Weeks 7 & 8 Digital Story Telling, NetGen and Gagne

Today we meet again after our day long Digital Storytelling Workshop on Saturday.
After some technical difficulties, we watched the DST videos…

Glendalyn:
“Cherished”
About her pregnancy and birth of her children-—growth of infant to young child..learning purpose thru children…(done in pinnacle…quality of medium under par, but the story was very good.)

Carmen—"Xu Xu"
This was about having puppy in her life and what she learned:
playfulness, love,—love of animals. All voice-over--No music til end—very effective, I thought--well done.

Leo —
"Tapir"
Leo takes a trip to Costa Rica and encounters macaws spider monkeys wild pigs...Santana as sound track with soun wonderful wild animal noises as well. Climax is finally coming face to face with the wild Tapir--a 7ft hog/aardvark creature--handsome indeed!

Peter-
"Graduation trip"
After an upsetting graduation, he takes a trip with father and sister to Switzerland. I was about dealing with the anger and appreciating family and how he reconciled his feeling among relatives in a small town. Knowing how the story was in first draft and comparing to final version, this piece really developed.

Anthony
"Back to school"
This was done in video format and Anthony compares school here at SFSU with his home country, the Philippines. He did his DST on the DST workshop experience, so we all got to see our handsome muggs on the big screen...I was glad that Anthony did this; he created a record of a memorable day--way to go!

Desmond
"I Have Arrived"
My piece was about taking a trip to Scotland to visit my folks, searching in different places and learning the simplicity of being attached to my parents...and understanding my connection to them.

Areej
"Having a Choice"
This was about Areej comparing her life to her peers—they got married, had kids, appeared happy, but she followed her dreams as her father sagely advised her to do. Now she is reaching for high goals because she has a choice...very good.

Terrence-
"There are a thousand joys to let out life…”
A look at dealing with his Father's death. He reminisces about his father’s life and deals with the pain of watching a loved one die. This was a very moving piece. Terrence looks at the silent communication of his mother and father facing death...a moving tribute.

***While more technical issues were resolved we viewed Dr. Foreman's slide show of Tokyo, Seoul and Kyoto. We also got to see her home in Korea and her father’s grave mound, who had just passed recently...

Brian
"Eating, a world away"
Brian takes a return trip to Malaysia as an adult and explores the epicurean delight of eating...many delicious-looking dishes, but all I wanted was the frog porridge!

Barry
"Gigging in Kawai"
Barry goes to Hawaii to play music for the summer w/ his uncle. He find companionship and forms a trio playing all over Kawai and jams with lots of musicians, including Billy Preston...after a summer of cool gigs, he lands back in California and happily returns to his 5th grade class.

Darren-
"Driving 55"
This piece explores the Zen of driving 55 and staying relaxed while the world rages around him (nice road rage shots, Darren!) He is saving gas, saving money and saving his sanity!

Karen was out sick--we look forward to her video next week.

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We discussed Constructivist approach to learning in light of our DST workshop experience. In the process, we create our own meaning—construct, hands on—create own meaning because personal…from there, we learn the technology…
Cooperative learning. Community of learners.
We did a round robin commenting on what was best part of the DST day:
(Following is a montage of everyones's comments...)
Learning everyone’s stories---end result was a surprize
Fascinated w/ group, all individuals—help each other...Nature of community building...Satisfying to complete project...Vision realized...Learning to condense...Something we deal with—release by telling the story...I'm going to make a christmas presents of iMovies...Like working w/ people—getting help from others...Chance to look back, reflect...Like the combination of group interaction and solitary work...Realizing how nice commute is...an ideal to aspire to.
____________

Net-Gen learning style vs Gagne’s theories….
Audience analysis….education does not always take into account like business will do market research. Despite grumblings from older generations, the NetG are interested in learning—just need to learn how to engage with them.
>>>We need to change, not the next generation.
Barry mentioned his nephew and daughter..teenager, how they multi-focus, on phone, television, computer, etc and he just learned to download an attachment.
Dr. Foreman used an immigrant analogy: older gen vs the younger gen--we need to learn the habits of this new land of NetG people--when in Rome!
Net gen used to finding out info on own—they need guidance more than rigid teaching..

We had a discussion regarding the use of Lynda.com. I haven't used it yet...now after the varied discussion I have bookmarked it and will explore...
Some only use when stuck, some learn by it faithfully. The discussion reflects how differently we all learn and each have our own needs for learning.

