Learning Theories

SESSION BEGINS...
Dr. Foreman returned the Timeline assignments. GREAT JOB! Delivery and form is important in ITEC and with this assignment we took on the role of over achievers.
a
iLearn Updates:
*Dr. Foreman set the upload option in the Assignments section to allow for the retrieval of a document already sent.
*The Forum sections are set up to allow everyone to view and comment and the Assignment sections are set up to be viewed solely by Dr. Foreman.

Don't Forget:
*Write your weekly reflection following the discussion of the assigned reading.
*Saturday, October 28, 2006 is the Digital Storytelling Workshop


LECTURE: Learning Theories
Inquiry and the creative side of education is lost with the Standards. Can technology be the source of change?

Teachers need to offer variety in instruction, because there are different types of learners.

What is happening in the 21st Century?
Baby Boomers are teaching the Net Generation. Research is being conducted about new learning theories, because the Net Generation processes information differently. They are very technological; and an overstimulated generation. Gadgets appear to be an extension of their bodies.

Is technology good? It is too much like T.V.? Where is the balance? Is there guidance available to ensure that these tools are used effectively?

Is reading literacy on the decline because of technology?

There is a gap between the students with access to technology and those without. How will this affect instruction?

SMALL GROUPS: Behaviorist Perspective, Information Processing Perspective, and Constructivist Perspective Theories Exercise

Wednesday ITEC 800 Summary Aug. 30, 2006

Today's class was filled with so much information that it needs to be summarized before it withers away into the back of the mind and out of reach. (If I forgot anything, that is your cue to chime in on your replies)

Summary:
Professor Foreman gave an interesting overview of what to expect in ITEC 800 as well as what tools we would be using for this course. She also briefly mentioned theories that surround the learning process, what is expected of us and the difference between lecture and seminar style class meetings. Here are some highlights of tonight's discussion.

Wednesday, August 30, 2006 ITEC 800.01

1. Going over iLearn tool:
a. iLearn: learning management tool for class
i. This will be used as a communication tool for the class
ii. Each week one student will summarize and write a blog entry and the other students will discuss things that had been posted (I will do the first blog)
iii. “Moodle” (Modular Object-Oriented Dynamic Learning Environment) Wikipedia, accessed 8/30/06
iv. I will do the first blog since I am the only one in class who has blogged

2. Going over syllabus
a. Seminar style
i. You are teacher, come prepared for discussion
ii. Prepare, ready to share > names, intro
Tony, Yana, Deidra, Kate, Nora, Layana, Liz, Erica, Deb, Doris, David, Phillip, Peter, Lane, Chasity, Mary

rehearsing, mental process, taking notes is a process for learning; it is a study skill

b. Lecture style
the professor speaks, we listen and take notes

c. Online class sessions (3 or 4) do not come to class. Instead use iLearn to forums to discuss issues posted at your leisure that day

3. understand learning (3 pics on iLearn week 1)
a. Know the person, ignite the fire, passionate
5. Different Learning Perspectives:
a. Behaviorist/Cognitivist/Constructionist
b. How much do we remember?
c. Dale’s Cone of Experience
6. Discuss the exercise of crytoquips > metaphor, learning device, teaching tool
a. Strategy used by winning team?
i. Sharing
ii. Problem solving skills
iii. Knowledge
iv. English command
1. vowels
2. word length
v. teacher give one clue to help you along the way to finish puzzle
7. learning style is different among everyone (visual, audio, A&V, hands on, experience)
8. do assignments as much as you can and then discuss things you don't understand in class

Homework: please see iLearn assignments button as well as to think about what your philosophy on learning is and try to write a quote about what education / learning means to you.

Next week's assignment is from handout: “A Brief History of Instructional Development” (Timeline Assignment)
Pictures are to be used as a way for you to remember what is happening in education at the time

Professor Foreman will check into this workshop and day by next week for us.

