ITED 8100 - 8200 Flashcards
A.D.D.I.E.
- Analyze
- Design
- Develop
- Implement
- Evaluate
behavioristic
works only for instruction that is immediately measurable (ability to perform a task) and requires that the instruction follow from a specific behavioral objective (end … student will be able to …)
educational psychology
How the learner learned - how to study methods of delivering instruction. (JOHN DEWEY) = beginning of the 20th century / made the connection between what is mown about how people learn and the practice of delivering instruction.
General Systems Theory
Present day (post-modern) thought of how instructional design (ID) continues to develop.
positivistic
- postpositivism = postmodernism
- “modern” approach was positivistic
- any problem only has one answer
- (post)positivism = any one problems, may have a number of different correct answers (dependent upon the worldview of person attempting to derive the answer).
postmodernism
• after the historical period of “modern”
• historical epoch / intellectual movement / general social condition
FOUR SOCIETAL STANDARDS:
1) authorities are no longer the teacher and the textbook … expanded
2) no longer a single well-educated individual … impossible to create resources appropriate for all individuals
3) constructivism = not traditional or linear / reacting to: examples, non-examples, divergent examples (concepts on school)
4) no single, objective truth exists = based on personal interpretation or consensus of the group (the truth = “right answer” may change)
rapid prototyping
arrive at a final product by the creation of a number of prototypes / evaluated by combination of experts and users / each prototype is like the final product (develop a working prototype).
EXAMPLE:
• rough pencil
• refined pencil
• computer generated
• computer based prototype = no interaction
• computer based prototype = interactions and navigation
• final product
D.D.U.M.E. = Domains
- D (Design)
- D (Development)
- U (Utilization)
- M (Management)
- E (Evaluation)
(ID) Instructional Design
- SYSTEM OF PROCEDURES
- Develop education and training
- Consistent and reliable fashion
CHARACTERISTICS:
- Student Centered = teacher needed (?) learner focused / higher level thinking (analysis, synthesis, evaluation … BLOOM’S)
- Goal Oriented = have the goals of the project been attained?
- Meaningful Performance = to be “performed”
- Outcomes can be measured in reliable and valid way = assessment is not stable then validity is compromised
- Empirical, Interative, Self-correcting = results of research and experience guide instructional strategies and media
- Typically a team effort = subject expert, instructional designer, production personnel, clerical support, project manager (computer programmers, videographers, graphic designers, interface designers, editors)
Whole Task (ID)
- Progressively more difficult whole task problems expected to solve by the end
- PEBBLE-IN-THE-POND APPROACH = Concentric and partitioned / Task … Progression … Components … Strategy … Interface … Evaluation / start with the whole task to be taught rather than the objectives / DESIGN MODEL = missing analysis, implementation, evaluation / tell > show > do … Does not delay application
- TEN STEPS TO COMPLEX LEARNING = steps increase in difficulty / design strategies to master the principles and become proficient at task principles / should be proficient at simple versions of the whole task approach at an early stage on the learning process /
BOOKS / RESOURCES
8100 - Trends and Issues (Nook Copy) … WIKI:
R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson Education.
8200 - Essentials of ID (Paper Copy):
Brown, A. & Green, T. D. (2011). The Essentials of Instructional Design: Connecting Fundamental Principles With Process And Practice. Boston, MA:Pearson Education Inc.
