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)

Week 2: ITEC 800 Thursday, September 6, 2007

Okay, I could feign ignorance and write that I couldn't figure out the blog. I could write that my house exploded, taking my notes with it, forcing me to recreate my notes in painstaking detail (apologies to those whose houses have exploded...no insult intended). I could write that my dog ate my notes (I don't have a dog).

Those would all be lies.

The simple truth is that I forgot. My bad, and I ask your forgiveness.

So, with penance out of the way, here are the notes from last week's class (9/6/07):

We discussed the blog, and Kim shared that we should treat it as we would a Wiki. Everyone contributes and edits the blog. No one is an expert at all subjects. Others may know more about a subject than I do. The blog, and most Wikis, allow us to learn from each other. This is an example of “Collaborative” learning based on social networking, which is supported by current learning theory.

We then ventured into how learning theory has evolved with each generation. This is often a function of current technology. The current technology is Web 2.0, characterized by highly mobile devices that focus on collaborative learning. Cellphones, PDAs, etc. all allow us to interact with each other instantaneously. In the late 1990s educators realized that current students were different than what they had taught before. Many professors and teachers are not trained to communicate with their students using the terms and tools that the students use. Different generations process information differently as a result. 2-year olds are using mice. They are “natural to computers, unlike their teachers. The Millennium generation is on the way. We will be their bosses!

As instructors, we need to learn:

• Computers
• Wiki
• Internet
• Etc.

We can learn “collaboratively”, from each other. Many changes are evident in 2000s learning. Among them are:

• Idea sharing
• Self expression
• Collaboration

Moving on...

A Brief History of Instructional Development

First, let's define the difference between education and training:

• Education is the sum of what you learn.
• Training is more specific. Training is what you go through to receive education.

As a general rule, companies tend to pay for specific training for topics that will support the company. They do not generally support “education” as a whole, which may include topics unrelated to their business at hand.

• During tight times, corporate focus is on “training” specific skills
• During more profitable times, focus may shift to more broad, motivational “education”

We spent some time discussing “Instruction” versus “Learning”. We decided that instruction is a set of steps and goals; it is related specifically to getting from point A to point B. “Learning” on the other hand focuses more on the global and abstract. As learners, we need to know how to filter knowledge to weed out the unimportant chaff.

The ITEC program is more focused on teaching us to motivate learners to learn than it is teaching us to instruct!


Back to the history (brief as it is) of Instructional Development...

Around 1920, paradigm shift took place. The schools' task was shifted toward producing highly skilled workers, and away from simply pouring a list of arbitrary facts into students' heads. - This was the beginning of behaviorism.

In the 1950s ad 1960s, computers caused another paradigm shift toward cognitive learning.

The 1980s and 1990s brought the World Wide Web – Web based knowledge pushed constructivism. People construct knowledge from their own experiences. It became much easier to communicate over the Internet, giving people many new experiences with which to construct their knowledge. The web in turn fostered an exchange of ideas (email, bulletin boards, etc.), beginning “collaborative” learning.

Now in the 2000s, we are on the verge of another paradigm shift – We need to continue to be able to teach people how to learn in a new world. The new learning theories are known as “connectivism”. Learning according to the connectivist theories is based on making connections with others…blogs, Wikis, podcasts, etc. This is collaborative learning. One idea from one person posted so many can see then stimulates thoughts in others.

Now that we had digested a brief history, we moved on to look at Learning Management Systems (LMS or LTMS) such as Moodle (iLearn) LMSs are usually private systems available only to subscribers. They are generally similar to blogs, but limited in scope.
Many now believe that the LMS is “obsolete”. Web 2.0 is taking its place. In the Web 2.0 world, all you do is generate content. You then upload your content to a “gateway” that others can access. Let others host it and you use it.

Here's a definition for us - Web 2.0 = Interactive. It is characterized by two way communications (blogs, bbs, wikis, etc.). Web 1.0 was simply static webpages that gave you information, but did not allow you to talk back or participate.

At this point we took a little sidestep and viewed a Youtube video on web 2.0 titled “Web 2.0. The machine is Us/ing Us”.

This sparked a discussion on Youtube itself. With Youtube (and similar), we can spend a few minutes for “free” and entertain ourselves


Back to the timeline:

Behaviorism is still around. We don’t use it as widely as we used to, but we still need to use Behaviorist ideas in planning instruction.

We then broke up into groups of 3 for a class participation exercise. This allowed 6 groups, and we were assigned a time period as follows:

• Group 1 – pre-20s and 20s
• Group 2 – 30s and 40s
• Group 3 – 50s and 60s
• Group 4 – 70s and 80s
• Group 5 – 90s
• Group 6 – 2000s

After a 45 minute planning session, each team performed a stunningly well-executed presentation on the Instructional Design highlights of our respective time periods.