***Friday September 22, 2006 all day workshop (9 to 5pm) on Digital Story Telling.

*** Saturday October (?) all day workshop on Digital Story Telling.

Week 15--Vygotsky: The Social Formation of Mind

May 9, 2006

Engagement is motivation
Vygotsky—social/cultural linked
Aptitude attitude motivation
Video-vygotsky developmemtal style
4 ideas:
Children construct knowledge
—w/ interact w/physical objects—constructed w/ another person
Learning can lead development
--diff than piaget—mus master language to master logic, argued
--Zone of proximal development---level of assisted performance vs. independent development IS the zone of proximal development
---form educators, what
---unassisted evaluation alone does not give accurate assessment of child (one can go further than others w. assistance
--always teach to upper end of learning—what can be learned w. assistance
---importance of instructor intervention…higher levels of symbolic play

Development not separate from its context
--diff culture development different way s of structuring logic
Language central role to mental development
--info passed generation to generation by language….language is medium …exterior and interior prompts
Groups:
What is vygotsky’s theory—how do you implement in instructional design.

Rwanda—children gathered in circle, while someone tried to line up—culturally the circle is significant, entrenched, did not grasp ‘line-up’

Karen’s iMovie about friend in NY
Humanmetrics.com for personality assessment
We all think differently, learn differently. Behaviorist thought they could reduce all learning to behaviorism, not complete theory.

Kolb’s learning styles
Sensing/feeling at one end(top), thinking on the other(bottom)—‘transformation’ is crossroads---perception n/s MERDIAN
Watching/reflecting on one side(right), doing/action on other end(left)
Imagination/diverges between feeling and reflecting
N
Theory builder/scientist/abstract thinker between reflect and thinking
Engineer between doing and thinking
Artist between doing and feeling
Idea, plan, activity, present
Engage, rules, instruction, application as teachers to cover all learning styles…
70% in upper zone, 30% in lower






Final presentations
Klendalyn “Motivation

Take out sheet fold into 4 sheets:
“A” “R” “C” “S”
http://userwww.sfsu.edu/~kemana/motivation/home_mot_page.html
Check out her site—lots of good motivation resources.

Leo RSS for Education
http://techleo.com/
Real simple syndication
Content comes to you
What is good, what it does, how it comes to you
XML or RSS means site has RSS feed
How to create your own---U of MISS has site to train you how...

Del.icio.us social bookmarking site

Final Presentations next week!
Areej will be presenting our collaborative final project on Wikis and Blogs in Education--I will be at my daughter's choir concert.
It has been a great term---see all of you later.
PS: I'm having a party June 17th--will follow with email.

Blog ON!
Desmond Rutherford
desmond_rutherford@yahoo.com

Week 14: Motivation & Self-Regulation in Learning

May 2, 2006

Dr. Foreman began by asking us what do we know about Korea.
Knowledge is a resource in learning. What do we know?

It is geographically south of China.
"The single shard”—children’s book from Korea. (Leo recently read)
Korean BBQ!--Karen
Korean language is a phonetic language--Brian.

Isolated for 5000 years.
Why Korea?
Reason: Dr. Foreman: I am Korean. You are interested because here I am –are you motivatd to learn about Korea?

How do teachers motivate learners? Extrinsic? Money? Internal motivational?
Master’s degree changes sense of self—Karen
MA—extrinsic & intrinsic
Barry : equate educaton w/ advantage/opportunity

Good instruction uses extrinsic motivators to stimulate instrinsic motivation in student.

Dr. Foreman passed out Hand out of Korea: 5 thousand years in 5 paragraphs!!

Japan took over Korea of 36 years---Korean language outlawed.

We broke into groups and created a visual diagram of 3,000 years of Korean history.
Koreans came to SF established busineeses, like rice manufacturing near Fresno & earned money to help fellow Korean back home.

No anchor, info doesn’t stick—no schema for dynasty names (for instance)--—we built schemas with our graphic representations, so even taking away our “poster” we can still tell the story of Korean. Leo was able to retell story because of the pre-constructed schema. Dr. Foreman says that after this exercise, having constructed our own schemas to handle the subject matter, we can tell a story of Korean history that some Koreas cannot! Interesting. I know that in my travels in Europe, I met many Europeans who knew more about American History that I did!

Motivation Theories
• Extrinsic versus intrinsic
o External and tangible
• Keller’s ARCS model

John Keller—instructional design model—Florida State U

Attention---(Once again--gain attention to capture those learners!)
Relevance--- personal goals and needs, familiarity (bring this to bear, instructional designers!)
Confidence- help feel successful, control success, expectations, mastery (teachers can heavily influence the success of a learner by the interaction in the classroom situation---IDers can do this too w/ creativity and sensitivity)
Satisfaction,--(This can be a challenge, how do we invoke and sustain satisfaction in a learning enviornment?)

