Instructional Development (EDER675) February10, Learners

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Instructional Development (EDER675)February10,
Learners
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Agenda for tonight

• 1. Needs Cases.. Group Analyses Discussion
• 2. Relevant Learner Characteristics
• Selecting, determining and assessing learner
  assessments.
• A look at learning theories..
• 3. Case 16 David Jaminez

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Analyzing the Learner for Instructional
Development

• Selecting Learner Characteristics for Assessment
• What learner characteristics should be assessed?
• Determining Methods for Assessing Learner
  Characteristics
• When should learner characteristics be assessed?
• How should learner characteristics be assessed?
• Learner characteristic profiles
• A recent development in learner assessment?
  Cognitivism.
• The importance of the learner
• Types of knowledge/using cognitivism
• Constructivism
• Ethical Action in Learner Assessment

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Next Week No Class

• Read Rothwell Kazanas Chapter 6, Analyzing the
  Characteristics of a Work Setting skim Rothwell
  Kazanas Chapter 7, Performing Job, Task and
  Content Analyses.
• Next time we meet Case 29 page 178
• Mary Robbins

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Selecting Learner Characteristics for Assessment

• Ask Who is the intended and appropriate
  learner?
• Specify target population, target group or target
  audience
• Look for representative learners (now that we
  know the learning/training need)
• Consider learning disabilities and Human Rights
• What learner Characteristics Should be Assessed?
• The aim is to understand the customers so well
  that the product or service fits them and sells
  itself. (Drucker)
• Define situation related characteristics
• What are the possible relationships between the
  pfce problem and the learner?
• Does the pfc problem suggest unique learner
  characteristics?
• Will those characteristics change?
• Define decision related characteristics
• Define learner related characteristics ( gas
  plant operator example)

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What learner Characteristics Should be Assessed?
(continued)

• What learner Characteristics Should be Assessed?
• Decision related characteristics
• Who makes decisions about who can learn?
• (committees can work well here)
• Learner Related Characteristics
• 2 kinds exist
• 1. Prerequisite skills, knowledge and attitudes
• 2 other traits or abilities needed to do the job
• 4 types of prerequisites
• 1. Physical traits
• 2. Previously leaned skills
• 3. Previously learned knowledge
• 4. Previously learned attitudes.
• Discussion
• As a human performance improvement professional,
  what do you do if a learner does not have the
  prerequisite learner skills?

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What learner Characteristics Should be Assessed?
(continued)

• Learner Related Characteristics
• Demographics
• Physiological characteristics
• Experience
• Aptitude
• Knowledge
• Attitudinal
• Value systems
• Life cycle stage
• Organizational culture
• Career stages Dalton, Thompson and Price Model
  (1994)
• Dalton Apprentice / Colleague / Mentor / Sponsor
• Why would these matter to a designer/developer ?

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Determining Methods for Assessing Learner
Characteristics
When should learner characteristics be
assessed? 1. BEFORE instruction (are they ready
to learn or get instruction?) 2. DURING Clarify
what assumptions you are making about these
learners - and that your methods will work. 3.
AFTER Forecast learner needs into the future -
see who needs remediation or growth over time.
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How Should Learner Characteristics be Assessed?

• 1. There are 2 approaches
• A. The DERIVED approach (simplest)
• Brainstorming to see what learner characteristics
  are most important to the learner in this
  performance (gap) situation.
• B. The CONTRIVED approach
• ID people roll through lists of learner
  characteristics seeing which one is best..
• Developing a Learner Characteristic Profile
• a normative, descriptive or historical approach
  to identify
• 1. Necessary background, knowledge, skill or
  attitude and phys. Traits for this learner in
  this intervention ?
• Common sense can take over here!

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Recent Developments in Learner Assessment

• Cognitivism
• Constructivism

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Cognitivism

• Learners create their own interpretations of
  instruction based on experiences, expectations
  and beliefs.
• How can learners be provided with the knowledge
  they need to perform at the time they need it and
  when they need it?
• 2 Types of Knowledge (Kazanas)
• 1. Procedural How is something accomplished?
• Step by step analysis of tasks and decision
  points. Process.
• 2. Declarative Why do things work the way they
  do? What is the name of an object or place?
• Creative work. Focus on why we do what we do.
  Often metacognitive.

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Constructivism

• How can learners be provided with the opportunity
  to get the knowledge they need to perform at the
  time, and to find that knowledge in the way that
  they best learn it -- and when they need it?
• Can a training program be constructive?

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A brief review of learning theories
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A conception of the relations among three
epistemological traditions or Approaches to
Learning Theory (Kowch after Driscoll, 2000)
Pragmatism

• Knowledge is negotiated
• From experience reason
• Reality is interpreted through
• signs, internal and external

Interpretivism
Objectivism

• Reality is internal, relative to a frame
• Of reference (subjective)
• Knowledge is constructed through both
• By interaction socially and internally

• Reality is external, objective (known)
• Knowledge is acquired through
• Experience.

