Learners and Learning

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Learners and Learning
A Quick Tour of Instructional Design Models and
Learning Theories
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Designing Instruction
Or not
http//wejew.com/media/977/Seinfeld_History_Lesson
/ http//www.dailymotion.com/video/xa83cm_snl-sein
feld-school-sketch_fun
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Big Bang Theory Sheldon Teach
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Our Roadmap

• Models
• Bloom Gagné
• Cybergogy
• 6-Cs of Motivation
• Message design
• SOI of meaningful learning (Mayer).

• Theories
• Behaviorism
• Cognitivism
• Constructivism

• Technology
• all kinds

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Many other Models Principles

• Database of Design Principles
• Emerging Perspectives on Learning, Teaching
  Tech
• EDTECs EET and EDTEC Student Portfolios

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Blooms Taxonomy

• Cognitive and Affective Domain
• A Review!

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Blooms Taxonomy
Cognitive and Affective Domain
http//www.odu.edu/educ/llschult/blooms_taxonomy.h
tm
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Blooms Taxonomy
Cognitive and Affective Domain
Q How would you change the design of your
instruction to match each of these
classifications? Q What do you want your
students to do? Well revisit Bloom next week.
http//www.odu.edu/educ/llschult/blooms_taxonomy.h
tm
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(No Transcript)
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Blooms Taxonomy
Links to learn more
http//projects.coe.uga.edu/epltt/index.php?title
Bloom27s_Taxonomy
http//coe.sdsu.edu/eet/Articles/bloomrev/
http//coe.sdsu.edu/eet/Articles/BloomsLD/index.ht
m
Applying Blooms Taxonomy (sample verbs,
questions stems, potential activities and
products)http//www.teachers.ash.org.au/researchs
kills/dalton.htm Advice on Blooms, verb
selection, effective questioning techniques from
St. Edwards University Center for Teaching
Excellence http//www.stedwards.edu/cte/files/Blo
omPolygon.pdf Question cues for test items based
on Blooms Taxonomy from University of
Victoriahttp//www.coun.uvic.ca/learning/exams/bl
ooms-taxonomy.html
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Gagné

• Nine Events of Instruction
• Also, a Review and Reinforcement!

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Gagnés
Nine Events of Instruction Why Gagné?

• Provide a framework for planning and delivering
  instruction
• Works across differing types of learning
  outcomes
• Intellectual skill
• Cognitive strategy
• Verbal information
• Attitude
• Motor skill

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Gagnés
Nine Events of Instruction
Getting Started 1. Gaining Attention 2.
Informing the Learner of the Objective(s) 3.
Stimulating Recall of Prior Learning Delivering
the Goods 4. Presenting Stimuli 5. Guiding
Learning
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Gagnés
Nine Events of Instruction

• Checking for Comprehension
• 6. Eliciting Performance
• 7. Providing Information
• Taking it to The Next Level
• 8. Assessing Performance
• 9. Enhancing Retention and Transfer

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Gagnés
Nine Events of Instruction

• Throughout the semester
• look for how the 9 events
• fit different models of instruction and
  instructional design.

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Cybergogy for Engaged Learning (Wang Kang,
2006 2007)

• Pedagogy teaching methods for k-12
• Andragogy for adults
• Cybergogy for online

• http//edutechwiki.unige.ch/en/Cybergogy

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What is Engaged Learning?
http//edutechwiki.unige.ch/en/Cybergogy
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• Emotive presence
• expressing feelings of self, others, learning

About Presence (the Lana example)

• Social presence/visibility
• presenting oneself as a real person in a
  virtual learning environment
• Cognitive presence
• sharing information and resources, and
  constructing new knowledge

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Sample Strategies

• Designing engaging instruction
• interactive, collaborative or solo and
  competitive
• Facilitating online communication
• Cultivating a better sense of self

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Course Design Framework
Cognitive Factors

• Prior knowledge/Experience
• Achievement of goals
• Learning activity
• Cognitive/learning style

Cognitive Factors
Cognitive Load Theory Behaviorism
Engaged Learning
Emotive Factors

• Feeling of self
• Feeling of community
• Feeling of learning atmosphere
• Feeling of learning process

