Week 3, 9/11/07

Week 3: ITEC 800 Tuesday, September 11, 2007

Hope you’re having a fabulous week!

Announcements:

1. Timeline project grades are located on iLearn. Each assignment is 5 points.

2. Groups of 3 will take “Blog notes” and craft questions for a two week period.

Questions and answers that we come up with as a class will be gathers and used for the semester exam (the week after Thanksgiving). Our goal is to come up with at least 10 questions. Eventually all of these Blogs will be turned into a Wiki.

Recap of last week:

We covered a brief overview of the history of instructional technology. We created historical timelines using technology we already know how to use (power point, Microsoft word, etc.)

This week:

This week our studies are still general but we are becoming more focused. We discussed the 3 learning theories; behaviorism, information processing (cognitive theory) and constructivist theory. We view the learner differently based on the theories.

What is a theory?

Cognitive information processing cannot fully explain, so the constructivist movement came about.

We observe cause and effect.

Many researchers observe behavior. They test subjects each time and when there is consistent outcome- predictions. “When one does (A) then (a) happens”. In other words, research (sometimes by 1000s of researchers) is done, data is analyzed, and observations are made. When it gets to the point that a phenomenon happens enough in the same way, that you can predict what will happen, you can form a theory.

The three main historical learning theories build upon one another. It is a logical progression. They came about so phenomenon can be predicted. For example, Cognitive information processing cannot fully explain the learning process, so the constructivist movement came about. The three theories, however, cannot explain contemporary learning. New research is being done – “connectivism” or “social network theory” (looking at social networking, people learning informally, from each other.) This is a wide open area for doctoral study – this new foundation for new theories. In late 80s-90s educational researchers were concerned with constructivism, but now so much learning is occurring informally.

Examples:
Knowledge users-master’s degree students
Knowledge creator- PHD programs
Knowledge generator-bloggers

Example: Finding out how many bloggers are out there. You would need to do research to generate new knowledge. As professionals, we are “users” of knowledge. We will prepare our curriculum and tools we use according to our knowledge. We really need to remember to appreciate people who have devoted their lives to research so that we can use their theories.

Behaviorist Theory> Cognitive Theory> Constructivist Theory>Connectivism (?)

More on Connectivism:

Web 2.0 is NOW. Learning styles have changed as students have become more tech savvy and hungry for information. People connect via technology and learn from one another informally- wikis, virtual worlds, blogs and forums.

The 1970's evolved cognitive theory building. The 1980's studied constructivism. Now, in the 2000s informal learning mediums have evolved- world wide web, wiki, blogs, social networking, etc.

Fast Facts about blogs:
90MM blogs in 2007
30MM blogs in 2006
Under 20 year olds are the majority of bloggers

PPT Presentation: (Dr. Foreman plans to post on iLearn)

3 Dominant Learning Perspectives

• Knowledge received? Behaviorist theory (1920-1960)
• Knowledge acquired? Cognitive theory (1960-1990)
• Knowledge generated or constructed? Constructivist theory (1990- present)
• Knowledge currently evolving? Connectivism (social networking). Young students have a different way of acquiring information, they seek knowledge. For theorists, we are in a questioning stage to determine “What’s going on right now?”.
  

Behaviorist Perspective
Learning is change of behavior
Methods:

1. drill and practice
2. mastery learning
3. reinforcement
4. reward/punishment

Instructor Role:
1. Set learning objectives
2. Identify learning tasks and sequece tasks
3. Instruct
4. Test- list, describe, define

This perspective is teacher focus. Teachers are the masters of the subject matter. Time is a factor and impacts the observable behavior change. Is the change temporary or over time (long term).

Cognitive Perspective/ Information Processing (input-processing)

Learning is a change in knowledge organization in internal memory

1. Encode information – Relate new information with existing information
2. Retrieve information- retrieve previous experiences and mix with new information.
3. Cognitive strategies – Teacher develops strategies to help encode new data and how to retrieve it.

Instructor Role:

• organize information
• use visuals
• connect new information with prior knowledge
• compare and contrast
• demonstration examples- enables students to compare and contrast
• provide meaningful learning materials
• suggest ways to help the learning process information
  

Constructive Learning

• Learning is constructed from experience
• Learning is active process
• Learning is Life Long process
• Knowledge is generated, discovered
• Learner construction is a processing of thinking about and interpreting
• Multiple interpretations
  

Behavior is objective learning; constructive is subjective (multiple interpretation)

Constructive Perspective Learning Environment

Problem solvingSimulations

• Collaboration
• Project based
• Real life problem
• Community based learning
• Case studies
• Critical thinking
• Discovery modeling
• OJT- On the Job Training
  

Teacher's Role

• Teacher centric
• Coach/mentor
• Create group learning activities
• Provide complex problems with multiple solutions
• Facilitate learning
• Provide resources
• Provide opportunities for cooperative and collaborative learning

Class discussion:

Juliana, once a teacher, sees that all three of these theories are used in conjunction with one another. The theories are not specific to themselves but for a balanced classroom all three must function integratively.so student strengths can be maximized. She asked, what would this look like in a corporate setting?

Behavior perspective (changes in behavior) are focused on simple tasks. It is easier to change simple human behavior (a task). It is much harder to change behavior when there are complex or multiple tasks involved.

The different learning perspectives utilize different assessment techniques- for example in behavioral assessments we can use T/F questions, multiple choice, and short answer.

Laurie pointed out the failure of whole language vs the importance of learning phonics. Whole language was a movement in which students learned to read for meaning rather than the technical aspects of reading; phonetics. This resulted in students being unable to piece the bits of language together so students can sound out and read words, particularly words they don’t know yet. Students of the 50 some years in which they were affected by whole language learning, often ended up having difficulty reading fluently. This movement began in California

Laurie also talks about how she used a math program completely designed around the constructivist theory – and everyone hated it (students, parents, teachers) but administrators like it because it yielded results. Questions are asked – why do people hate it? Because it’s a lot of work (for teachers and students), a lot of mess, and it’s different than what the parents are used to.

