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 Forman mentioned that “In general the ADDIE model is outdated but still referred to today.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!
Thursday, February 21, 2008
Class Notes: 2/21/08
We reviewed some of the Maps that people created.
The maps had all different forms, some were very detailed and some were more sparse. The more you use the mind mapping tools the more proficient you will get at it.
Sensory memory: .05 seconds, working memory 30 seconds- if you rehearse or encode you will remember more and convert to long term memory.
Episodic- Story, Procedural- how to do something, semantic-
The behaviorist don’t explain the learning theory completely, that is why cognitive theory and constructivist are needed as well.
Recognition Memory game. The group split into two teams. One team left the room. The other team had 30 second to look at a box of twenty items. Then they had to write down everything they saw. Then the other team came in and did the same thing. This team was told that the items were things that she found.
We discussed the different techniques for how each of us remembered the items. Some used rehearsal, others encoding, others could not identify how.
The next exercise the class did was the classic gossip game. One person was told a story, then each person told the next person in order. The discussion centered around how our minds recall different pieces of the story based on our cultural backgrounds and experiences. The English as a second language was also a factor. One group had visual cues to remind them of the facts. This team remembered more of the facts. The foreign names were the first to go.
Key points:
Visual aides increased retention.
The most important information should be communcated first.
Unfamiliar words nd names are the first to go.
The maps had all different forms, some were very detailed and some were more sparse. The more you use the mind mapping tools the more proficient you will get at it.
Sensory memory: .05 seconds, working memory 30 seconds- if you rehearse or encode you will remember more and convert to long term memory.
Episodic- Story, Procedural- how to do something, semantic-
The behaviorist don’t explain the learning theory completely, that is why cognitive theory and constructivist are needed as well.
Recognition Memory game. The group split into two teams. One team left the room. The other team had 30 second to look at a box of twenty items. Then they had to write down everything they saw. Then the other team came in and did the same thing. This team was told that the items were things that she found.
We discussed the different techniques for how each of us remembered the items. Some used rehearsal, others encoding, others could not identify how.
The next exercise the class did was the classic gossip game. One person was told a story, then each person told the next person in order. The discussion centered around how our minds recall different pieces of the story based on our cultural backgrounds and experiences. The English as a second language was also a factor. One group had visual cues to remind them of the facts. This team remembered more of the facts. The foreign names were the first to go.
Key points:
Visual aides increased retention.
The most important information should be communcated first.
Unfamiliar words nd names are the first to go.
Fourth Class Session - Teaching Theories: Behaviorism. 02/14/08.
We discuss about teaching new behaviors.
Shaping, changing, and fading theories used in the readings and homework assignments, and the key behavioral theorist: Skinner, Pavlov and Watson.
How do you strengthen or weaken behaviors? How do you set goals, determinate reinforcing methods, select one procedure (Shaping, changing or fading), and how do you implement and evaluate them?
- Response-stimulus (behavior/selection/individuo).
- Reinforcement and discriminate stimuli.
- Conditional reinforcement (follow an action).
- Consequence as an action.
- Punishment as a negative reinforcement.
- Behavior frequency.
We concluded the video with the creation of his “Teaching Machine”.
We had almost the same conclusions on our behavioral plans:
- Computer reminders.
- Rewards as positive reinforcement.
- Computer lockouts as negative reinforcement.
- Fading strategies.
- Evaluation.
“Free writing is like brainstorming” Walter said.
Thursday, February 14, 2008
Fooling around with Freemind mapping software
I used Freemind mapping tool, a free software to draw this map. There are other software like Inspiration (you have to buy, there is a 30 day trial version) or Cmap (free)
Sunday, February 10, 2008
Third Class Session - Learning Theory
Every class session someone is to enter a blog summary of the course (like this entry).
To post an entry to the blog go to: http://itec800sfsu.blogspot.com/
Log on ID and Password are in iLearn.
Everyone is to pick a date and enter it on the Wiki in iLearn.
The link to the Wiki for this is located in the information for the first day of the class: Class Blogging Schedule (Thursday)
A recommended Wiki is wetpaint. I have personally looked at several and this one is very good.
