For Mid-term Exam:
1. Research the topic you have chosen
2. Summarize your findings
3. Write 10 questions
4. The answer to each question MUST be included in your summary, or a reference link provided
5. Questions must be posted by Thursday April 17th
6. Each person was assigned a number, based on their birth month, and must answer each question with that number (i.e. if you were born in in the month of January, you must answer question # 1 for each topic).
7. Bring your answers to class on April 24th.
NOTE: there will be no in-class session next week.
Class notes:
Kim talked about the textbook's chapter on Piaget (cognitive/knowledge development; stages of development; cultural and environmental influences on stages of development), then lead a discussion of Piaget's main contribution: 4 stages of development and 3 developmental processes.
We then watched a video on Piaget, with breaks for two exercises: schema for driving a car, and 20 questions.
We participated in an exercise where 3 groups selected the 10 best questions developed for Chapter 6 and posted them to a wiki. We discovered that entries can be wiped out by the last person saving his/her information while others are working. Kim then lead a discussion of the questions. An important principle arose: make questions only about important things. Avoid trivia. Ask yourself: what are the main points students need to know about this topic?
ALSO NOTE: before April 24th, you are expected to indicate your topic idea for your Final Project on the wiki page Kim set up for that purpose.
Monday, April 14, 2008
Wednesday, April 9, 2008
Class Notes: 4/3/08
We started with some discussion of the readings from Diana Oblinger's ebook Educating the Net Generation.
Some of the topics where how the younger generation had attention spans of merely nanoseconds and that their process of learning is more about experiential learning.
The net generation accesses information differently. Web 2.0 community sites and wiki's can be used to share/spread information. The older generation is a bit hesitant to edit the wiki content of another user, while younger readers don't have this hesitation. Wikis allow a form of collaboration. More people want to contribute as they see the value.
Access is not limited to the US. With net access becoming more available we are living in a "flat world" where people throughout the world use the same technology for learning.
There was some discussion of the workshop and then we watched everyones Digital Stories.
We formed groups and used Googledocs, sharing the docs with others in our group we created a quick presentation of some things we learned from creating our Digital Stories.
Some of the topics where how the younger generation had attention spans of merely nanoseconds and that their process of learning is more about experiential learning.
The net generation accesses information differently. Web 2.0 community sites and wiki's can be used to share/spread information. The older generation is a bit hesitant to edit the wiki content of another user, while younger readers don't have this hesitation. Wikis allow a form of collaboration. More people want to contribute as they see the value.
Access is not limited to the US. With net access becoming more available we are living in a "flat world" where people throughout the world use the same technology for learning.
There was some discussion of the workshop and then we watched everyones Digital Stories.
We formed groups and used Googledocs, sharing the docs with others in our group we created a quick presentation of some things we learned from creating our Digital Stories.
Wednesday, April 2, 2008
Digital Storytelling with Leslie
ITEC 800 3/20/08 – Digital Storytelling with Leslie – Notes by Arl
We’re going to learn to put together a multimedia script for our story.
We start with reading scripts. We spend a lot of time on the script, harkens back to the story circle idea. Listening to each other’s stories, learning to listen and give feedback. There’s no distance between the story and the story-teller—unlike a documentary. We tell the story, choose the pictures, and put together the piece. Authenticity to form—we don’t have to make up anything.
How to create a digital story:
1. find the experience you want to talk about. The experiences that matter.
2. tell the story of that story for a multimedia environment. 1st person, simple sentences. A lot more like a conversation—except that you match pictures to it. What happens when the two are parallel? How do you make the whole greater than the sum of the parts—by juxtapositioning them.
3. Creating the piece—the software piece.
4. Publishing and/or distributing the piece. Something becomes more real when its published. To give voice, to bear witness, to put something out in the world, it becomes more real, it has a life—
• re-storying—taking the story and te-telling it. owning yr story. Once you tell it from your pt of view, you own it in yr space.
• Idea behind this is that stories are a great way to instruct. Also for us to create something using these multimedia tools. Meaningful—to experience the power of melding story and technology.
• Think about the power of story – or using games to instruct. At the heart of gaming is the story, the narrative.
• Serious gaming—for training. You can go in and be someone else, a sense of fun, engage people in learning.
• Mobile learning (mLearning)—it’s not about computing power, it’s about mobility, it’s important to focus on small bits delivering to mobile devices. (her advice: learn flash lite)
Software: Moviemaker 2, premiere (from Adobe)—30 day free download.
I’m not going to take notes on people’s writings and the feedback we gave them. As issues come up, I’ll note them.
One of the forms: I was this person and now I’m another person and this is how that happened.
Jump right in, start with your most powerful sentence. Such as “the dramatic” question—starting with it, creates the frame/theme and then funnel down to the specific. Editorials don’t change the way people feel, individual stories change the way people feel. Everything needs to be grounded in specificity.
Compare and contrast with a level of specificity.
Do you have a specific audience in mind? It will help inform the tone. Certain techniques can help you speak to specific people.
The fork in the road—is another standard theme.