Someone mentioned the value of telling another what you know to reinforce—or teach someone...

Net gen not getting validation or feedback, which they are accustomed to, now that they are in corporate world...it has created a problem.
___________

3 dominant theories:
Behaviorism—1920-60
Cognitivism-1960-90
Constructivism, 1990-present

Gagne—focus on instruction, not learning
Looks at learning theories as (...?)
Famous for his Taxonomy: Ok, who can recall them w/o looking? (Hint: VICAM)
* verbal information
* intellectual skills
* cognitive strategies
* attitudes
* motor skills

Gagne: Godfather of instr technology, 1st to set up instr tech as field—(FLA state)
Tribal effect of DR and students----diff school of thoughts...closed circles.
His ideas are more behavioral and cognitive, not constructivist, Teacher-centric
Mastery-learning—hierarchy for mastery...Also, teacher decides steps of learning----

Use of Cognitive ideas:
How do you help?—What strategy to help encode and retrieve learning object?
Teacher can relate something familiar—mnemonics.. Tips to learn, etc.
Teacher—organizes info—use visual, connect new w/ prior knowledge + compare/contrast

Construct-
Teacher as coach, not center of learning experience

Experiential learning
Behave, cogn and contr…

Gagne: was behaviorist, became cognitive
Bloom vs. Gagne:
Bloom 1955
Recall and recognition
Comprehension
Analysis
Synthesis
Evaluation

Gagne—VICAM 1965
Must know 9 event of instruction!!!!
1 gaining attention
2 inform learners of objective
3 stimulating recall of prior learning
4 presenting the stimulus
5 providing learning guidance
6 eliciting performance
7 providing feedback
8 assessing performance
9 enhancing retention and transfer

Remember by grouping in chunks
1-3 intro—preparing of learning
4-7 learning event—acquisition and performance
8-9 post learning…--transfer of learning

For next week: Lesson Plan of simple instruction (USE GAGNE)
Teach the class something
Use as many Outcomes as possible
Use all 9 events !!!

Merrill 1987:
find, use, know (performance level)
Fact, concept, procedure, principle (outcomes)
Merrill was student of Gagne, he incorporated both Bloom and Gagne into his theories. Now Merrill ides used most.
Know…first level
Use…more advanced
Find---discovery—highest level

Next Week: turn in midterm quiz, on Gagne.

As always, please comment on this Blog.
Thanks! Desmond Rutherford

Greetings from Japan

I checked the itec 800 ilearn site last night and notice that some of you already watched Oblinger's presentation and made your comments. I appreciate that. Here is some pictures I promised. The faculty workshop workshop went really well, I am just so amazed how professors are so professional and responsible. I will write about it after today's seminar. For now, here is my travel log:

http://comeandseerwanda.blogspot.com/

Week 5--Cognitive Theory: Information Processing

Briefly, about Week 4: Behaviorism. Last week was an online forum class in which we reacted to/summarized either chapter 2 or chapter 6 of the textbook and posed one or more questions for our peers to respond to. Everyone made strong initial contributions and to the posed questions. The forum illustrates the multiple shades of interpretation that comes out of behaviorism: we all have our own view of the benefits and short-comings of Behaviorism. Important to remember is that Behaviorism has its strengths and usefulness in the right environment, and it can be supplemented by other theories as we learn more. I think we all agree how useful it is to our understanding of human behavior and learning.

OK, week 5.
Today we were graced with the presence of Athena Nazario, our friendly SFSU librarian, who delivered an informative presentation on conducting research. The PPT presentation is in iLearn under week 5. If you still have questions or problems you can email Athena at:

anazario@sfsu.edu

I won't cover the presentation much, since you can view the PPT, but there was a couple of interesting elements related to Google : the good, the bad and the ugly. Athenia used The Yes Men site to illustrate how web information can e deceptive. If you go to: http://www.gatt.org

and compare to: http://wto.org , the 'real WTO' site, you can see that they are nearly indistinguishable. The Yes Men apparently posed as WTO businessmen to lure outside parties, with success apparently. Interesting. The other example used was typing "Martin Luther King" into Google for results....one hit is www.martinlutherking.org which comes up as the third result. This is a frighteningly racist site that claims "true historic facts," which painfully underlines the reality that ANYTHING can be found on the internet without regard to accountability. There is scholar.google.com which is still in Beta, and the intent is for more scholarly articles, etc--but I'm not sure that it is imperious to bogus research hits...