The "Millineum generation" learns differently. This is important for how knowing how this generation learns. The Millineum Generation are those born in the mid-eighties and later (after the Baby boomers and Gen X).
Learning Theory is about how people perform.
Here are the principle learning theories that we will cover in this class:
Behavorism - behavioral perspective
Constructionism - constructive learning perspective - The learner constructs their own knowledge.
Cognitive Theory - cognitive perspective
There is also Social Interaction as a learning theory - we learn through interaction with others.
The class broke into groups with the assignment to design a day long (8 hours) training for a group from Japan who want to experience San Francisco.
All groups decided on a tour of San Francisco, covering educational and historical historical sites
To post an entry to the blog go to: http://itec800sfsu.blogspot.com/
Log on ID and Password are in iLearn.
Everyone is to pick a date and enter it on the Wiki in iLearn.
The link to the Wiki for this is located in the information for the first day of the class: Class Blogging Schedule (Thursday)
A recommended Wiki is wetpaint. I have personally looked at several and this one is very good.
The "Millineum generation" learns differently. This is important for how knowing how this generation learns. The Millineum Generation are those born in the mid-eighties and later (after the Baby boomers and Gen X).
Learning Theory is about how people perform.
Here are the principle learning theories that we will cover in this class:
Behavorism - behavioral perspective
Constructionism - constructive learning perspective - The learner constructs their own knowledge.
Cognitive Theory - cognitive perspective
There is also Social Interaction as a learning theory - we learn through interaction with others.
The class broke into groups with the assignment to design a day long (8 hours) training for a group from Japan who want to experience San Francisco.
All groups decided on a tour of San Francisco, covering educational and historical historical sites
Thursday, January 24, 2008
First Class - Thursday, January 24th, 2008
Blog for all students so they can review what went on in class each week.
Beware! The blog when editing accepts formatting but ultimately when posted does not do well with bullets and sub-bullets USE NUMBERS INSTEAD...
First half of class
I. Discovered 5 similarities about a partner
Second half of class.
What is your definition for learning...
Acquisition of
Reviewed Powerpoint Introduction Course
Education is not filling of pail but lighting of a fire
Dales Cone of Experience
10% Reading (only 10% effective w/ remembering)
20% Hearing
50% Viewing images watching videos
70% Attending exhibits or watching demonstrations
90% Engagement teaching skill Participate
Is knowledge?...
Class is like puzzle solving.
Moral of story: READ AHEAD OF CLASS DIGEST INDIVIDUALLY so we can better learn and discuss in class.
Beware! The blog when editing accepts formatting but ultimately when posted does not do well with bullets and sub-bullets USE NUMBERS INSTEAD...
First half of class
I. Discovered 5 similarities about a partner
- attempted to find one similarity with two groups (4 people)
- Learned techniques for aiding short term memory through an exercise
- if something random associated with someones first name difficult to remember
- if tag an animal name beginning with same letter or some other pre-known aspect it is easier to remember. Linking to a preknown memory is associating
- attempted with second half of group of linking first letter of name to first letter of a fruit and it was much easier to remember
- timeline should show the education techniques/discoveries/theories AND
- your own timeline to parallel this to help you and other people better associate it with the above timeline
- cartoon was shown
- family members at different times shown
- timeline for games/gaming shown
- you need to add your ideas for new learning developments in the 1990s and 2000s
- 1990s www, email...
- 2000s blogs, wikis, social networking...
Second half of class.
What is your definition for learning...
Acquisition of
- new skills
- new knowledge
- new behavior
- discovery
Reviewed Powerpoint Introduction Course
Education is not filling of pail but lighting of a fire
Dales Cone of Experience
10% Reading (only 10% effective w/ remembering)
20% Hearing
50% Viewing images watching videos
70% Attending exhibits or watching demonstrations
90% Engagement teaching skill Participate
Is knowledge?...
- received - behaviorism
- acquired - cognitism
- generated/constructed - constructivism
Class is like puzzle solving.