Next week:

• Construct a matrix comparing and contrasting the three major theories…Behaviorist, Cognitivist, Constructionist.
• Look on page 36 of the handout for an example
• Add examples from your experience to each column at the bottom of the existing list on the matrix. Write it from the perspective of a teacher. The list should indicate how you would set up a learning environment for each of the theories.
• See iLearn for details.

-Jeff

Week 2: ITEC 800 Tuesday, September 4, 2007

Welcome back from the long weekend. I hope everyone got to enjoy the holiday.

We started off the Tuesday session talking about this blog.

Blog Writing
- Dr. Foreman has encouraged that two people per class period write in the class
blog. After reading each week’s blog entry, students should leave comments.

Exercise: Name Remembering
- After a week away from class it was difficult to remember everyone’s name. Faces are easy to remember as an association may have been applied. We then tried a strategy to remember. We associated an animal with the person’s name. (i.e. Brian the Baboon) This exercise proved to be able to help with learning names from the associated animal name. Erica was able to successfully name all students in the room. Go Erica! Angela was also able to name all of the students in the class with the help of people telling her their animal choices.

Reading and Taking Notes
- It is helpful to create a title when taking notes. It will keep you from taking too many notes and trying to remember too much information. By writing a title and getting the overview of an article, you can ask certain questions that might trigger memories. Just reading material only allows a 5% retention.
- Survey: A quick scan of reading the outline or titles.
- Question: After surveying, you ask questions.
- 3 R’s: Read, Rehearse, and Reflect
- Read: Read the material
- Rehearse: Take notes on the material
- Reflect: After taking notes, re-read the notes
- This is one way to organize material to help retain material.
- Graphic Organization: Drawing graphics will also help with remembering.
- Matrix: 2-dimensional (i.e. spreadsheet)

Web 1.0 vs. Web 2.0
- Web 1.0 was about one way learning. Teachers prepared material which was taught.
- Web 2.0 is about two way learning. With the use of open forums, people can lean with each other. This changes the teach curriculum completely.

Recommended Reading: The World is Flat – Thomas Friedman
- http://en.wikipedia.org/wiki/The_World_is_Flat

Exercise: Compare Timelines and Present
- We got into small groups and compared our timelines.
- We then looked to see how we could present each era as a group.
- Each group will present for 5 mins.
- Each group will use a unique way to present a delivery method



End Thought:
How can we use new technologies more for education rather than entertainment? This will be our job to see how we can meld education and technology and help improve the progress of instructional technology.

Reading for next week:
Theory in Application (Handout)
-also refer to the ilearn page for other assignments and reference material.

Assignment:
Create a matrix to organize information based on the handout reading
- Different Categories (reference page 36 in the reading)

Week 1: ITEC 800 TH August 30, 2007

Hello and welcome to another fun semester of ITEC 800!

On this rather hot day, Dr. Kim Foreman introduced us to her link on iLearn, discussing the course syllabus, expectations, and the importance of group interaction. "Know your audience and how they learn!," she said. Kim mentioned she's like one or more of us each week to post on this blog about what the class had discussed. We then had the opportunity to introduce ourselves, and tell the group our name, where we're from, background, and something interesting about ourselves.

From this, we learned that different information is stored in different parts of the brain:

*Short-term memory (30 seconds)
*Long-term memory
*7 + or - 2 principal by David Miller detailing learning research and how the mind works.

As a broad overview the class discussed the following topics which will be covered throughout the semester in this class as well as ITEC 801:

*Instructional Technology and ID
*Different Learning Perspectives (Behaviorist/Cognitivist/Constructivist)
*Learning Principals and ID
*Instructional Principals and ID Design
*Research and Implement technologies: Online tools: blogs, Wiki, podcasts, Skype, Breeze, Centra, etc.

After a short break, Kim mentioned a great website to take a look at: AECT.org.

The group then went a bit deeper into how much do we remember, which included the group guessing and then Kim reviewing Dale's Cone of Expertise. Subject areas included:

*Read-10%
*Hear-20%
*See(view images, watch videos, etc.)-30%
*Hear & See (exhibits, sites, demo, etc.)-50%
*Discuss (participate in hands-on work, group work, design a lesson): 70%
*Experience(design/teach): 90%
*Teaching

During the discussion, Kim also mentioned ADDIE, which stands for:
Analyze Design Develop Implement (Use It!) and Evaluate

Finally, the group was divided into several teams to try and define what "educational technology" means. For my group, we defined educational technology as the "use of technology to develop and deliver education and access to learning."

For our next class, we're to read "A Brief History of Instructional Development" and create a time line that highlights the major events and theorists in the history of instructional development. We're to include events from our own lives or something from another aspect in history. The time line can be drawn or done on a computer with pictures and/or symbols. Have fun!

Happy Labor Day Weekend!