John Keller: “strategies for stimulating”


Motivation: Group Differences:
Traditionalists
Baby-boomers
Generation Xers
Millennial

Practical Motivators
Teaching behavior (content is sometimes peripheral---sometimes we are motivated by the instructor, therefore the subject)

Enthusiasm
Voice, gesture, movement, facial expressions
Eye contact

Clarity—speech, presentation, outline, major points. Esxamples

Interaction: praise, student;s by name-address, methods of instruction, course assignments, sllabus, 1st impressions, course goals/objectives

Amy Carr:
We visit web site----game to satisfy ARCS…each group described way to facilitate theory.

Chapter 11—Read—no written homework!!!
Next week we may see the first couple of final presentations...Klendalyn's? Leo's? Others'? For all: Good luck on your final projects!

Blogfully yours!
Desmond Rutherford
desmondr@sfsu.edu

Week 13--Situated Cognition

Thank you Barry for doing this week's blog since I was out ill!!

ITEC 800 04/25/06
Internship @ Genetic instructional design w/ high technical writing skills during the
summer
Friday - May 5, 2006 5-8 PM | ITEC Open House
Invite friends, family
Apple, Genetic
Final project, DST
Recall of last week discussion
Piaget –(Constructivism) knowledge is constructed
Accommodation – learning new skills; change in lifestyle; Mother comes to visit you give
her your bed
vs
assimilation = old schema anchored to new schema
equilabration > equalize: adjusted to the environment
Behavioralism | learning principle | focus on behavior
Stimulus > response > reinforcement
Feedback, extra credit, recognition, money, acknowledgement
Cognittive learning principle | focus on process
Input>process>output
Constructivism | Piaget Active; Interaction, Problem solving, w/environment
How do you become an expert
Situated cognition | happens in a community | external
Cognitive Theory | what’s in the mind | internal
Hands on rather than read @ it
Be a scientist; apprenticeship;
Ex: students in 800 are learning new professional jargon; after a year you are more
familiar w/ new environment
Group brainstorm
What did you learn today?
Where did you learn it at?
Pg. #168 | Driscoll’s article
Peripheral –learning @ the community
Inbound - just becoming a part of the community–
Insider- part of the community
,boundary-

Week 12: Cognitive and Knowledge Development

Started with a overview of what we have covered so far on this itec800 journey as an introduction to Piaget.

---Speakers from last Monday---Jay Cross, , Bonk, and Reiser, all constructivists—problems are not always instructional problem. First, perceive the problem. Move on to best solution, even if it is not a training issue.

Behaviorism
Cognitive Theory—umbrella for many (gesalt—perceived
Constructivist

The learning theory reflects the lens of how we see what we see…

Are we paying attention to behavior or our development of thinking process—logical development—Piaget looks at all 3. Some throw out Behaviorism to look at Cognitivism, same with cognitive versus constructivist…however, we need to incorporate what is needed for what situation.
Piaget observed his own child…..came up with 4 stages of cognitive development:

Sensorimotor (birth to 1 year)..pre-symbol, preverbal, explore the world by putting it in your mouth.
Preoperational (2 to 8 years) partial logic, tall thin glass perceived as having more than short wide glass.
Concrete operational (8-14) conservation, reversibility, seriation, classification
Formal Operations (over 14)—can perceive multiple possibilities, deduce, exclude…abstract thinking,

Piaget’s ideas suffered criticism due to generalizations---critics would see anomaly, throw out idea…erroneously.
Classical thinking, not all fit in to categories….
Critique: did not look at individual differences
Montessori, modeled from Piaget…
Process )assimilation/accommodation) schema—sucking infant—part of experiencing world, learning about environment…
Schema (Airport) Been to one…easy to navigate in any other city.

Assimilate or accommodate? Schema is pattern assimilate—accommodate it more radical adjustment to environment.

Epistemology—how do we know
Broke into groups to evaluate 4 main cognitive development levels
Sensorimotor—(4 stages)
Preoperational--
Concrete Operations—conservation, reversibility, seriation, classification
Formal Operations—abstract thinking,

Final Projects:
Take our emerging technology topic, apply the theories we have learned in this semester, identify. How is it implemented….Present a 10-minute PowerPoint version of what might be a 40-minute presentation.