- Handed out a test to half the group with a Crytoquips and told them for several minutes to perform it individually.
- Other half was told to work in groups to solve the Cryogram.
- The individuals half were then asked to work in groups
- The individuals groups solved it first
Moral of story: READ AHEAD OF CLASS DIGEST INDIVIDUALLY so we can better learn and discuss in class.
Tuesday, December 4, 2007
Four Learning Styles
Kim started off with Vgotsky and Bruner’s Interactive Theory. Lev Vgotsky especially developed the idea that learning involves community, or that social interaction leads to learning. This was likened to the old-world apprenticeship that has been the primary method people have learned up until the advent of structured, classroom instruction. From here she went on to explore the styles of learning or different intelligences. Howard Gardener has written expensively, and developed this idea. Piaget was responsible for the Theory of Cognitive Development and this was further explored in Jerome Bruner’s learning styles. He is famous for his Spiral Curriculum. This is continued integration of past learning subjects into new material up through the grade levels. This is the basis of Bruner’s learning nomenclature: Inactive, Iconic, and Symbolic. Inactive = The young child who can lead you to the closet but can’t tell you how to get here. Muscle and body memory of a place or event. Iconic = That same child can now draw a map from the living room to the closet and understands what representation of the map for the actual house, closet, etc. Symbolic = The comprehension that sounds and written marks mean words and numbers which have a meaning and value.
Thinking styles or cognitive styles are not identical with learning styles, but they are closely related, and this point was explored in class on 11/28. The four basic styles: the imaginative learner, the analytic learner, dynamic learner and common sense learner were illustrated in the student's project, which was one of the highlights of the evening. It was great to see Bruce Lee, one of my favorite Americans, characterizing the imaginative style. It was interesting that Carlos had mentioned martial arts in his response to the Chinese poem. Regardless of the context, I always enjoy poetry in class.
The four learning styles are not to be taken as absolute or inflexible. Learning styles are totally modifiable, where thinking styles are less modifiable and more closely related to central personality traits. Kolb's four learning styles are illustrated in the characters of Bruce Lee, the Officer who interrogated Humphrey Bogart, Peter Falk as Colombo, and Marlon Brando as the Godfather. These four characters personify each of the four thinking styles. My understanding is that each character's learning style is influenced by their thinking style. Basically, this particular style of thinker will learn most through this particular style of learning. As the imaginative learner, Bruce Lee is the diverger. He instructs his student to kick him. The student tries, but not correctly. But as the student understands that, when you point at the moon, the focus is not on your finger, he searches his imagination for meaning in Lee's lesson. Then he understands the kick. Colombo, the analytic learner, focuses on the facts: the finger print on the coin, and the time that the parking meter was in operation. He is the assimilator. He wants to find out "what." The Officer, who interrogates Bogart, wants information. He's interested in "how." He is the converger. For him, it is common sense to presume that the local American barkeeper might have some anti-Nazi acquaintances. The Godfather isn't asking any questions, he makes you an offer you can't refuse. He's a dynamic learner, the accommodator. He is a doer and a risk taker. He acts on his senses.
As one of the other people composing this Blog, I wanted ot not think too much about how I ranked my responses. I didn’t want to skew my response by over analyzing my responses, so I did the questionnaire quickly and let the indicators flow. As it turned out, not so surprisingly, that I am a Diverger. I could see this very clearly, but I don’t feel I am so creative as to have been able to have had a career in marketing, advertising or graphic artistry. I don’t’ know how this fits together, but it feel absolutely natural. (Genovefa Pinnick)
We went through some comparative break-down on the thinking of Bruner, Piaget and Vygotsky. We summarized some of the details of Vygotsky's zone of proximal development, the gap between that which has been learned and that which has not yet been learned; Piaget's three types of knowledge- Physical, Logical-Mathematical and Social and four stages of cognitive development- Sensorimotor age 1 yr., Preoperational 3-7 yrs., Concrete Operational 7-11 yrs. and Formal Operational beyond 11 yrs.; and Bruner's three modes of cognitive representation: Enactive, Iconic, and Symbolic.
