Hello and welcome to another fun semester of ITEC 800!
On this rather hot day, Dr. Kim Foreman introduced us to her link on iLearn, discussing the course syllabus, expectations, and the importance of group interaction. "Know your audience and how they learn!," she said. Kim mentioned she's like one or more of us each week to post on this blog about what the class had discussed. We then had the opportunity to introduce ourselves, and tell the group our name, where we're from, background, and something interesting about ourselves.
From this, we learned that different information is stored in different parts of the brain:
*Short-term memory (30 seconds)
*Long-term memory
*7 + or - 2 principal by David Miller detailing learning research and how the mind works.
As a broad overview the class discussed the following topics which will be covered throughout the semester in this class as well as ITEC 801:
*Instructional Technology and ID
*Different Learning Perspectives (Behaviorist/Cognitivist/Constructivist)
*Learning Principals and ID
*Instructional Principals and ID Design
*Research and Implement technologies: Online tools: blogs, Wiki, podcasts, Skype, Breeze, Centra, etc.
After a short break, Kim mentioned a great website to take a look at: AECT.org.
The group then went a bit deeper into how much do we remember, which included the group guessing and then Kim reviewing Dale's Cone of Expertise. Subject areas included:
*Read-10%
*Hear-20%
*See(view images, watch videos, etc.)-30%
*Hear & See (exhibits, sites, demo, etc.)-50%
*Discuss (participate in hands-on work, group work, design a lesson): 70%
*Experience(design/teach): 90%
*Teaching
During the discussion, Kim also mentioned ADDIE, which stands for:
Analyze Design Develop Implement (Use It!) and Evaluate
Finally, the group was divided into several teams to try and define what "educational technology" means. For my group, we defined educational technology as the "use of technology to develop and deliver education and access to learning."
For our next class, we're to read "A Brief History of Instructional Development" and create a time line that highlights the major events and theorists in the history of instructional development. We're to include events from our own lives or something from another aspect in history. The time line can be drawn or done on a computer with pictures and/or symbols. Have fun!
Happy Labor Day Weekend!
Friday, August 31, 2007
Wednesday, February 28, 2007
February 27, 2007. Digital Story Telling. Sign up sheet
This week.
1)Leslie Rule from kqed channel 9 comes to conduct Digital Story Telling Workshop.
Four steps
1. Find the experience
2. Telling the story
3. Creating a piece
4. Publish the work.
2)Cognitive Theory
Digital Story telling is on Saturday March 10, 2007 at 9am - 6pm in BH 170. Please sign up what will you bring for that day?
I will bring doughnuts.
David Vuong
1)Leslie Rule from kqed channel 9 comes to conduct Digital Story Telling Workshop.
Four steps
1. Find the experience
2. Telling the story
3. Creating a piece
4. Publish the work.
2)Cognitive Theory
Digital Story telling is on Saturday March 10, 2007 at 9am - 6pm in BH 170. Please sign up what will you bring for that day?
I will bring doughnuts.
David Vuong
Saturday, February 24, 2007
Week 4: Behaviorism
This Week brought an in-depth view into the development of behaviorism. Class started with a small exercise conducted by Dr.Foreman, who taught the class to say "Hello" in Korean. Our class will forever know what the phrase resembling "Onion Hacio" means. After this exercise the class watched a short video on the life and work of B.F Skinner. What was monumental about Skinner's research was that unlike Pavlov whose theories were based on a Stimulus-Response relationship, Skinner's Research was based off of a Response-Stimulus Pshychology. This idea would later be termed Operant Behavior or for the layman behavior governed by consequences.
After a short break the class divided off into broups and discussed the questions assigned for homework. Each group was then given the assignment to teach the class something new using the 5 essential steps of any teaching any new behavior.
Group 1:) Yoland-Aaron-Rags: Used Chaining to teach the steps of digestion to 9 volunteers.
Group 2:) Myron-Dave-Danial: Used Praise and chunking to teach the class how to properly dice an onion in 1 minute.
Group 3:) Aaron-Geoff-Elena: developed a plan to teach highschool students to recycle3 bottles and cans for rewards.
Group 4:) Danial-Angelica-Giovanna: Used Shaping stratagies to train students to turn off their cell phones during class.
Group 5:) Lily-Tom: Used chaining, modeling, and fading to teach children to brush their teeth after each meal.
