Week 2, February 6, 2007 Class Overview

What did you learn today?

Tom Palladino mentioned there are laptops available for check out in the College of Education, CaHill Lab (http://coe.sfsu.edu/cahill/), Burk Hall 319.

Check it out.

ITEC 800 is a seminar class. What does that mean to you?

- Collective group of learning

- Common themes, and interests

- Experiences and knowledge basis is there

- Everyone in the class comes in with something to contribute

- Instructor is more of a facilitator.

- We will practice and reflect on learning processes

- We will monitor how people think

- We will review the systems approach, the principles of planning, creating, implementing and evaluation

- By having a foundation of these processes and theories, we will become better instructional designers.

ILearn Overview:

General:

- Class participants were asked to go to the ITEC 800 Forum and Introduce Yourself to the Class, upload a picture, as well as contribute to the question What is Instructional Technology?

- On ILearn you can see who and when someone has made a post and also how long ago a person has accessed the sight.

Assignments

- Under each assignment you will be able to see if you should upload the assignment or hand it in during class.

Resources / Forum

- Students are encourage to add resources to the forum.

- Students are encouraged to read resources on site about topics that might be too dense in the book.

- Many of the resources summarize the topics of the week.

- Dan Rosenthal posted an online version of the article "A Brief History of Instructional Development," Shrock, 1991. (Handout given in class)

- Netvibes: a free website where you’ll get an email about recent post to different sites you’ve subscribe to.

· click add to feed

· type in the url

· you will get an email alert of a new post.


Review of Week 1:

There are different learning styles.

David Kolb did over 50 years of research on the different styles of learning. It has been used in teacher training as well as business career development. Other have changed the model’s style and verbiage and have re-marketed it, often with out giving him credit.

The model has four quadrants: accommodator, diverger, convergers , assimilator

Y axis is an environment of perceiving information (concrete vs. abstract)

X axis is and environment of processing information (active vs. reflective)

The Diverger:

- ask why

- need to be personally involved

- often procrastinate because they are very imaginative, innovative, often changing ideas.

The Assimilator:

- ask what

- seeks facts and need to know what the experts think


The Accommodator

- seeks hidden possibilities

The Convergers

- seeks usability.

Many people have careers based on a certain learning style, where they are able to perform very well but are not satisfied. All of us have a Preferred style, however with age and experience Learning Styles modify towards the center. Project managers are usually centered in style.

Presentation of “A Brief History of Instructional Development” Timelines, Assignment #1:

- Groups were to be created by selecting a member from each Learning Style.

- Unfortunately there was a problem when deciding how to select the groups.

- We turned this into a Problem Serving exercise:

o There were several solutions given:

§ Divide the room into the 4 quadrants, and each learning style occupy one corner of the room

§ Each member of a learning style calls out a number

o We decided to go with the counting solution

Two types of problem solving: Low level & High level


Each group was assigned a decade of Instructional Development History and was instructed to present the material in a memorable and unique way.

Group #1
David C., Geoffrey, Giovanna and Regs
Presented on 1900-1919, 1920s, 1930s

Based on Bill and Ted’s Excellent adventures, a student that need to learn about Instructional Development falls asleep and travels back through time to meet…

E.L. Thorndike from Columbia University who developed the “Big Picture”, a knowledge base for human learning. The idea that education should pursue pre-specified goals. Strong supporter of educational measurement.

Helen Parkhurst of Dalton, Massachsetts, who created the “Dalton Plan” developed for use in an ungraded school for crippled children. Centered on “contract learning”, where students, signed contracts, free to complete work at their own pace, & no new contract permitted until current completed successfully.

Ralph Tyler of Ohio State University, who worked on the “Eight Year Study”, Modified college preparatory high school curriculum for students who in earlier years may not have gone beyond elementary school. To determine if students completing alternative high school curricula could succeed in college.

Group #2
Myron, Aaron P., Lila, Yolanda
Presented on the 1940s & 1950s

A newscast with an anchor, a current events reporter, a music reviewer and a film critic. It covered the special events of the time, popular music performers and the new films. The anchor did a special feature about Instruction Development through out the decades:

1940s:

- Government created & distributed training films & other mediated materials to train thousands of military personnel.

