective
• Looks at parts

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Left Brain Right Brain

• Logical
• Sequential
• Rational
• Analytical
• Objective
• Looks at parts

• Random
• Intuitive
• Holistic
• Synthesizing
• Subjective
• Looks at wholes

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Gagnes Events of Instruction

• Gain attention
• Inform the leaner of the objective
• Stimulate recall of prerequisite learning
• Present new material
• Provide learning guidance
• Elecite performance
• Provide feedback about correctness
• Assess performance
• Enhance retention and recall

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Gagnes Types of Learning

• Intellectual skills
• Problem solving
• Higher-order rules
• Defined concepts
• Concrete concepts
• Discrimination
• Cognitive strategies
• Verbal information
• Motor skills
• Attitudes

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Gagnes Implications for Education

• His learning hierarchies have been used to
  develop systematic instructional design
  principles
• Most effective in training for business, industry
  and military
• Some K-12 schools have used his learning
  hierarchy approach for sequencing skills in
  curriculum development projects