The interpretations of the poem brought out the variety of thinking styles in the class, as did the Identifying Your Learning-Style Type exercise. Once I finally figured out my data point, I learned that I am an analytic learner, the Assimilator. I did not particularly enjoy traditional school though, which is one Assimilator trait.
As an example of how is was for me to actually arrive at all 36 rank numbers, I found myself questioning whether I am somewhat less a questioning or logical learner, and just how receptive I am in relation to how impartial. It was required that I have some extended time for me to prioritize all these characteristics. I finished the exercise at home. I was at times fascinated by the numerological formula used to compute the mean scale scores. It felt strange to rank in the negative integers; I scored minus four on my AE-RO.
Sterling Clark
Thinking styles or cognitive styles are not identical with learning styles, but they are closely related, and this point was explored in class on 11/28. The four basic styles: the imaginative learner, the analytic learner, dynamic learner and common sense learner were illustrated in the student's project, which was one of the highlights of the evening. It was great to see Bruce Lee, one of my favorite Americans, characterizing the imaginative style. It was interesting that Carlos had mentioned martial arts in his response to the Chinese poem. Regardless of the context, I always enjoy poetry in class.
The four learning styles are not to be taken as absolute or inflexible. Learning styles are totally modifiable, where thinking styles are less modifiable and more closely related to central personality traits. Kolb's four learning styles are illustrated in the characters of Bruce Lee, the Officer who interrogated Humphrey Bogart, Peter Falk as Colombo, and Marlon Brando as the Godfather. These four characters personify each of the four thinking styles. My understanding is that each character's learning style is influenced by their thinking style. Basically, this particular style of thinker will learn most through this particular style of learning. As the imaginative learner, Bruce Lee is the diverger. He instructs his student to kick him. The student tries, but not correctly. But as the student understands that, when you point at the moon, the focus is not on your finger, he searches his imagination for meaning in Lee's lesson. Then he understands the kick. Colombo, the analytic learner, focuses on the facts: the finger print on the coin, and the time that the parking meter was in operation. He is the assimilator. He wants to find out "what." The Officer, who interrogates Bogart, wants information. He's interested in "how." He is the converger. For him, it is common sense to presume that the local American barkeeper might have some anti-Nazi acquaintances. The Godfather isn't asking any questions, he makes you an offer you can't refuse. He's a dynamic learner, the accommodator. He is a doer and a risk taker. He acts on his senses.
As one of the other people composing this Blog, I wanted ot not think too much about how I ranked my responses. I didn’t want to skew my response by over analyzing my responses, so I did the questionnaire quickly and let the indicators flow. As it turned out, not so surprisingly, that I am a Diverger. I could see this very clearly, but I don’t feel I am so creative as to have been able to have had a career in marketing, advertising or graphic artistry. I don’t’ know how this fits together, but it feel absolutely natural. (Genovefa Pinnick)
We went through some comparative break-down on the thinking of Bruner, Piaget and Vygotsky. We summarized some of the details of Vygotsky's zone of proximal development, the gap between that which has been learned and that which has not yet been learned; Piaget's three types of knowledge- Physical, Logical-Mathematical and Social and four stages of cognitive development- Sensorimotor age 1 yr., Preoperational 3-7 yrs., Concrete Operational 7-11 yrs. and Formal Operational beyond 11 yrs.; and Bruner's three modes of cognitive representation: Enactive, Iconic, and Symbolic.
The interpretations of the poem brought out the variety of thinking styles in the class, as did the Identifying Your Learning-Style Type exercise. Once I finally figured out my data point, I learned that I am an analytic learner, the Assimilator. I did not particularly enjoy traditional school though, which is one Assimilator trait.
As an example of how is was for me to actually arrive at all 36 rank numbers, I found myself questioning whether I am somewhat less a questioning or logical learner, and just how receptive I am in relation to how impartial. It was required that I have some extended time for me to prioritize all these characteristics. I finished the exercise at home. I was at times fascinated by the numerological formula used to compute the mean scale scores. It felt strange to rank in the negative integers; I scored minus four on my AE-RO.