February 27, 2007. Digital Story Telling. Sign up sheet

This week.
1)Leslie Rule from kqed channel 9 comes to conduct Digital Story Telling Workshop.
Four steps
1. Find the experience
2. Telling the story
3. Creating a piece
4. Publish the work.

2)Cognitive Theory

Digital Story telling is on Saturday March 10, 2007 at 9am - 6pm in BH 170. Please sign up what will you bring for that day?

I will bring doughnuts.

David Vuong

Week 4: Behaviorism

This Week brought an in-depth view into the development of behaviorism. Class started with a small exercise conducted by Dr.Foreman, who taught the class to say "Hello" in Korean. Our class will forever know what the phrase resembling "Onion Hacio" means. After this exercise the class watched a short video on the life and work of B.F Skinner. What was monumental about Skinner's research was that unlike Pavlov whose theories were based on a Stimulus-Response relationship, Skinner's Research was based off of a Response-Stimulus Pshychology. This idea would later be termed Operant Behavior or for the layman behavior governed by consequences.
After a short break the class divided off into broups and discussed the questions assigned for homework. Each group was then given the assignment to teach the class something new using the 5 essential steps of any teaching any new behavior.

Group 1:) Yoland-Aaron-Rags: Used Chaining to teach the steps of digestion to 9 volunteers.

Group 2:) Myron-Dave-Danial: Used Praise and chunking to teach the class how to properly dice an onion in 1 minute.

Group 3:) Aaron-Geoff-Elena: developed a plan to teach highschool students to recycle3 bottles and cans for rewards.

Group 4:) Danial-Angelica-Giovanna: Used Shaping stratagies to train students to turn off their cell phones during class.

Group 5:) Lily-Tom: Used chaining, modeling, and fading to teach children to brush their teeth after each meal.

What was common among each of the groups was that they broke down the behavior into chunks, incorporated repitition, and implimented some sort of measurment to test if the behavior was being learned.

Week 3 Overview, Feb 13, 2007

Classnotes
Tuesday, February 13, 2007

This week we will reflect on the three dominant learning theories.

What is the difference between learning and instruction?

David C. – Learning from instruction.
Rowland. Learning and instruction come from different perspectives.
K. Foreman – Sometimes learning objectives and instructional objectives are used interchangeably. Educational psychology observes how the learner learns. Whereas instruction is how a teacher teaches, presents materials, organizes information, delivers instruction.

Page 25 of Newby article – The nature of instruction. The goal of instruction is to help students learn and meet predetermined goals. Nowadays, there is a lot more informal learning happening.

Reflection – What did you learn today?
I learned that you cannot put a background image behind text in a word document like you can in Photoshop. Feedback – Some suggested to save the document as html. Wouldn’t be surprised if latest Word application comes out with this capability. This new knowledge was acquired by “self-discovery”. Regs showed how to insert an image into a table, then placed it behind the text.
Aaron – learned to use Helvetica font instead of Times New Romans to make a document look “cleaner”.

The point is … we learn by using all three combinations of theories!

With constructivist theory, prior experience can often help in the learning experience, but sometimes it can work against you!
Learning theories can be applied according to subject matter. As instructional designer, knowing the different learning theories help them present the subject matter in the most effective way.

What strategies were used when writing our last assignment, the matrix? Myron scanned, got rid of redundant points and came up with most important bullet points. Expert readers know how to quickly scan a document and pick out the most important concepts. Dr. Foreman could have used any number of assignments to get us to understand and compare the three learning theories.

Important learning strategy;
SQ3R - Scan, Question Read, Review and Rehearse.
These 3 strategies help a learner understand information and makes their mind much more active.

Quote of the evening #1, “Behaviorism appeals to our bird brain.” – Myron

Dr. Foreman distributed a table for comparing and contrasting theories. In a group, we reviewed our matrix, and then came up with a real life instructional/learning objective. Decide which learning theory would work best.

Class broke up into triads to brainstorm and discuss the learning theories. Main questions asked: Was knowledge received? Was knowledge acquired? Was knowledge generated, constructed?

Quote of the evening #2, “The brain is the hardware, the mind is the software.” – Regs


Presentations – (share out)

Group 1: Behaviorist Perspective: Cooking Noodles with 5th graders. Task oriented. Steps laid out. Feedback Scenario, tasting allows learner to know if task was performed successfully. Timer is a material. Helpful if teacher showed a video of the process, provide recipe plus materials, then opportunity to actually cook noodles.

Group 2 – Constructivism. Based on experience. Real-life examples include discussions. Learning activities – field trips are great, provide experience. Learning media – team work and group work. Best example is what we are doing in this class with lots of discussion and sharing of views.

Group 3 – How to teach how to browse the web. Chose constructivist method. Facilitator would ask many questions based on previous experience. Activities would include problems to solve, for example how to find a restaurant, provide a specific website, or how to find directions using mapquest. Discovery learning would take place, allowing them to make mistakes. Use different web browsers – google. Yahoo, etc/.