Movie---neonates…grasping, sucking…follow moving object…taste and hearing present a birth---3 weeks distinguish mother by sounds of voice and looks…then on to early cognition…piaget….consider ‘the theory’ of cognitive development..innate inborn abilities to learn about world,,exp world, build on it …think differently than adults…interaction with environment, active discovery….inner drive to organize and learn by past experiences…unit of itellegent behavioir is schems---mental respresentations (thinking….

Assimilation..taking in things from environment
Account for different situation…accommodation…change behavior to accommodate new element in world
Equilibraton provides stimulant to learn more about the world…
The invariation
Object permanence …general symbolic function….18 to 24 mos..
Preoperation…egocentric
Animism
Mamamedia.com (?) look at thia –what are they learning…what stage are they at??

Seymour papert?
Nextweek: Situated Cognitions

Blogfully yours,
Desmond Rutherford

Week 10 ISAN Guest speakers discuss instructional technology

We all got to meet and eat and listen to current trends in instructional technology, thanks to our guest speakers Jay Cross, Dr. Curtis J. Bonk, and Dr. Robert Reiser. While Jay Cross is revered in his field, he seemed to meander and lack dynamic speaking ability. For those of us in the munchies auditorium, only about one third of his words were audible, so we focused on the cheese and crackers. I know I am not alone in feeling that those of us in the web-cast room did not get the same quality of experience and those who were crammed in with the “No. 30 Stockton Bus” feeling of intimacy in the live room.

Hands down, Curtis Bonk was the most captivating presenter (with or without the Borg mask!) Many of the topics that he touched upon were quite exciting, i.e., the physics professor who did morning online assessments to guide the content of his afternoon lectures and stated JITT (Just in time teaching). I would have liked a more thorough covering of these topics, bit I was excited about the talk, just the same.

Robert Reiser’s talk on problem-solving the issues of employee motivation and productivity was inspiring and interesting. The Century 21 example where senior sellers would share their expertise with novice sellers was a creative solution that inspired collaborative learning was refreshing to hear especially because it involved people would normally compete against each other.

Overall, we all left feeling that we learned something and that we have made a good decision to study Instructional Technology. I hope that ISAN can provide such forums on a more regular basis.

Desmond Rutherford

Week 9--Gagne's Model of Instruction

Itec800 blog
March 28, 2006

Next class will be at 5pm on Monday:
Monday, April 10, 2006
5:00 – 7:00 PM
BH 168

Bring questions (Post on Forum) about e-learning, blended learning, m-learning
No homework---take notes—enter into forum
E-learning, Blended-learning, M-learning, Informal learning, ilearn, whatever you want to call, we want to discuss about changes in learning modes. Dr. Robert Reiser from Florida State, Dr. Curtis Bonk Indiana University and Jay Cross (E-learning)will be speaking.

After our mini, 10-min teach, group guesses what outcomes are, as teachers, we reveal---(we didn’t really do this…)
Our instruction should be done with outcomes (objectives) in mind.

Karen:
“Gagne goes Green”
Flower, fruit, veggies—create vase.
Pear stuffed with flowers, apples, peppers. We all created vases from fruit and stuffed flowers—beautiful.


Glendalyn
Obesity & Relates to disease, death (attention gettter)
“5 Healthful eating changes”
Self-assessment—then 5 volunteers read solutions to reach objectives/descriptions.
Passed out the explanantions to all after exercise.
Grain demo: passed around bags
“Look for Whole grains” not ‘multi-grains’ for best health benefit.
Asked us to fill out form---2 goals, what we learn, etc.
Pass around bag of vanilla granola—yay! We like demos we can eat.


Carmen
Internal computer components
Understanding them—why it matters—
Physical examples—mother boards, cpu’s, ram,
Specs: cpu (1.87 Giga hertz)
RAM explained w/ desk metaphor—Very good! More RAM (measured in MB), more piles of paper to work on,,….
Short quiz—


Barry
Attention getter: Bass singing “Take me to the River”—Al Green would be proud!
Crappie fishing rods—bamboo garden sticks to make rods. Explanation of keeping the bait in motion and hands on making our own rods—I’m ready to fish!