- Instructional technologists emerged distinct from subject matter expert.
The basic instructional development team = designer, SME & producer.


1950s

- Programmed Instruction refined & popularized. Analytical Process grew more sophisticated.

- Programmed instruction characterized by clearly stated behavioral objectives, small frames of instruction, self-pacing, active learner response to inserted questions & immediate feedback.

- Benjamin Bloom (1956), published Taxonomy of Education Objectives for the cognitive domain.

Group #3
Aaron B., Naw, David V., Elena
Presented on the 1960s, 1970s, 1980s

This group took a more academic approach, presenting specifics from each decade in a more traditional presentation style.

1960s

- Robert Glaser (1962), employed the term instructional systems & named its components. Noted a breach between psychological research on leaning & educational practices. Sought a need for professionals actively engaged in developing the science of instructional technology

- Robert Gagne (1965), published The Conditions of Learning, which detailed analysis of learning objectives & went on to relate different classes of learning objectives to appropriate instructional design.

- Creation of alternative testing

1970s

- Consolidation. ID becoming a profession as practitioners defined & described the processes. Addition of needs assessment, Kaufman (1972) to the collection of steps that defined the process.

- ID models no longer simply began with statement of objectives; analysis processes were included to assist in determining what the objectives of an instructional systems should be.

- Need for information to assist with its growing complexity & the potential of cognitive psychology for the refinement of instructional design was noted.

- The NEA’s Dept of AV Instruction became the Independent Association for Educational Communication & Technology.

- The National Society for Programmed Instructional became the National Society for Performance & Instruction.

- AECT’s Division for Instructional Development founded the Journal of Instructional Development.

1980s

- Microcomputers used as a tool by American businesses.

- Development of cognitive psychology in instruction.



Group #4
Tom, Rowland, Dan R., Daniel G., Angelica, Sabarijah
Presented on the 1990s & 2000


Presented a talk show theme with a host, one main interviewer (Ms. Scoop). She interviewed…

Ms. Teacher, who was asked what technology she used in her classroom. She told the audience, in order to

Mr. Nonprofit, said that non profits are using technology for fund raising, using mass emails instead of mass mailings.

Mr. Technology, mentioned the Symantec Web and how ideas will link to other ideas.

Mr. After School Program, believed that technology will help in bridging the gap of cultures and under privileged youth. Projects such as digital story tell will give students the opportunity to learn technology and talk about themselves.

Assignment
Due February 13, 2007
Read the article “Theory Into Application” about the 3 Learning Theories

Compare and contrast the three learning perspectives (behaviorist, information processing, and constructivist), using a matrix.

Use table 2.6 on page 36 in Chapter 1 to give you and idea of how to get started.

Upload this file on ILearn

Also go to the forum’s weekly reflections on the reading about the History of Instructional Development and post comments about the article and Timeline assignment

A short discussion on the 3 Learning Theories:

- The theory compete with each other

- During certain decades a particular learning theory becomes dominate

Behaviorism:

- Dominated 1940s, 50s, 60s.

- Contract Learning

- Social Efficiency Learning

- (i.e. education was like an assembly line, following step by step)

- Changes in behavior

- EL Thorndike asked what society needed and worked on Task Analysis

- Skinner took behaviorism to the extreme

Cognitive

- Dominated 1960s & 1970s

- Education began to look at how learners acquired knowledge

- More thoughts given toward Processing.

- John Dewey – believed people need to be taught how to think. Interested in studying how it is that our understanding of the world is continually transformed (be it from facts, social customs, experiences, or even our own emotions). Dewey's philosophy of education, instrumentalism (also called pragmatism), focused on learning-by-doing rather than rote learning and dogmatic instruction

- Belief that the mind was not a blank slate and that we could study the an individual processes info.

- We can study long term vs. short term memory.

Constructivism

- People learn through experiences

- Culture influences the leaner

- Today technology allows more mixing of cultures.

Comments about how technology is affecting out students

Are kids being affective negatively by technology?

- student are able to click but is it more of a response of stimulus

- technology is affecting the way young students communicate.

- In our society we focus more on form vs. substance

- However, for the first time people can educate themselves because there are so many resources.

- We need to be sensitive to the culture and age of the learner

- We need to use metaphors that relate to the learner

- Giovanna M. Tuccori