Well, everyone has technical problems sometimes; the ITEC site was down a bit last week.
Kim began class by showing us an example of a final project which consisted of multiple choice questions about our lessons during the semester.
As we explored the QA we discussed briefly some of the questions and answers.
The ADDIE model was talked about.
A little about the Addie model:
Analysis --> Design --> Development --> Implementation --> Evaluation
During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.
Dr. Forman mentioned that “In general the ADDIE model is outdated but still referred to today. “ The ADDIE model is often to simplistic in its theory to be used for more complex problems and solutions.
As we move on to a different problem, i.e., THE MID-TERM…(this is a sampling of information to study):
Kim pointing out some of chapters to study. It would probably be a good idea to
know theorists, the theory matrix and at very end of text book. (Apparently third edition only), be prepared to compare and contrast learning theories.
What are the key principles of learning theories, and the instructional designer’s/educator’s responsibility when teaching.
We discussed applying theory to practical skills in the workplace. When learning, using our knowledge in real situations help us to learn and process information.
If you go to different communities learning may vary due to specific community. When applied to real life situations it can be easier for the student to apply taught skills.
One student talked about four specific communities of practice in which she belongs too they included social, work and school communities and how each in the way help her to learn.
Kim: Everyone most likely belongs to communities based on their social and working experiences.
Walter discussed his experience with trajectory practices and how life changes can affect these community practices.
Kim and Gordon discussed with the class alumni associations/organizations and how they benefit us and how our roles are affected by learning within these communities. How do we keep up with knowledge and skills in our learning communities with the advance and speed of time? Social networking is necessary to help keep us informed.
When asked what Learning means to us, the class responded with:
Dee Dee: Adventure
Brian: Fun
Natalia: Participation
Walter: Discovery
Karmiel: Growth
Expanding, development, long road, lifelong…
Kim: What kind of learning community would you belong to based on your metaphors?
Learning is personal, it has to be connected, it is not just a change of behavior and integration. Personal development on a whole is involved. When your personal interest and work is connected it is more satisfying, you can continue to grow in lifelong.
Academia and work should be connected. As Instructional Designers we need to help our students in achieving this balance to help them learn. Internal motivation is important for learners to learn.
A discussion began regarding Life coaches. We all discussed what it takes to become a Life coach, why type of education and experience; who would hire a life coach and why.
Sorry, got too involved in the conversation to record all the thoughts on life coaching.
On to fun and games with our interactive group projects…Our class split up in groups and we discussed different stages of “Explaining cognitive apprenticeship stages to someone who knows nothing about the subject.”
Implications of Situated Cognition for Instruction
1. Cognitive Apprenticeship
2. Anchored Instruction
3. Learning Communities
4. Assessment in-Situ
For example:
Team two discussed Anchored instructions:
Example paramedic training: Using video and simulations to teach paramedic training. Because it is difficult to use real life scenarios such as paramedics arriving and attending people in a car accident. Training occurs in video example to train paramedics in how to treat a broken leg.
How do we assess the learner? Does the patient die? Did the paramedic follow protocols set forth and used in the video simulations? How will did he/she triage the emergency, etc. How do we know that the anchored instruction was successful to the learner?
Next week “Real Life Learning and Digital Storytelling”.
Dee Dee Gran
Sunday, March 16, 2008
Thursday, March 6, 2008
Week 7 - Meaningful Learning and Schema Theory
This blog entry will double as my blog entry for the class. I will copy/paste it to the class blog after I'm done.
WEEK 7 - Meaningful Learning and Schema Theory
We started out class with some technical difficulties with getting links of our personal blogs listed on the class blog. We finally figured it out and Kim said she would collect our blog urls and list them on the class blog. For those who didn't create their blogs yet, Kim mentioned that our personal blogs should be reflections of what we learned in class. Kim also talked briefly about Illuminate, an application - there are (3) free accounts available through our class site license. It allows you to see PPTs, documents, etc. Next we quickly ran through the main ideas of this chapter.
OVERVIEW OF IDEAS
[Derivative Subsumption]
KIM: Parts of a tree: trunk, leaves, roots, branches.
[Correlative Subsumption]
KIM: What will happen when you show someone a tiny tree or a tree that isn't green? They would have to change their schema, their concept of what a tree is. Overtime, their schema is stretched.
[Superordinate Learning]
KIM: Different types of plants are all categorized as trees.
[Combinatorial Learning]
WALTER: Computer Networks. You already know how to connect computers through IP addresses. A switch does something similar, but with physical or MAT addresses. So the two things do similar things.
[Advance Organizer]
KIM: Providing concrete examples in advance of instruction.
[Comparative Organizer]
KIM: Comparing two ideas simeautaneously.