What was common among each of the groups was that they broke down the behavior into chunks, incorporated repitition, and implimented some sort of measurment to test if the behavior was being learned.
After a short break the class divided off into broups and discussed the questions assigned for homework. Each group was then given the assignment to teach the class something new using the 5 essential steps of any teaching any new behavior.
Group 1:) Yoland-Aaron-Rags: Used Chaining to teach the steps of digestion to 9 volunteers.
Group 2:) Myron-Dave-Danial: Used Praise and chunking to teach the class how to properly dice an onion in 1 minute.
Group 3:) Aaron-Geoff-Elena: developed a plan to teach highschool students to recycle3 bottles and cans for rewards.
Group 4:) Danial-Angelica-Giovanna: Used Shaping stratagies to train students to turn off their cell phones during class.
Group 5:) Lily-Tom: Used chaining, modeling, and fading to teach children to brush their teeth after each meal.
What was common among each of the groups was that they broke down the behavior into chunks, incorporated repitition, and implimented some sort of measurment to test if the behavior was being learned.
Tuesday, February 13, 2007
Week 3 Overview, Feb 13, 2007
Classnotes
Tuesday, February 13, 2007
This week we will reflect on the three dominant learning theories.
What is the difference between learning and instruction?
David C. – Learning from instruction.
Rowland. Learning and instruction come from different perspectives.
K. Foreman – Sometimes learning objectives and instructional objectives are used interchangeably. Educational psychology observes how the learner learns. Whereas instruction is how a teacher teaches, presents materials, organizes information, delivers instruction.
Page 25 of Newby article – The nature of instruction. The goal of instruction is to help students learn and meet predetermined goals. Nowadays, there is a lot more informal learning happening.
Reflection – What did you learn today?
I learned that you cannot put a background image behind text in a word document like you can in Photoshop. Feedback – Some suggested to save the document as html. Wouldn’t be surprised if latest Word application comes out with this capability. This new knowledge was acquired by “self-discovery”. Regs showed how to insert an image into a table, then placed it behind the text.
Aaron – learned to use Helvetica font instead of Times New Romans to make a document look “cleaner”.
The point is … we learn by using all three combinations of theories!
With constructivist theory, prior experience can often help in the learning experience, but sometimes it can work against you!
Learning theories can be applied according to subject matter. As instructional designer, knowing the different learning theories help them present the subject matter in the most effective way.
What strategies were used when writing our last assignment, the matrix? Myron scanned, got rid of redundant points and came up with most important bullet points. Expert readers know how to quickly scan a document and pick out the most important concepts. Dr. Foreman could have used any number of assignments to get us to understand and compare the three learning theories.
Important learning strategy;
SQ3R - Scan, Question Read, Review and Rehearse.
These 3 strategies help a learner understand information and makes their mind much more active.
Quote of the evening #1, “Behaviorism appeals to our bird brain.” – Myron
Dr. Foreman distributed a table for comparing and contrasting theories. In a group, we reviewed our matrix, and then came up with a real life instructional/learning objective. Decide which learning theory would work best.
Class broke up into triads to brainstorm and discuss the learning theories. Main questions asked: Was knowledge received? Was knowledge acquired? Was knowledge generated, constructed?
Quote of the evening #2, “The brain is the hardware, the mind is the software.” – Regs
Presentations – (share out)
Group 1: Behaviorist Perspective: Cooking Noodles with 5th graders. Task oriented. Steps laid out. Feedback Scenario, tasting allows learner to know if task was performed successfully. Timer is a material. Helpful if teacher showed a video of the process, provide recipe plus materials, then opportunity to actually cook noodles.
Group 2 – Constructivism. Based on experience. Real-life examples include discussions. Learning activities – field trips are great, provide experience. Learning media – team work and group work. Best example is what we are doing in this class with lots of discussion and sharing of views.
Group 3 – How to teach how to browse the web. Chose constructivist method. Facilitator would ask many questions based on previous experience. Activities would include problems to solve, for example how to find a restaurant, provide a specific website, or how to find directions using mapquest. Discovery learning would take place, allowing them to make mistakes. Use different web browsers – google. Yahoo, etc/.
Group 4 – Objective: teaching students how to design a web page. Chose constructivism. Week one was lecture, identifying 6 basic parts of a web page, create a web page, analyze, synthesize, then critique.
