Week 15--Vygotsky: The Social Formation of Mind

May 9, 2006

Engagement is motivation
Vygotsky—social/cultural linked
Aptitude attitude motivation
Video-vygotsky developmemtal style
4 ideas:
Children construct knowledge
—w/ interact w/physical objects—constructed w/ another person
Learning can lead development
--diff than piaget—mus master language to master logic, argued
--Zone of proximal development---level of assisted performance vs. independent development IS the zone of proximal development
---form educators, what
---unassisted evaluation alone does not give accurate assessment of child (one can go further than others w. assistance
--always teach to upper end of learning—what can be learned w. assistance
---importance of instructor intervention…higher levels of symbolic play

Development not separate from its context
--diff culture development different way s of structuring logic
Language central role to mental development
--info passed generation to generation by language….language is medium …exterior and interior prompts
Groups:
What is vygotsky’s theory—how do you implement in instructional design.

Rwanda—children gathered in circle, while someone tried to line up—culturally the circle is significant, entrenched, did not grasp ‘line-up’

Karen’s iMovie about friend in NY
Humanmetrics.com for personality assessment
We all think differently, learn differently. Behaviorist thought they could reduce all learning to behaviorism, not complete theory.

Kolb’s learning styles
Sensing/feeling at one end(top), thinking on the other(bottom)—‘transformation’ is crossroads---perception n/s MERDIAN
Watching/reflecting on one side(right), doing/action on other end(left)
Imagination/diverges between feeling and reflecting
N
Theory builder/scientist/abstract thinker between reflect and thinking
Engineer between doing and thinking
Artist between doing and feeling
Idea, plan, activity, present
Engage, rules, instruction, application as teachers to cover all learning styles…
70% in upper zone, 30% in lower






Final presentations
Klendalyn “Motivation

Take out sheet fold into 4 sheets:
“A” “R” “C” “S”
http://userwww.sfsu.edu/~kemana/motivation/home_mot_page.html
Check out her site—lots of good motivation resources.

Leo RSS for Education
http://techleo.com/
Real simple syndication
Content comes to you
What is good, what it does, how it comes to you
XML or RSS means site has RSS feed
How to create your own---U of MISS has site to train you how...

Del.icio.us social bookmarking site

Final Presentations next week!
Areej will be presenting our collaborative final project on Wikis and Blogs in Education--I will be at my daughter's choir concert.
It has been a great term---see all of you later.
PS: I'm having a party June 17th--will follow with email.

Blog ON!
Desmond Rutherford
desmond_rutherford@yahoo.com

Week 14: Motivation & Self-Regulation in Learning

May 2, 2006

Dr. Foreman began by asking us what do we know about Korea.
Knowledge is a resource in learning. What do we know?

It is geographically south of China.
"The single shard”—children’s book from Korea. (Leo recently read)
Korean BBQ!--Karen
Korean language is a phonetic language--Brian.

Isolated for 5000 years.
Why Korea?
Reason: Dr. Foreman: I am Korean. You are interested because here I am –are you motivatd to learn about Korea?

How do teachers motivate learners? Extrinsic? Money? Internal motivational?
Master’s degree changes sense of self—Karen
MA—extrinsic & intrinsic
Barry : equate educaton w/ advantage/opportunity

Good instruction uses extrinsic motivators to stimulate instrinsic motivation in student.

Dr. Foreman passed out Hand out of Korea: 5 thousand years in 5 paragraphs!!

Japan took over Korea of 36 years---Korean language outlawed.

We broke into groups and created a visual diagram of 3,000 years of Korean history.
Koreans came to SF established busineeses, like rice manufacturing near Fresno & earned money to help fellow Korean back home.

No anchor, info doesn’t stick—no schema for dynasty names (for instance)--—we built schemas with our graphic representations, so even taking away our “poster” we can still tell the story of Korean. Leo was able to retell story because of the pre-constructed schema. Dr. Foreman says that after this exercise, having constructed our own schemas to handle the subject matter, we can tell a story of Korean history that some Koreas cannot! Interesting. I know that in my travels in Europe, I met many Europeans who knew more about American History that I did!

Motivation Theories
• Extrinsic versus intrinsic
o External and tangible
• Keller’s ARCS model

John Keller—instructional design model—Florida State U

Attention---(Once again--gain attention to capture those learners!)
Relevance--- personal goals and needs, familiarity (bring this to bear, instructional designers!)
Confidence- help feel successful, control success, expectations, mastery (teachers can heavily influence the success of a learner by the interaction in the classroom situation---IDers can do this too w/ creativity and sensitivity)
Satisfaction,--(This can be a challenge, how do we invoke and sustain satisfaction in a learning enviornment?)

John Keller: “strategies for stimulating”


Motivation: Group Differences:
Traditionalists
Baby-boomers
Generation Xers
Millennial

Practical Motivators
Teaching behavior (content is sometimes peripheral---sometimes we are motivated by the instructor, therefore the subject)

Enthusiasm
Voice, gesture, movement, facial expressions
Eye contact

Clarity—speech, presentation, outline, major points. Esxamples

Interaction: praise, student;s by name-address, methods of instruction, course assignments, sllabus, 1st impressions, course goals/objectives

Amy Carr:
We visit web site----game to satisfy ARCS…each group described way to facilitate theory.

Chapter 11—Read—no written homework!!!
Next week we may see the first couple of final presentations...Klendalyn's? Leo's? Others'? For all: Good luck on your final projects!

Blogfully yours!
Desmond Rutherford
desmondr@sfsu.edu

Week 13--Situated Cognition

Thank you Barry for doing this week's blog since I was out ill!!

ITEC 800 04/25/06
Internship @ Genetic instructional design w/ high technical writing skills during the
summer
Friday - May 5, 2006 5-8 PM | ITEC Open House
Invite friends, family
Apple, Genetic
Final project, DST
Recall of last week discussion
Piaget –(Constructivism) knowledge is constructed
Accommodation – learning new skills; change in lifestyle; Mother comes to visit you give
her your bed
vs
assimilation = old schema anchored to new schema
equilabration > equalize: adjusted to the environment
Behavioralism | learning principle | focus on behavior
Stimulus > response > reinforcement
Feedback, extra credit, recognition, money, acknowledgement
Cognittive learning principle | focus on process
Input>process>output
Constructivism | Piaget Active; Interaction, Problem solving, w/environment
How do you become an expert
Situated cognition | happens in a community | external
Cognitive Theory | what’s in the mind | internal
Hands on rather than read @ it
Be a scientist; apprenticeship;
Ex: students in 800 are learning new professional jargon; after a year you are more
familiar w/ new environment
Group brainstorm
What did you learn today?
Where did you learn it at?
Pg. #168 | Driscoll’s article
Peripheral –learning @ the community
Inbound - just becoming a part of the community–
Insider- part of the community
,boundary-