Brian
Gagne likes music (attention getter)
How to avoid paying 20 bucks for a CD when you only like 1or 2 cuts…use iTunes to buy music by the song or a whole release for $9.99—we love iTunes.

Desmond
Cootie Catchers—break from the mundane, make critical decisions with your new cootie catcher. Demo & step by step process for folding the CCs—plus live interaction of using the cootie catcher—it turns out that Dr. Foreman is going to be a millionaire.

Terrence
“Shoe/ through, done, gone, this , that, passed. Facetious”
Phonemes…phoneme chart for every sound in English.
Explored how every sound in English is linked to phoneme chart.

Anthony
Explored what makes good photograph.
Composition of thirds, with just a hint of personal aesthetics.

Peter
Started speaking German---how to count to 10
Taught us to count: (2nd vowel dicates sound)
Eins, zwei, drei, vier, funf, sechs, sieben, acht, neun, zehn
We’re off to Berlin for a pilsner.

Darren
English learners’ lesson—We are all 7th and 8th graders…
“determined”—how to say it, what it means, multiple uses—effective!





Leo

Paper airplanes
Think about flight, make airplanes

Next week—upload lesson plan……see everybody on Monday April 10th, 5pm in 168 Burke Hall. Ciao!

Desmond Rutherford

Weeks 7 & 8 Digital Story Telling, NetGen and Gagne

Today we meet again after our day long Digital Storytelling Workshop on Saturday.
After some technical difficulties, we watched the DST videos…

Glendalyn:
“Cherished”
About her pregnancy and birth of her children-—growth of infant to young child..learning purpose thru children…(done in pinnacle…quality of medium under par, but the story was very good.)

Carmen—"Xu Xu"
This was about having puppy in her life and what she learned:
playfulness, love,—love of animals. All voice-over--No music til end—very effective, I thought--well done.

Leo —
"Tapir"
Leo takes a trip to Costa Rica and encounters macaws spider monkeys wild pigs...Santana as sound track with soun wonderful wild animal noises as well. Climax is finally coming face to face with the wild Tapir--a 7ft hog/aardvark creature--handsome indeed!

Peter-
"Graduation trip"
After an upsetting graduation, he takes a trip with father and sister to Switzerland. I was about dealing with the anger and appreciating family and how he reconciled his feeling among relatives in a small town. Knowing how the story was in first draft and comparing to final version, this piece really developed.

Anthony
"Back to school"
This was done in video format and Anthony compares school here at SFSU with his home country, the Philippines. He did his DST on the DST workshop experience, so we all got to see our handsome muggs on the big screen...I was glad that Anthony did this; he created a record of a memorable day--way to go!

Desmond
"I Have Arrived"
My piece was about taking a trip to Scotland to visit my folks, searching in different places and learning the simplicity of being attached to my parents...and understanding my connection to them.

Areej
"Having a Choice"
This was about Areej comparing her life to her peers—they got married, had kids, appeared happy, but she followed her dreams as her father sagely advised her to do. Now she is reaching for high goals because she has a choice...very good.

Terrence-
"There are a thousand joys to let out life…”
A look at dealing with his Father's death. He reminisces about his father’s life and deals with the pain of watching a loved one die. This was a very moving piece. Terrence looks at the silent communication of his mother and father facing death...a moving tribute.

***While more technical issues were resolved we viewed Dr. Foreman's slide show of Tokyo, Seoul and Kyoto. We also got to see her home in Korea and her father’s grave mound, who had just passed recently...

Brian
"Eating, a world away"
Brian takes a return trip to Malaysia as an adult and explores the epicurean delight of eating...many delicious-looking dishes, but all I wanted was the frog porridge!

Barry
"Gigging in Kawai"
Barry goes to Hawaii to play music for the summer w/ his uncle. He find companionship and forms a trio playing all over Kawai and jams with lots of musicians, including Billy Preston...after a summer of cool gigs, he lands back in California and happily returns to his 5th grade class.

Darren-
"Driving 55"
This piece explores the Zen of driving 55 and staying relaxed while the world rages around him (nice road rage shots, Darren!) He is saving gas, saving money and saving his sanity!

Karen was out sick--we look forward to her video next week.