Group 5 – Real-life example was to teach how to use a camera using the informational processing perspective. First there would be a lecture, then teach exposure, teach how to use camera, students go out on the field and practice shooting in different lighting.
Next week we will zero-in on behaviorism.
Tuesday, February 13, 2007
This week we will reflect on the three dominant learning theories.
What is the difference between learning and instruction?
David C. – Learning from instruction.
Rowland. Learning and instruction come from different perspectives.
K. Foreman – Sometimes learning objectives and instructional objectives are used interchangeably. Educational psychology observes how the learner learns. Whereas instruction is how a teacher teaches, presents materials, organizes information, delivers instruction.
Page 25 of Newby article – The nature of instruction. The goal of instruction is to help students learn and meet predetermined goals. Nowadays, there is a lot more informal learning happening.
Reflection – What did you learn today?
I learned that you cannot put a background image behind text in a word document like you can in Photoshop. Feedback – Some suggested to save the document as html. Wouldn’t be surprised if latest Word application comes out with this capability. This new knowledge was acquired by “self-discovery”. Regs showed how to insert an image into a table, then placed it behind the text.
Aaron – learned to use Helvetica font instead of Times New Romans to make a document look “cleaner”.
The point is … we learn by using all three combinations of theories!
With constructivist theory, prior experience can often help in the learning experience, but sometimes it can work against you!
Learning theories can be applied according to subject matter. As instructional designer, knowing the different learning theories help them present the subject matter in the most effective way.
What strategies were used when writing our last assignment, the matrix? Myron scanned, got rid of redundant points and came up with most important bullet points. Expert readers know how to quickly scan a document and pick out the most important concepts. Dr. Foreman could have used any number of assignments to get us to understand and compare the three learning theories.
Important learning strategy;
SQ3R - Scan, Question Read, Review and Rehearse.
These 3 strategies help a learner understand information and makes their mind much more active.
Quote of the evening #1, “Behaviorism appeals to our bird brain.” – Myron
Dr. Foreman distributed a table for comparing and contrasting theories. In a group, we reviewed our matrix, and then came up with a real life instructional/learning objective. Decide which learning theory would work best.
Class broke up into triads to brainstorm and discuss the learning theories. Main questions asked: Was knowledge received? Was knowledge acquired? Was knowledge generated, constructed?
Quote of the evening #2, “The brain is the hardware, the mind is the software.” – Regs
Presentations – (share out)
Group 1: Behaviorist Perspective: Cooking Noodles with 5th graders. Task oriented. Steps laid out. Feedback Scenario, tasting allows learner to know if task was performed successfully. Timer is a material. Helpful if teacher showed a video of the process, provide recipe plus materials, then opportunity to actually cook noodles.
Group 2 – Constructivism. Based on experience. Real-life examples include discussions. Learning activities – field trips are great, provide experience. Learning media – team work and group work. Best example is what we are doing in this class with lots of discussion and sharing of views.
Group 3 – How to teach how to browse the web. Chose constructivist method. Facilitator would ask many questions based on previous experience. Activities would include problems to solve, for example how to find a restaurant, provide a specific website, or how to find directions using mapquest. Discovery learning would take place, allowing them to make mistakes. Use different web browsers – google. Yahoo, etc/.
Group 4 – Objective: teaching students how to design a web page. Chose constructivism. Week one was lecture, identifying 6 basic parts of a web page, create a web page, analyze, synthesize, then critique.
Group 5 – Real-life example was to teach how to use a camera using the informational processing perspective. First there would be a lecture, then teach exposure, teach how to use camera, students go out on the field and practice shooting in different lighting.
Next week we will zero-in on behaviorism.
Wednesday, February 7, 2007
Week 2, February 6, 2007 Class Overview
What did you learn today?
Tom Palladino mentioned there are laptops available for check out in the College of Education, CaHill Lab (http://coe.sfsu.edu/cahill/), Burk Hall 319.
Check it out.
ITEC 800 is a seminar class. What does that mean to you?
- Collective group of learning
- Common themes, and interests
- Experiences and knowledge basis is there
- Everyone in the class comes in with something to contribute
- Instructor is more of a facilitator.