[Progressive Differentiation]
Teaching from simple to complex
[Schema]
KIM: "How many people in your party?" Where is this question asked? A restaurant. We have past experiences that determine a schema. In a foreign country, if you walk into a restaurant with your shoes on, you might not know to take them off. After that one experience, your exprience and schema will be modified.
[Accretion]
KIM: Going to one restaurant, then going to another similar restaurant. Your schema isn't modified.
[Tuning]
KIM: Going to a new kind of restaurant, your schema undergoes change.
[Restructuring]
KIM: A total re-organization of schema.
[Mental Model VS Schema]
Mental Models are the process of solving or thinking through a concept or problem.
---
After briefly going over these terms, we the split up into small groups to think of examples of derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. My group's example was about sports balls. Another group used guitars, and another about buying technological devices (recording tv shows).
- Derivative Subsumption: What is a ball? Ping pong ball, a tennis ball, basketball
- Correlative Subsumption: Adding a football to the group, a person would expand their definition (schema) of a ball because
of its different shape.
- Superordinate Learning: All these balls are sports equipment.
- Combinatorial Learning: A mouse ball is introduced, which is still a ball, but not sports equipment. Their schema would change.
For a instructional designer, the toughest thing is what content to present. How do you take apart and sequence things so that people can learn. This is known as Content Analysis. Most of the presentations covered theory. It's important how to apply this to actual instructional design. All of this informs us about how we do good instructional design. Each of the concepts above are a starting place for us to build upon them.
---
Next, Kim asked us to take from the examples that we got from our small groups and design instruction with Gagnes Instructional taxonomy and 9 events of instruction. For our group, we had to create instruction on how to distinguish between different movie formats (VHS, laserdiscs, DVDs) and how to use them with their respective machines. Our goals were based on Verbal Information (the names of the different formats, acronyms) + Motor Skills (how to put the formats in their readers). Our attention getter was to let them see the devices turned on then turn them off. For prior knowledge, we would present a the childhood shape toy. Then we'd explain how one shape fits another. Watch as they do it, then let them do it on their own, then show them other media to have them apply that same principle.
Kim stressed that you don't have to use all the 9 events for every instructional situation.
---
For the midterm exam, fundamentals will be covered (like Gagnes Learning Taxonomy, and 9 Events of Instruction). Also, we talked about how it would be helpful if we had a list of important ideas. Kim agreed to come up with a list of important ideas for us. By the end of the semester, ideally, the whole class might use a wiki to have a list of all the important ideas.
---
Next Week: Situated Cognition! Hooray!
WEEK 7 - Meaningful Learning and Schema Theory
We started out class with some technical difficulties with getting links of our personal blogs listed on the class blog. We finally figured it out and Kim said she would collect our blog urls and list them on the class blog. For those who didn't create their blogs yet, Kim mentioned that our personal blogs should be reflections of what we learned in class. Kim also talked briefly about Illuminate, an application - there are (3) free accounts available through our class site license. It allows you to see PPTs, documents, etc. Next we quickly ran through the main ideas of this chapter.
OVERVIEW OF IDEAS
[Derivative Subsumption]
KIM: Parts of a tree: trunk, leaves, roots, branches.
[Correlative Subsumption]
KIM: What will happen when you show someone a tiny tree or a tree that isn't green? They would have to change their schema, their concept of what a tree is. Overtime, their schema is stretched.
[Superordinate Learning]
KIM: Different types of plants are all categorized as trees.
[Combinatorial Learning]
WALTER: Computer Networks. You already know how to connect computers through IP addresses. A switch does something similar, but with physical or MAT addresses. So the two things do similar things.
[Advance Organizer]
KIM: Providing concrete examples in advance of instruction.
[Comparative Organizer]
KIM: Comparing two ideas simeautaneously.
[Progressive Differentiation]
Teaching from simple to complex
[Schema]
KIM: "How many people in your party?" Where is this question asked? A restaurant. We have past experiences that determine a schema. In a foreign country, if you walk into a restaurant with your shoes on, you might not know to take them off. After that one experience, your exprience and schema will be modified.
[Accretion]
KIM: Going to one restaurant, then going to another similar restaurant. Your schema isn't modified.
[Tuning]
KIM: Going to a new kind of restaurant, your schema undergoes change.
[Restructuring]
KIM: A total re-organization of schema.
[Mental Model VS Schema]
Mental Models are the process of solving or thinking through a concept or problem.
---
After briefly going over these terms, we the split up into small groups to think of examples of derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. My group's example was about sports balls. Another group used guitars, and another about buying technological devices (recording tv shows).
- Derivative Subsumption: What is a ball? Ping pong ball, a tennis ball, basketball
- Correlative Subsumption: Adding a football to the group, a person would expand their definition (schema) of a ball because
of its different shape.