_______

We discussed Constructivist approach to learning in light of our DST workshop experience. In the process, we create our own meaning—construct, hands on—create own meaning because personal…from there, we learn the technology…
Cooperative learning. Community of learners.
We did a round robin commenting on what was best part of the DST day:
(Following is a montage of everyones's comments...)
Learning everyone’s stories---end result was a surprize
Fascinated w/ group, all individuals—help each other...Nature of community building...Satisfying to complete project...Vision realized...Learning to condense...Something we deal with—release by telling the story...I'm going to make a christmas presents of iMovies...Like working w/ people—getting help from others...Chance to look back, reflect...Like the combination of group interaction and solitary work...Realizing how nice commute is...an ideal to aspire to.
____________

Net-Gen learning style vs Gagne’s theories….
Audience analysis….education does not always take into account like business will do market research. Despite grumblings from older generations, the NetG are interested in learning—just need to learn how to engage with them.
>>>We need to change, not the next generation.
Barry mentioned his nephew and daughter..teenager, how they multi-focus, on phone, television, computer, etc and he just learned to download an attachment.
Dr. Foreman used an immigrant analogy: older gen vs the younger gen--we need to learn the habits of this new land of NetG people--when in Rome!
Net gen used to finding out info on own—they need guidance more than rigid teaching..

We had a discussion regarding the use of Lynda.com. I haven't used it yet...now after the varied discussion I have bookmarked it and will explore...
Some only use when stuck, some learn by it faithfully. The discussion reflects how differently we all learn and each have our own needs for learning.

Someone mentioned the value of telling another what you know to reinforce—or teach someone...

Net gen not getting validation or feedback, which they are accustomed to, now that they are in corporate world...it has created a problem.
___________

3 dominant theories:
Behaviorism—1920-60
Cognitivism-1960-90
Constructivism, 1990-present

Gagne—focus on instruction, not learning
Looks at learning theories as (...?)
Famous for his Taxonomy: Ok, who can recall them w/o looking? (Hint: VICAM)
* verbal information
* intellectual skills
* cognitive strategies
* attitudes
* motor skills

Gagne: Godfather of instr technology, 1st to set up instr tech as field—(FLA state)
Tribal effect of DR and students----diff school of thoughts...closed circles.
His ideas are more behavioral and cognitive, not constructivist, Teacher-centric
Mastery-learning—hierarchy for mastery...Also, teacher decides steps of learning----

Use of Cognitive ideas:
How do you help?—What strategy to help encode and retrieve learning object?
Teacher can relate something familiar—mnemonics.. Tips to learn, etc.
Teacher—organizes info—use visual, connect new w/ prior knowledge + compare/contrast

Construct-
Teacher as coach, not center of learning experience

Experiential learning
Behave, cogn and contr…

Gagne: was behaviorist, became cognitive
Bloom vs. Gagne:
Bloom 1955
Recall and recognition
Comprehension
Analysis
Synthesis
Evaluation

Gagne—VICAM 1965
Must know 9 event of instruction!!!!
1 gaining attention
2 inform learners of objective
3 stimulating recall of prior learning
4 presenting the stimulus
5 providing learning guidance
6 eliciting performance
7 providing feedback
8 assessing performance
9 enhancing retention and transfer

Remember by grouping in chunks
1-3 intro—preparing of learning
4-7 learning event—acquisition and performance
8-9 post learning…--transfer of learning

For next week: Lesson Plan of simple instruction (USE GAGNE)
Teach the class something
Use as many Outcomes as possible
Use all 9 events !!!

Merrill 1987:
find, use, know (performance level)
Fact, concept, procedure, principle (outcomes)
Merrill was student of Gagne, he incorporated both Bloom and Gagne into his theories. Now Merrill ides used most.
Know…first level
Use…more advanced
Find---discovery—highest level

Next Week: turn in midterm quiz, on Gagne.

As always, please comment on this Blog.
Thanks! Desmond Rutherford

Greetings from Japan

I checked the itec 800 ilearn site last night and notice that some of you already watched Oblinger's presentation and made your comments. I appreciate that. Here is some pictures I promised. The faculty workshop workshop went really well, I am just so amazed how professors are so professional and responsible. I will write about it after today's seminar. For now, here is my travel log:

http://comeandseerwanda.blogspot.com/