- We will practice and reflect on learning processes
- We will monitor how people think
- We will review the systems approach, the principles of planning, creating, implementing and evaluation
- By having a foundation of these processes and theories, we will become better instructional designers.
ILearn Overview:
General:
- Class participants were asked to go to the ITEC 800 Forum and Introduce Yourself to the Class, upload a picture, as well as contribute to the question What is Instructional Technology?
- On ILearn you can see who and when someone has made a post and also how long ago a person has accessed the sight.
Assignments
- Under each assignment you will be able to see if you should upload the assignment or hand it in during class.
Resources / Forum
- Students are encourage to add resources to the forum.
- Students are encouraged to read resources on site about topics that might be too dense in the book.
- Many of the resources summarize the topics of the week.
- Dan Rosenthal posted an online version of the article "A Brief History of Instructional Development," Shrock, 1991. (Handout given in class)
- Netvibes: a free website where you’ll get an email about recent post to different sites you’ve subscribe to.
· click add to feed
· type in the url
· you will get an email alert of a new post.
Review of Week 1:
There are different learning styles.
David Kolb did over 50 years of research on the different styles of learning. It has been used in teacher training as well as business career development. Other have changed the model’s style and verbiage and have re-marketed it, often with out giving him credit.
The model has four quadrants: accommodator, diverger, convergers , assimilator
Y axis is an environment of perceiving information (concrete vs. abstract)
X axis is and environment of processing information (active vs. reflective)
The Diverger:
- ask why
- need to be personally involved
- often procrastinate because they are very imaginative, innovative, often changing ideas.
The Assimilator:
- ask what
- seeks facts and need to know what the experts think
The Accommodator
- seeks hidden possibilities
The Convergers
- seeks usability.
Many people have careers based on a certain learning style, where they are able to perform very well but are not satisfied. All of us have a Preferred style, however with age and experience Learning Styles modify towards the center. Project managers are usually centered in style.
Presentation of “A Brief History of Instructional Development” Timelines, Assignment #1:
- Groups were to be created by selecting a member from each Learning Style.
- Unfortunately there was a problem when deciding how to select the groups.
- We turned this into a Problem Serving exercise:
o There were several solutions given:
§ Divide the room into the 4 quadrants, and each learning style occupy one corner of the room
§ Each member of a learning style calls out a number
o We decided to go with the counting solution
Two types of problem solving: Low level & High level
Each group was assigned a decade of Instructional Development History and was instructed to present the material in a memorable and unique way.
Group #1
David C., Geoffrey, Giovanna and Regs
Presented on 1900-1919, 1920s, 1930s
Based on Bill and Ted’s Excellent adventures, a student that need to learn about Instructional Development falls asleep and travels back through time to meet…
E.L. Thorndike from Columbia University who developed the “Big Picture”, a knowledge base for human learning. The idea that education should pursue pre-specified goals. Strong supporter of educational measurement.
Helen Parkhurst of Dalton, Massachsetts, who created the “Dalton Plan” developed for use in an ungraded school for crippled children. Centered on “contract learning”, where students, signed contracts, free to complete work at their own pace, & no new contract permitted until current completed successfully.
Ralph Tyler of Ohio State University, who worked on the “Eight Year Study”, Modified college preparatory high school curriculum for students who in earlier years may not have gone beyond elementary school. To determine if students completing alternative high school curricula could succeed in college.
Group #2
Myron, Aaron P., Lila, Yolanda
Presented on the 1940s & 1950s
A newscast with an anchor, a current events reporter, a music reviewer and a film critic. It covered the special events of the time, popular music performers and the new films. The anchor did a special feature about Instruction Development through out the decades:
1940s:
- Government created & distributed training films & other mediated materials to train thousands of military personnel.
- Instructional technologists emerged distinct from subject matter expert.
The basic instructional development team = designer, SME & producer.
1950s
- Programmed Instruction refined & popularized. Analytical Process grew more sophisticated.
- Programmed instruction characterized by clearly stated behavioral objectives, small frames of instruction, self-pacing, active learner response to inserted questions & immediate feedback.
- Benjamin Bloom (1956), published Taxonomy of Education Objectives for the cognitive domain.
Group #3
Aaron B., Naw, David V., Elena
Presented on the 1960s, 1970s, 1980s
This group took a more academic approach, presenting specifics from each decade in a more traditional presentation style.