Sterling Clark
Sunday, December 2, 2007
Kermit & The Keyboard
ITEC 800
November 29, 2007
Midterm:
Questions (multiple choice) are based on bloggers’ weekly questions.
The class will take the midterm next week, Dec 6.
Final:
Final presentation for next week, Dec 6: Judy, David, Ricardo
Last class will be on Dec 13: Remaining presentations
Need to post your topic on iLearn.
Share learning plan with class.
You will list rational of why you are presenting content in the decided format.
You can give examples of theory.
You can work with partner, but need to confirm with Kim.
Review Chapter 7:
Jerome Bruner
From Russia – focus on individual
Cognitive development
Spiral curriculum: progressive learning that asks that content becomes more complex and difficult as you progress through.
“Kermit and the Keyboard” (page 261)
We were given 5 minutes to read in class.
Lev S. Vygotsky
Also Russian who died of TB at age 38.
Main ideas:
Child’s cognitive development does not occur in a social vacuum.
Ability to think and reason is the result of social process.
Child’s development appears twice:
Social
Psychological
Question posed: How do you tap into the abilities of “GATE” kids who are asked to help/tutor lower level kids?
Response: Homogenous and heterogeneous groups.
Issue with kids being held back by kids who aren’t able to keep up. This is a component on why parents are concerned with putting them in public schools.
Ultimately, it is less of an instructional issue, and an emphasis on home support – teaching parents on the importance of attendance.
A solution is to encourage child to find something to get excited about to motivate mother to take child to school.
Scaffolding and the zone of proximal development
Scaffolding – role played by parents, teachers, and others by which children aquire their knowledge and skills (Wood et al., 1976)
The more familiar the child becomes, the less support (scaffolding) they will need – they will be able to do it for themselves.
Two senses of internalized cognitive skills remain social:
Matures learns can scaffold themselves through difficult tasks
Cognitive expertise is culturally determined (cognitive potential is universal).
Zone Proximal Development (ZPD) – coined by Vygotsky refers to the “level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers … what children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.” (1978)
Back to “Kermit” story:
What level is Kermit at?
Three Modes of Representation:
Enactive – references a “mode of representing past events through appropriate motor responses.”
Iconic – perceiver can “summarize events by selective organization of percepts and of images.”
Symbolic – “as symbol system which represents things by design features that include remoteness and arbitrariness.”
Video learning styles:
Imaginative learners
Analytic learners
Common sense learners
Dynamic learners
BREAK
Kolb’s Learning Styles:
Abstract Conceptualization > (Perceive) > Concrete Experience
People perceive information differently.
Acting v. Watching
Concrete Experience
Act
Watch
Imaginative
Dynamic
Common sense
Analytic
Abstract Conceptualization
Imaginative (AKA Diverges)
Perceive information concretely and process it reflectively.
Seek the relevancy or "why" of a situation.
Seek meaning.
Need to be involved personally.
Learn by listening and sharing ideas.
Interested in people and culture.
Believe in their own experience.
Function through social interaction.
Analytical (AKA Assimlator)
Perceive information abstractly and process it reflectively.
What is there to know?
Seek facts.
Need to know what the experts think.
Learn by thinking through ideas.
Less interested in people than ideas and concepts.
Enjoy traditional classrooms.
Function by adapting to experts
Convergers (AKA Common Sensors)
Perceive information abstractly and process it actively.
How does it work?
Seek usability.
Need to know how things work.
Learn by testing theories in ways that seem sensible.
Enjoy solving problems and resent being given answers.
Function through inferences drawn from sensory experience.
Dynamic (Accommodators)
Perceive information concretely and process it actively. Anything that encourages independent, self discovery
Seek hidden possibilities.
Need to know what can be done with things.
Learn by trial and error.
Likes variety and flexibility.
Risk takers.
Function by acting and testing experience.
Classroom Activity: Ranking the type of learner you are:
Accommodator
Diverger
Converger
Assimilator
Received “Multiple Intelligence” hand out.