http://democracynow.org was also a recommended site

Library search:

link+ shared catlog--regional

iliad –national search form (found under document delivery in library web Page)

---all freee services

Databases:

For education:

ERIC

Academic search elite (recommended*)

Education full text

Other:

PsycInfo (mind and tech)

Applied Science & Technology abstracts

Communications and Mass Media Complete (influence of media on humans)

Use of ‘AND’ between words on google search is implied by google

To limit search use OR, NOT –use caps

If unsure, use part word—like 'construct' will hit 'construct', 'construction', 'constructivist', etc. uses all variations of that word

Break into concepts for search (concept AND concept OR subject).

Use subject words or descriptors to limit search

Click scholarly, refereed or peer review…to limit to popular articles

Use subject terms to get more search hits if hits are limited

If you retrieve a siting, but no article go to : elec journal list, or catalog

We all logged on to begin our searches….Athena came around to answer questions, etc.

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Dr. Foreman brought up the Net generation—folks born after 1982. Computers are connected to them—multi-taks—always connected.
More motivated? Dr. Foreman suggested that the Net Gen are more hungry for stimuli, knowledge, more motivated.

Training needs to change to accommodate Net Gen.

Edutopia—why did I write this? For next week, read Chapter 4 and listen to lecture link under Assignment for week 6 ---respond in forum.

Constructivism—digital story telling march18. This will be exciting! BRING:

Story: 200 words, music, photos/images. We will work together to polish our writing—read, use iMovie for our digital story telling. Story is about whatever we wish, maybe something that changed us, transformation..important event. We watched Dr. Foreman's DST project; a poem about coming to a decision about travelling to Rwanda to comfort the children and people who survived the genocide--very moving piece.

We also watched a Behavior video—a student from last semester(?) final project. I don't think I was alone in feeling a bit awed by the level of production involved in this video, however, I found some of the film imagery distracting to the theme. I kept trying to associate what I was hearing with what I was seeing, and, at times, it was a bit much. Nonetheless, the theory of Behaviorism was distilled in a way that most of us seemed to grasp and find meaningful. By the way, Anthony volunteered to make a copy for anyone interested--I think we just need to pass along a DVDR? Money, too? See Anthony for details!

Carmen brought up a question about positive feedback/reinforcement. Where is feedback, reinforcer w/ 15 yr old fat kid, her nephew, who creates a false profile and pretends to be 22, virile, handsome, etc and 'snares' girls on the web. Some thought it was strange, but others seemed to applaud the creativity...successful results--what is reinforced? Every individual needs different reinforcers...Are reinforcers less valid? Equal?

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Cognitive Theory-

Encode, retrieve,

Sensory—attention

Short term memory—limited space

Lost w/o rehearsal or encoding strategy

Wee exercise: we all get to peer into box containing 20 items, we get 45 seconds to mentally log the items, then back to seats to write down as many as we can remember. I got:

Comb, Fork, Screw driver, Hair clip, Battery, Sugar, Non-sugar, Eraser, Cream-face bottle, Aspirin, Roll of clear tape, Post-it pad, Pen, Prism, Tangerine

Did Not get: Lipstick, Clip-binder, Candle, Cassette tape, Mustard

Dr. foreman:

Use a structure:
Group by origin, color, office supply, shape

Harder if no schema (ie office supply, food items, etc)

Terence(aka Mr. Memory)—recalled all 20!

Multi-media is good to reinforce different channels in brain—so use in creating instructional design!

Dual-code in play here

More manipulating (touching, some people verbalized items), more encoding..

We all are actively processing

Compare / contrast to help learners remember

Novel object we remember-but not too novel

Forget well-known objects…

Combine cognitive and constructive (const also encorporates behavior)

DIGITAL storytelling:

Constructivist project

If story accompanied the objects—we would remember:

3 types of long term memory

Declarative

Procedural

Episodic (story—easy to remember)

Dr. Foreman will be going to Japan, and speaking at a faculty development conference. Also she is going to go to Korea to speak at Korean Society of Educatonal Technology conference.

Remember:

For next week, read Chapter 4 and listen to lecture link under Assignment for week 6 ---respond in forum.

See you all on the 18th--bring 100-200 word story, 15-20 digital photos, music file, creativity and a dish to pass.

Desmond Rutherford