Group 4 – Objective: teaching students how to design a web page. Chose constructivism. Week one was lecture, identifying 6 basic parts of a web page, create a web page, analyze, synthesize, then critique.

Group 5 – Real-life example was to teach how to use a camera using the informational processing perspective. First there would be a lecture, then teach exposure, teach how to use camera, students go out on the field and practice shooting in different lighting.

Next week we will zero-in on behaviorism.

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

Feedback on Tuesday's (Feb 6) class

I'm not sure whether this is the right forum, but Dr. Foreman wanted feedback (via blog?) on the class. I really enjoyed the creative presentations on Instructional Design in the form of mini-skits AND using a visual presentation with the computer. The talk-show was also a great presentation with "field specialists" commenting on the future of instructional design. Reflection on the timeline brought to the forefront how world events, such as World War II, can be a huge impetus on the use of technology. - Yolanda

First Class--Introduction

General course introduction and review of syllabus, which can be found on I-
Learn under ITEC 800. This class focuses on learning theories and varying
learning styles. We will begin the class focusing on three learning theories:
Behaviorism, Cognition, and Constructivism. Cognitive theory topic to begin in
about 3 weeks. Constructivism theory later in class semester. All information we
need to know will be provided in the lectures.


IN-CLASS ACTIVITIES 1-30-07 CLASS:

Given a few in class activities. One was a puzzle of sorts and the other a
survey. The puzzle activity was done in groups and explored the different
stragedies used to accomplish the task. The survey was designed to identify the
type of learner we are.
Try out a cryptogram of your own at: http://www.puzz.com/cryptoquips.html


ASSIGNMENTS FOR NEXT CLASS:

The assignment due next class meeting includes creating a timeline containing a
reflection of the reading handout provided in class. Also before next class we
are to post in I-learn who we are and what we think Instructional Technology is.
Bring this assignment to class next week and be prepared to discuss it with your
classmates. Future assignments you will upload to I-Learn.

DETAILS FOR TIMELINE ASSIGNMENT DUE NEXT WEEK:

Assignment is to read article and turn in next week a timeline of the history of
events. The handout is not organized. Dr. Foreman wants us to read it and than
reformat it with a visual timeline that she can see. It can be like three pages
taped together with pictures at the top, dates below, and key points following.
It can be in a format of your choosing, even cartoons. It should reflect
something you think is important and what was happening in ITEC field then.

WEEKLY BLOGS IN ILEARN:

There is a “BLOG” forum in I-Learn that will contain the notes pertaining to
what the class session each week contained. One student, or a few, will document
these notes and post. Students will sign up for which week they will be
responsible for to perform this task. Each student will provide this function
once for the semester. Another task involved with this assignment is finding
links related and posting them.

NOTE: A correction to blogging procedures:
1. Click on the Itec 800 blog link
2. Click on the "B Blog" logo icon
3. Select "old blogger".
4. The user name: sfsuitec800
5. The password: itec800
6. Either create a new post, or edit an existing post.



ON-LINE TOOLS USED IN THIS CLASS:

I-Learn is the on-line product utilized in this course for postings and general
information. The URL is http://ilearn.sfsu.edu/ Just need to put in your SFSU ID
number and PIN to gain access. The site offers an abundant of information and
will be where you upload your assignment to, starting with the 2nd assignment.

You are welcome to bring in a laptop to class for note taking and immediate
access to URL’s discussed in class via the WIFI wireless network in the room or
hard wire links available. There are also computers available in the classroom.

Other tools: blog, wiki, podcast, skpe, breeze, centra, etc

MIDTERM:

We will in the future post five questions in WIKI. Dr. Foreman will choose some
of these for the midterm.

ON-LINE CLASS AND PROCEDURE:

This class will have on-line sessions. Here you will log in remote and
participate in the class virtually. The product utilized to facilitate this
process is Elluminate. The URL is http://www.elluminate.com/about.jsp This is an
on-line web conferencing tool that you can access remotely, however you may see
degraded performance if your network link is too slow, like with a dialup as I
have- but it still can be done. Alternatively you can come to class and use the
computers in the classroom to simulate an on-line session – this may be helpful
in working with others to gain access.

CLASS TEXTBOOK REQUIRED:

The text for this class is “Psychology of Learning for Instruction” by Driscoll.
The class calls for the 3rd edition but the 2nd edition just misses a few pages
and will work. The one I ordered actually was the 1st edition – but my order
cost for the text for $2.95 + shipping and tax – under $7.00. Alibris.com was my
source. There can be a great cost savings by shopping around. At the bookstore
it’s near $100 with tax. I hear at Amazon it’s around $60 dollars for a 3rd
edition.

Tom Palladino
& Sabarijah Hopkins