Some people talk about these stories as resurrection stories, you have to get hit in the gut and then reemerge…
Visual literacy—literal pictures that illustrate specific people/places/etc and figurative pictures like sunshine or empty playgrounds create metaphorical statements.
Authorial voice is created in this genre. Short sentences, direct addresses… “Leap and the net will appear.” People sense the truth intuitively..
Nothing is prescriptive, but the less distance the better.
Does the language fit? Can it be visually represented?
Do I know what you’re trying to say? Is there a real voice? Is there no distance?
Listen for repetition, written vs. spoken language. Let yr voice create the implied subject instead of repeating the subject.
Storyboard a paragraph—different people will show totally different things.
This is like poetry, a tight format, like a sonnet-very structured—a sonnet for the people.
KQED Digital Story Telling story workshop--Next Thursday and Saturday all day. Introductory session Tuesday 5-7pm. But we don’t need to come.
PC—use Audacity for audio editing. Use beta or new version for VO and music.
10 images. The more images you take away from the story. Small number of images—this form asks for simplicity and elegance. Compelling and authenticity are more aligned with simplicity. This form is grounded in compelling authenticity.
Ease in and ease out is available in moviemaker. There’s no “Ken Burns” effect.
Fading up and down from black, cross dissolving, transitions need to inform the story and come from the story.. important not to get too complicated.
Why are you telling this story now? What do you want to say about the experience? What makes the experience important to you? What’s the take-away? The nugget? The truth?
We’re going to learn to put together a multimedia script for our story.
We start with reading scripts. We spend a lot of time on the script, harkens back to the story circle idea. Listening to each other’s stories, learning to listen and give feedback. There’s no distance between the story and the story-teller—unlike a documentary. We tell the story, choose the pictures, and put together the piece. Authenticity to form—we don’t have to make up anything.
How to create a digital story:
1. find the experience you want to talk about. The experiences that matter.
2. tell the story of that story for a multimedia environment. 1st person, simple sentences. A lot more like a conversation—except that you match pictures to it. What happens when the two are parallel? How do you make the whole greater than the sum of the parts—by juxtapositioning them.
3. Creating the piece—the software piece.
4. Publishing and/or distributing the piece. Something becomes more real when its published. To give voice, to bear witness, to put something out in the world, it becomes more real, it has a life—
• re-storying—taking the story and te-telling it. owning yr story. Once you tell it from your pt of view, you own it in yr space.
• Idea behind this is that stories are a great way to instruct. Also for us to create something using these multimedia tools. Meaningful—to experience the power of melding story and technology.
• Think about the power of story – or using games to instruct. At the heart of gaming is the story, the narrative.
• Serious gaming—for training. You can go in and be someone else, a sense of fun, engage people in learning.
• Mobile learning (mLearning)—it’s not about computing power, it’s about mobility, it’s important to focus on small bits delivering to mobile devices. (her advice: learn flash lite)
Software: Moviemaker 2, premiere (from Adobe)—30 day free download.
I’m not going to take notes on people’s writings and the feedback we gave them. As issues come up, I’ll note them.
One of the forms: I was this person and now I’m another person and this is how that happened.
Jump right in, start with your most powerful sentence. Such as “the dramatic” question—starting with it, creates the frame/theme and then funnel down to the specific. Editorials don’t change the way people feel, individual stories change the way people feel. Everything needs to be grounded in specificity.
Compare and contrast with a level of specificity.
Do you have a specific audience in mind? It will help inform the tone. Certain techniques can help you speak to specific people.
The fork in the road—is another standard theme.
Some people talk about these stories as resurrection stories, you have to get hit in the gut and then reemerge…
Visual literacy—literal pictures that illustrate specific people/places/etc and figurative pictures like sunshine or empty playgrounds create metaphorical statements.
Authorial voice is created in this genre. Short sentences, direct addresses… “Leap and the net will appear.” People sense the truth intuitively..
Nothing is prescriptive, but the less distance the better.
Does the language fit? Can it be visually represented?
Do I know what you’re trying to say? Is there a real voice? Is there no distance?
Listen for repetition, written vs. spoken language. Let yr voice create the implied subject instead of repeating the subject.
Storyboard a paragraph—different people will show totally different things.
This is like poetry, a tight format, like a sonnet-very structured—a sonnet for the people.
KQED Digital Story Telling story workshop--Next Thursday and Saturday all day. Introductory session Tuesday 5-7pm. But we don’t need to come.
PC—use Audacity for audio editing. Use beta or new version for VO and music.
10 images. The more images you take away from the story. Small number of images—this form asks for simplicity and elegance. Compelling and authenticity are more aligned with simplicity. This form is grounded in compelling authenticity.
Ease in and ease out is available in moviemaker. There’s no “Ken Burns” effect.
Fading up and down from black, cross dissolving, transitions need to inform the story and come from the story.. important not to get too complicated.
Why are you telling this story now? What do you want to say about the experience? What makes the experience important to you? What’s the take-away? The nugget? The truth?
Sunday, March 16, 2008
WHAT'S REALLY GOING ON--3.13.08
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
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
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
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