Emotive Factors
Social Factors
Social Factors

• Personal attributes
• Context
• Community
• Communication

Online Learning Environment
Kellers ARCS Constructivism Adult Learning
Theory
Social Constructivism
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Behaviorism

• Skinner, Pavlov

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Behaviorism
Pavlov Skinner

• Overt behaviors that can be measured
• Sequence of cues teach objectives
• Use of positive and negative feedback
• Common applications
• Behavior Modification
• Reinforcement Schedules
• Automaticity Focus on repeating new behavior
  patterns until they become automatic

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Behaviorism
Pavlov Skinner
Strengths
Weaknesses

• Teaching facts, simple procedures, concepts, and
  rules
• Most successful when learning cues are same as
  the desired performance

• Difficult to transfer to novel situations
• Unpredictable result when stimulus is absent
• No problem solving strategies

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Behaviorism
Pavlov Skinner

• Give a scenario
• where you would use
• a Behaviorist approach.

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Please dont readthe following slide.
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Why cant youstop yourself?
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The answer is
automaticity
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Cognitivism

• Mental Maps

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Cognitive Overload
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Memories
rehearsal
6.9
7.3
1,829
1,568
cognitive artifact, medium, tool
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Cognitivism
Mental Maps

• How we think is important is to how we learn.
• There is an objective realitya best way to do
  something
• We create a mental map of reality and use that
  map to make decisions
• To learn, we build mental maps (schemas) that
  are consistent with and modeled after those of an
  expert
• Focus on internal knowledge structure,
  information processing, short term, long term
  memory

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Cognitivism
Mental Maps
Strengths
Weaknesses

• Skill transfer
• Effective to teach
• Complex behaviors
• The best way to perform a task
• Single way to perform within a specific
  population (company, military)
• Rules or ways to think

• Creates uniform behaviors
• Assumes behavior is the only or best way

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Cognitivism
Mental Maps

• Give an example
• of cognitivist teaching and
• learning situations in your world.

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Constructivism

• Piaget, Dewey, Vygotsky

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Constructivism
Piaget, Dewey, Vygotsky

• Common terms
• Inquiry-based, learning by doing, hands-on,
  collaborative
• Assumptions (based on Merrill)
• Constructed from experience
• Learning is personal interpretation and an
  active process
• Situated in realistic settings
• Share, common knowledge

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Constructivism
Piaget, Dewey, Vygotsky
Strengths
Weaknesses

• Effective to teach
• real life situations
• solve novel problems
• problem solving skills with multiple solutions
• Supports development of metacognitive skills

• Inefficient to teach
• Recall of facts
• Memorization
• Situations where there is a single way to perform
  
• Difficult to evaluate learning objectively

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Constructivism
Piaget, Dewey, Vygotsky

• How do you use
• Constructivist techniques now?
• How might you in the future?

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Constructivism
Piaget, Dewey, Vygotsky
Sample Answers

• Authentic, real scenario
• Ill-defined problems
• Collaborative problem-solving
• Simulated problem-solving
• Producing real products
• Anchored instruction
• Jasper Woodbury Adventure Series
  http//peabody.vanderbilt.edu/projects/funded/jasp
  er/default.html

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Pop Quiz!
What the underlying learning theory?

• Increase automaticity
• Modeling thinking aloud
• Debriefing
• Use visuals to reinforce memorization
• Use computer as a 1-to-1 tutor
• Brainstorming, mapping, advance organizers
• Student teaching Intern with Starbucks, ER

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Sample Portfolios View and Discuss

• M.A.s

• COMETeers

• http//watersportfolio.wordpress.com/
• http//www.bartoszroman.com/portfolio.html
• http//www.mannyoliverez.com/portfolio/
• https//sites.google.com/site/lanasedtecportfolio/

• http//www.msloomis.com/
• http//jeaninethomas.weebly.com/
• http//web.me.com/vderkara1/ePortfolio/Welcome.htm
  l
• http//www.lyfordrome.com/eportfolio/

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How do they Connect Theories to Practice?

• Pay attention to the 572 projects.

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Think About This
As you select your project where will you
use Behaviorist, Cognitivist or Constructivist
strategies? In what aspects of your
instruction? How would you use these
strategies online or face to face?