Chris talks about confusion about how does behaviorism address lecture format classes? Is it a mistake to oversimplify? Dr. Foreman answers that the lecture is a stimulus and if the students are actively engaged, this goes beyond receiving information and into encoding.

Another student (who’s name I unfortunately don’t know) – talks about teaching social studies and poses a “thinking questions” every day. The students get upset and cry because they can’t find it in their book.

Carlos comments that if he would rather take a multiple choice test. Carlos also comments that some things (like dance, martial arts, etc) are harder to measure by behavioral objectives than others, like basic P.E.

Sarah comments that the reading seems to create a major distinction between learning theories over time, but in reality all theories apply at all times – it’s just that researchers were focusing on different aspects of learning at different times. Behaviorism is still very present, and not archaic, in schools and any training environment. “Students will be able to…” A teacher or trainer’s job is often to produce results (in other words)

As an instructional designer it is important to know the theories so you can develop well rounded curriculum.

Experiential Learning

Dale’s Cone of Experience (1920-1930)

(We are not able to capture the pyramid diagram from the ppt. presentation. Dr. Foreman is to post it on iLearn.)

Technology is used to support experiential learning

Discussion

Interaction

• Instructor> Student
• Student> Instructor
• Student> Student

Problem solving

Resource and information sharing

Peer review

Collaborative work

Blogs

Virtual worlds

Course management

Reusable information

In-class assignment

Dr. Foreman presented a matrix to facilitate discussion about our Learning Matrix assignments in small group. Each group is responsible for creating a teaching plan using the different learning perspectives to teach them about San Francisco. The audience would be 10 educators visiting from Japan. They have limited English language skills, particularly with their verbal skills and they are better with their English reading comprehension. They are all first time visitors to SF.

Small Group Presentations

GROUP 1: First start at SFSU with a powerpoint with lots of visuals. Then split in to 3 groups :MUNI group, Car Group, Bike group.

Tourist Group 1: Public trans only, Alcatraz, only fast food

Tourist Group 2: on bikes, museums, order at counter food only

Tourist Group 3: in a van, go to beach, learn to surf, eat fine dining

Then they reassemble and compare and contrast experiences.

What part is constructivism? Learning to surf, being in groups,

Cognitive? Powerpoint presentation

Behaviorism: Not really.

GROUP 2: Start with a presentation of a very visual map of San Francisco, highlighting different neighborhoods and their distinct characteristics. Conduct a thematic tour of San Francisco’s vibrant culturally and ethnically diverse neighborhoods and attractions, by way of “eating your way through SF.” Also, send tourists on a treasure hunt for objects from each neighborhood. Reassemble to compare results of treasure hunt and talk about experiences.

Behaviorism: Can the tourists complete their treasure hunt tasks?

Cognitive: Thematic organization of tour, geographically by food type.

Constructivism: This is all a social group activity.

GROUP 3:

Meet with group at Fisherman’s Wharf, with Japanese interpreter, and will have a Japanese handout explaining that they will be going to GG Bridge, Alcatraz, Cable Car, and

There will be behavioral objectives: they have to get into a crowded but at rush hour and transfer onto another crowded but to attain an objective

-They have to buy a trinket (treasure hunt style) from somewhere they went and then will have to explain when they get back.

Behaviorism: Wanted to state outcomes of what the goals were. Then the day is structured around objectives.

Cognitive theory: Giving them tools to guide them through the experience.

Constructivism: The experience itself.

GROUP 4:

Break group into 3 learning pods : 1. navigation 2. shopping 3. food and drink.

Navigation: map with pictures and get feedback about what they want to see, they can only use public transportation (behaviorism: at the end of this pod you can navigate through SF.)

Shopping: American retail store – compare and contrast Japanese retail with U.S. For example, what is the same and different about the Gap?

Eating: Show famous restaurant, give sampling like wine and ghiradelli chocolate, seafood, sourdough, ask them to share their food experiences.

GROUP 5

Drive in Honda. Eat Japanese fusion food. Disposable cameras- postcards take a picture and their own perspective and general meaning. Very end meet up and develop pictures

Debrief and have them tell them about their experiences- compare and contrast our ideas of japan center. Compare and contrast what they experienced in each destination after they hear what they learned first.

Start in Japan center- familiar to them.

San Bruno is the sister city to Narita, Japan.

GROUP 6

Start in classroom. Provide overview of SF. SF staples- GG Bridge, coit tower. Travelogue - visual of what they just talked about. Assignment- area map, muni map and disposable camera and information tourist guide. Divide in groups of 5 and let them go in the city with a scavenger hunt- get a trinket from each destination and pictures. Debriefing- what they eat, see and do- compare and contrast what they saw and what the did before. Photo album is reward and can reflect on what they learned and recall SF.

GROUP 7

What do you want to do? (Co-learners.) Brief intro of the district geographic overview.

Add to current knowledge of city. Compare and contrast major themes, events, etc.

Start with a place they know and end with an unfamiliar destination. Divide into 2 groups- historical v. art & music and ending with food- everyone like food. Map of historical timeline of SF. Art, music, food, list of museums. Neighborhoods. Bart/muni, disposable camera, cable car tickets. Checklist of items to collect. Overview of SF - architecture and historical milestone dates. Major themes and dates, musical artists. Visit schools like mission high, sfsu, city college- since they are educators.

Next week

We will be going in detail with behaviorism.

Homework: Textbook Ch. 2. Answer the questions on iLearn (Assignment 3)