Read Chapter 8: Motivational Learning
Topic of midterm:
Gagne’s Learning Theory
Three learning theory
Gagne’s Nine
November 29, 2007
Midterm:
Questions (multiple choice) are based on bloggers’ weekly questions.
The class will take the midterm next week, Dec 6.
Final:
Final presentation for next week, Dec 6: Judy, David, Ricardo
Last class will be on Dec 13: Remaining presentations
Need to post your topic on iLearn.
Share learning plan with class.
You will list rational of why you are presenting content in the decided format.
You can give examples of theory.
You can work with partner, but need to confirm with Kim.
Review Chapter 7:
Jerome Bruner
From Russia – focus on individual
Cognitive development
Spiral curriculum: progressive learning that asks that content becomes more complex and difficult as you progress through.
“Kermit and the Keyboard” (page 261)
We were given 5 minutes to read in class.
Lev S. Vygotsky
Also Russian who died of TB at age 38.
Main ideas:
Child’s cognitive development does not occur in a social vacuum.
Ability to think and reason is the result of social process.
Child’s development appears twice:
Social
Psychological
Question posed: How do you tap into the abilities of “GATE” kids who are asked to help/tutor lower level kids?
Response: Homogenous and heterogeneous groups.
Issue with kids being held back by kids who aren’t able to keep up. This is a component on why parents are concerned with putting them in public schools.
Ultimately, it is less of an instructional issue, and an emphasis on home support – teaching parents on the importance of attendance.
A solution is to encourage child to find something to get excited about to motivate mother to take child to school.
Scaffolding and the zone of proximal development
Scaffolding – role played by parents, teachers, and others by which children aquire their knowledge and skills (Wood et al., 1976)
The more familiar the child becomes, the less support (scaffolding) they will need – they will be able to do it for themselves.
Two senses of internalized cognitive skills remain social:
Matures learns can scaffold themselves through difficult tasks
Cognitive expertise is culturally determined (cognitive potential is universal).
Zone Proximal Development (ZPD) – coined by Vygotsky refers to the “level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers … what children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone.” (1978)
Back to “Kermit” story:
What level is Kermit at?
Three Modes of Representation:
Enactive – references a “mode of representing past events through appropriate motor responses.”
Iconic – perceiver can “summarize events by selective organization of percepts and of images.”
Symbolic – “as symbol system which represents things by design features that include remoteness and arbitrariness.”
Video learning styles:
Imaginative learners
Analytic learners
Common sense learners
Dynamic learners
BREAK
Kolb’s Learning Styles:
Abstract Conceptualization > (Perceive) > Concrete Experience
People perceive information differently.
Acting v. Watching
Concrete Experience
Act
Watch
Imaginative
Dynamic
Common sense
Analytic
Abstract Conceptualization
Imaginative (AKA Diverges)
Perceive information concretely and process it reflectively.
Seek the relevancy or "why" of a situation.
Seek meaning.
Need to be involved personally.
Learn by listening and sharing ideas.
Interested in people and culture.
Believe in their own experience.
Function through social interaction.
Analytical (AKA Assimlator)
Perceive information abstractly and process it reflectively.
What is there to know?
Seek facts.
Need to know what the experts think.
Learn by thinking through ideas.
Less interested in people than ideas and concepts.
Enjoy traditional classrooms.
Function by adapting to experts
Convergers (AKA Common Sensors)
Perceive information abstractly and process it actively.
How does it work?
Seek usability.
Need to know how things work.
Learn by testing theories in ways that seem sensible.
Enjoy solving problems and resent being given answers.
Function through inferences drawn from sensory experience.
Dynamic (Accommodators)
Perceive information concretely and process it actively. Anything that encourages independent, self discovery
Seek hidden possibilities.
Need to know what can be done with things.
Learn by trial and error.
Likes variety and flexibility.
Risk takers.
Function by acting and testing experience.
Classroom Activity: Ranking the type of learner you are:
Accommodator
Diverger
Converger
Assimilator
Received “Multiple Intelligence” hand out.
Read Chapter 8: Motivational Learning
Topic of midterm:
Gagne’s Learning Theory
Three learning theory
Gagne’s Nine
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