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An Advance Organizer for Theories of Learning
Behaviorism The Black Box Metaphor
S-gtR
Environmental Stimuli
Observed Behavior
Information ProcessingThe Computer Metaphor
Input Sensory Stimulation
Output Learned Capabilities
Human Cognitive processes
Interactional Models Social Context Matters
Proximal learning
Multiple Intelligences
Emotional Intelligence
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Definitions
Learning is a persisting change in
performance or performance potential that
results from experience and interaction with
the world.Learning Theory is a set of
constructs linking Results changes in
performance Means Hypothesized structures
and processes responsible for
learning Inputs Resources or experiences
that trigger learning.
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Radical Behaviorism
S -gt R
Is most closely Associated with
Radical Behaviorism
Skinner
involves
The experimental Analysis of behavior
Principles of Behavior Management
Leads to
Behavior Modification
Applications
Instructional Objectives
Performance Anal. Support
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Cognitive Information Processing (Gagne Briggs)
Cognitive Information Processing
Stage theory - processing begins With sensory
input

• Short-Term Memory (temporary working memory)
• Rehearsing
• Chunking

• Sensory Memory
• Visual
• auditory

Long-Term Memory
Encoding Retrieval

• Instructional Implications
• Provide organized instruction
• Arrange extensive and variable practice
• Enhance learners self-control of information
  processing

Semantic Networks
Models of Memory Storage
Feature comparisons
Parallel Processing
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Gagne Briggs We Remember.
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Situated Cognition Living To Learn
Ecological Approach To Perception
Situated Cognition
Are antecedents to
Critical Pedagogy
Knowledge is Conceived as Lived practices
Learning is Participation in communities of
practice
Everyday Cognition
Which involves
and
Which leads to
Implications for instruction
Implications for instruction
Implications for instruction

• Including Cognitive Apprenticeships
• Anchored Instruction
• Learning Communities
• Assessment in-Situ

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Cognitive and Knowledge Development

• Sensorimotor
• Preoperational
• Concrete operational
• Formal operational

Four Stages of Development
Three Developmental Processes

• Assimilation
• Accommodation
• Equilibrium

Evidence Countering Piaget
Piagets Genetic Epistemology

1. Not all cultures reach formal operations
2. Reasoning is not always consistent within a stage
3. Children learn more in a stage than P thought.
4. Reasoning is domain specific

Theories of Cognitive Development
Most established theory
Alternative Information Processing Approaches
A computational model
Neo-Piagetian View
A new agenda
A componential analysis
A framework theory approach
Childrens thinking is endlessly variable and
endlessly changing
Development is the process of a novice becoming
an expert
Biological maturation affects STM operational
capacity
Intuitive theories develop with experience in
specific domains
Generalization is primary mechanism of development
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Interactional Theories of Cognitive Development
Interactional Theories of Development
Vygotsky
Bruner
Vygotskys Developmental Method

• Mediation through signs
• Emphasized culture
• Based in human activity

Three Models of Representing Understanding

• Enactive
• Iconic
• Symbolic

Social Origins of Thinking
Cognitive Growth

• internalization
• Zone of proximal development (next slide)
• intersubjectivity

Discovery, Learning and Inquiry Teaching
influences

• Implications
• Learning pulls development
• Instruction should be scaffolded in the zone of
  proximal development
• Intersubjective interaction is important

Culture
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Detail from the last slide Vygotskys Zone of
Proximal Development
Undeveloped Capabilities
Developing Capabilities
Developing Capabilities
Zone of Proximal Development
What the child can do With assistance
What the child can do unassisted
What the child cannot do yet
Zone of Proximal Development
(with appropriate instruction in the Zone of
Proximal Development, the boundaries of the zone
SHIFT).
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Biological Bases of Learning Memory - Chemistry
and Physical Science ExplanationsRecall our
WebCT Discussion ThreadShe was born with it
Biological Bases of Learning Memory
Proximate causes
Ultimate causes
Evolution
Neuropsychology
Attention and the brain
Learning, memory and the brain
Conditioning
Cognition
Cognitive development and the brain

• Implications of Evolution
• Humans my be predisposed to certain fears
• Behaviors for which there is no predisposition to
  learn may be difficult to overcome
• Actions associated with decreased fitness in
  ancestral populations may be difficult to
  establish

• Implications of Neuropsychology
• Cognitive functions are differentiated
• The brain is relatively plastic in nature
• Language may be biologically pre programmed
• Learning disabilities may have a neurological
  basis

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Recall The Advance Organizer for Theories of
Learning
Radical Behaviorist Theories
Biological Theory
Cognitive Theories
Situated Cognition Theories
Interaction Theories
Emotional Intelligence
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Learner Characteristics More ID Resources

• A quick Guide to Gagne Briggs (Cognitivism How
  to Carefully Deconstruct the Learner, Types of
  Learning and ways to investigate Instructional
  Events to assure cognitive learning success)
• http//www.ucalgary.ca/ekowch/673/resources/gagne
  briggsindex.html
• What if your learner has multiple intelligences
  or learning styles, and you can design gap
  improvements for that?
• Learning Style Tests Website URL
  http//www.stanford.edu/group/Urchin/TA7IB.htm
• Multiple Intelligences Test http//www.ldpride.n
  et/learningstyles.MI.htm
• Multiple Intelligences Info http//www.thomasarm
  strong.com/multiple_intelligences.htm
• Multiple Intelligences and Learning Styles
  http//www.ldpride.net/learningstyles.MI.htm

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Adieu for this week, EDER 675Readings for The
Next Two WeeksAnalyzing Characteristics of
a Work Setting Chapter 6 Rothwell
KazanasPerforming Job, Task and Content
Analysis (skim) Chapter 7, Rothwell
KazanasCase To be decided as a groupEugene
G. KowchAssistant Professor of Educational
Technology
This person is reading.. -)