- Superordinate Learning: All these balls are sports equipment.
- Combinatorial Learning: A mouse ball is introduced, which is still a ball, but not sports equipment. Their schema would change.
For a instructional designer, the toughest thing is what content to present. How do you take apart and sequence things so that people can learn. This is known as Content Analysis. Most of the presentations covered theory. It's important how to apply this to actual instructional design. All of this informs us about how we do good instructional design. Each of the concepts above are a starting place for us to build upon them.
---
Next, Kim asked us to take from the examples that we got from our small groups and design instruction with Gagnes Instructional taxonomy and 9 events of instruction. For our group, we had to create instruction on how to distinguish between different movie formats (VHS, laserdiscs, DVDs) and how to use them with their respective machines. Our goals were based on Verbal Information (the names of the different formats, acronyms) + Motor Skills (how to put the formats in their readers). Our attention getter was to let them see the devices turned on then turn them off. For prior knowledge, we would present a the childhood shape toy. Then we'd explain how one shape fits another. Watch as they do it, then let them do it on their own, then show them other media to have them apply that same principle.
Kim stressed that you don't have to use all the 9 events for every instructional situation.
---
For the midterm exam, fundamentals will be covered (like Gagnes Learning Taxonomy, and 9 Events of Instruction). Also, we talked about how it would be helpful if we had a list of important ideas. Kim agreed to come up with a list of important ideas for us. By the end of the semester, ideally, the whole class might use a wiki to have a list of all the important ideas.
---
Next Week: Situated Cognition! Hooray!
Saturday, March 1, 2008
2/28/26-Continental Class Meeting
Ohayou! Jambo! Muli Bwanji!
For this class period, Dr. Foreman led us through a discussion on the principles of how we learn through the teaching theories of Gagne. We also got a chance to review the taxonomies of learning outcomes featuring Bloom (recall and recognition, comprehension, analysis, synthesis, evaluation) vs. Gagne (verbal information, intellectual skills, cognitive strategies,attitudes, motor skills). To look at this in more detail get back to ilearn (ITEC 800) for more details.
We also reviewed Gagne's 9 steps on instructional events. For this portion, all the learners were given a task to come up with a short teaching exercise using the 9 steps of instructional events:
1) Gain Attention
2) inform learners of objective
3) stimulating recall of prior knowledge
4) presenting the stimulus
5) providing learning guidance
6) eliciting performances
7) providing feedback
8) assessing performance
9) enhancing retention and reform
All of the learners came up with interesting subject matters to teach everyone. We learned some to greet people in Swahili, Japanese, and Chichewa. The cognitive process went even further with lessons like gift wrapping, saving money at the movies, and making sliced cucumber snacks with vinegar (use ample amount). A teaching lesson on writing in Chinese and a brush up on a new, but old technique of tackling math was presented to us. The class was even split up to talk about different countries in South America. We also took a moment to appreciate Dr. Seuss, his rhyming scheme, and came up with our own Itec 800 "lament for a dog". To end our night, we were presented with a 007-esque martini lesson that left us feeling warm and fuzzy---maybe too much pretend spirits in our mixtures...until next time, Asante and Zikomo!
For this class period, Dr. Foreman led us through a discussion on the principles of how we learn through the teaching theories of Gagne. We also got a chance to review the taxonomies of learning outcomes featuring Bloom (recall and recognition, comprehension, analysis, synthesis, evaluation) vs. Gagne (verbal information, intellectual skills, cognitive strategies,attitudes, motor skills). To look at this in more detail get back to ilearn (ITEC 800) for more details.
We also reviewed Gagne's 9 steps on instructional events. For this portion, all the learners were given a task to come up with a short teaching exercise using the 9 steps of instructional events:
1) Gain Attention
2) inform learners of objective
3) stimulating recall of prior knowledge
4) presenting the stimulus
5) providing learning guidance
6) eliciting performances
7) providing feedback
8) assessing performance
9) enhancing retention and reform
All of the learners came up with interesting subject matters to teach everyone. We learned some to greet people in Swahili, Japanese, and Chichewa. The cognitive process went even further with lessons like gift wrapping, saving money at the movies, and making sliced cucumber snacks with vinegar (use ample amount). A teaching lesson on writing in Chinese and a brush up on a new, but old technique of tackling math was presented to us. The class was even split up to talk about different countries in South America. We also took a moment to appreciate Dr. Seuss, his rhyming scheme, and came up with our own Itec 800 "lament for a dog". To end our night, we were presented with a 007-esque martini lesson that left us feeling warm and fuzzy---maybe too much pretend spirits in our mixtures...until next time, Asante and Zikomo!
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