(8100) Learning Overview
- only analyzed after levels of the community have been factored out (BUT)
- group of individuals sharing the common purpose or intent
- not just process of individual but process of the group
- instructional process AND cultural process
(8100) Behavioral Learning Theory
- B.F. Skinner
- learning can be understood, explained, and predicted by observable events
- (behavior and consequences)
- Example: student often awarded (smile) is more likely to listen and comply to later requests / if WWW is successful then will keep using it
- evaluation of learning should be made before, during, and after instruction
- does not take into account learners who “peek” in performance and then rarely rewarded by feedback
(8100) Cognitive Information Processing Theory
- internal processes within the learner explain learning
- after WW2 stimuli became input and behavior became output
- BIPT (basic; information; processing; theory)
- P1: sensory, short term, long term
- P2: attention; encoding; retrieval
- encoding = means for learners to make meaningful connections between new information and prior learning
- FEEDBACK 1: provides correctness (response / performance)
- FEEDBACK 2: corrective feedback to modify performance (cycle / modify)
- increased the role of prior learning / scaffolding and connections
- STRATEGIES: bold face / graphic diagrams / many examples (vary context)
(8100) Situated Learning Theory
- context of learning is the more central and defining role
- relies more on situational and cultural determinants rather than individual psychology (WFW … word for word)
- EXAMPLE: selling product on the street vs. reading about steps = MATH (practice of a community)
- instructional designers create instructional communities in collaboration with the organizational culture
- integrates knowing with doing = work in progress
- learner … determine next steps based on gaps on their learning = high level cognitive ability / dynamic knowledge building (learning community)
- EXAMPLE: video “anchor” program / video adventure = realistic situation (hypothesis, multiple solutions, authentic practice) … multi-disciplinary (begin with video; cycles of learning; knowledge resources / share ideas / revise understanding) … web-based software = broader community
(8100) Gagne’s Theory of Instruction
- cognitive information processing theory and observance of effective teachers in the classroom
- CONCEPT 1: taxonomy of learning / capability
- CONCEPT 2: internal and external learning conditions
- CONCEPT 3: none events of instruction / specific cognitive process
- different categories of learning outcomes based on the CONDITION of learning
(1) Gain attention
(2) Inform (objective)
(3) Recall (prior learning)
(4) Present stimulus
(5) Provide guidance
(6) Elicit performance
(7) Provide feedback
(8) Assess performance
(9) Enhance retention and transfer - van lose context of learning = meaningful
- does provide meaningful context
(8100) constructivism
- collection of views with assumptions of learning (contrast to information processing theory)
- IP = doing from the outside in (receive information)
- CA = going from the inside out (organization and meaning … constructs knowledge)
- GREAT IMPACT 1: individuals do not all learn the same / high level, complex learning goals
- GREAT IMPACT 2: learning condition and strategy / complex learning environments (authentic activity; collaboration and multiple perspectives; learner sets goals and regulates learning; learner reflects on learning)
- GREAT IMPACT 3: practices observed during learning will not reveal a uniform level of accomplishment across learning
- Downfall: advances in assessment have not kept up with advances in technology
- may be attributed to “floating and sinking”
- students held fewer misconceptions and adopted better scientific explanations
ADDED FROM (8200): - "Learners, therefore, are not empty vessels waiting to be filled, but rather active organisms seeking meaning" (p. 376) ... Driscoll, M.P. (2004). Psychology of learning for instruction, 3rd edition. Boston: Allyn & Bacon
(8200) behaviorism (p.26)
- group of theories that share several common beliefs (generalization of learning principles across species, the importance of focusing on observable events, and the “blank slate” nature of organisms)
- outward behavior can only be observed so mental processes can only be speculated (how do you ACT when responding to certain stimuli?)
- EARLY ON: Pavlov (1800-1950); Thorndike (1874-1949), Watson (1878-1958); Guthrie (1886-1959) … research mostly on animals
(8200) cognitivism (p.27)
- mind like a computer = mind processes information through a series of different processes that work together as a complete system
- Vygotsky (1896-1934), Dewey, Piaget (1896-1990), Bruner (1915- )
- expanded attention: judgements, decision making, creativity, critical thinking, and even the emotions (Brandt and Perkins … pg. 165) *SEE CONSTRUCTIVISM FOR REFERENCE
(8200) mental power (p.24)
- basic energy that supports mental activities
- how much mental work is needed (?)
- founded on: arousal level, concentration span, channel capacity, and mental stamina
(8200) metacognition (p.24)
- ability to control one’s own cognitive processes
- “thinking about thinking”
- how did you arrive here … assess own thinking process and learning