1960s
- Robert Glaser (1962), employed the term instructional systems & named its components. Noted a breach between psychological research on leaning & educational practices. Sought a need for professionals actively engaged in developing the science of instructional technology
- Robert Gagne (1965), published The Conditions of Learning, which detailed analysis of learning objectives & went on to relate different classes of learning objectives to appropriate instructional design.
- Creation of alternative testing
1970s
- Consolidation. ID becoming a profession as practitioners defined & described the processes. Addition of needs assessment, Kaufman (1972) to the collection of steps that defined the process.
- ID models no longer simply began with statement of objectives; analysis processes were included to assist in determining what the objectives of an instructional systems should be.
- Need for information to assist with its growing complexity & the potential of cognitive psychology for the refinement of instructional design was noted.
- The NEA’s Dept of AV Instruction became the Independent Association for Educational Communication & Technology.
- The National Society for Programmed Instructional became the National Society for Performance & Instruction.
- AECT’s Division for Instructional Development founded the Journal of Instructional Development.
1980s
- Microcomputers used as a tool by American businesses.
- Development of cognitive psychology in instruction.
Group #4
Tom, Rowland, Dan R., Daniel G., Angelica, Sabarijah
Presented on the 1990s & 2000
Presented a talk show theme with a host, one main interviewer (Ms. Scoop). She interviewed…
Ms. Teacher, who was asked what technology she used in her classroom. She told the audience, in order to
Mr. Nonprofit, said that non profits are using technology for fund raising, using mass emails instead of mass mailings.
Mr. Technology, mentioned the Symantec Web and how ideas will link to other ideas.
Mr. After School Program, believed that technology will help in bridging the gap of cultures and under privileged youth. Projects such as digital story tell will give students the opportunity to learn technology and talk about themselves.
Assignment
Due February 13, 2007
Read the article “Theory Into Application” about the 3 Learning Theories
Compare and contrast the three learning perspectives (behaviorist, information processing, and constructivist), using a matrix.
Use table 2.6 on page 36 in Chapter 1 to give you and idea of how to get started.
Upload this file on ILearn
Also go to the forum’s weekly reflections on the reading about the History of Instructional Development and post comments about the article and Timeline assignment
A short discussion on the 3 Learning Theories:
- The theory compete with each other
- During certain decades a particular learning theory becomes dominate
Behaviorism:
- Dominated 1940s, 50s, 60s.
- Contract Learning
- Social Efficiency Learning
- (i.e. education was like an assembly line, following step by step)
- Changes in behavior
- EL Thorndike asked what society needed and worked on Task Analysis
- Skinner took behaviorism to the extreme
Cognitive
- Dominated 1960s & 1970s
- Education began to look at how learners acquired knowledge
- More thoughts given toward Processing.
- John Dewey – believed people need to be taught how to think. Interested in studying how it is that our understanding of the world is continually transformed (be it from facts, social customs, experiences, or even our own emotions). Dewey's philosophy of education, instrumentalism (also called pragmatism), focused on learning-by-doing rather than rote learning and dogmatic instruction
- Belief that the mind was not a blank slate and that we could study the an individual processes info.
- We can study long term vs. short term memory.
Constructivism
- People learn through experiences
- Culture influences the leaner
- Today technology allows more mixing of cultures.
Comments about how technology is affecting out students
Are kids being affective negatively by technology?
- student are able to click but is it more of a response of stimulus
- technology is affecting the way young students communicate.
- In our society we focus more on form vs. substance
- However, for the first time people can educate themselves because there are so many resources.
- We need to be sensitive to the culture and age of the learner
- We need to use metaphors that relate to the learner
- Giovanna M. Tuccori
Tom Palladino mentioned there are laptops available for check out in the College of Education, CaHill Lab (http://coe.sfsu.edu/cahill/), Burk Hall 319.
Check it out.
ITEC 800 is a seminar class. What does that mean to you?
- Collective group of learning
- Common themes, and interests
- Experiences and knowledge basis is there
- Everyone in the class comes in with something to contribute
- Instructor is more of a facilitator.
- We will practice and reflect on learning processes
- We will monitor how people think
- We will review the systems approach, the principles of planning, creating, implementing and evaluation
- By having a foundation of these processes and theories, we will become better instructional designers.
ILearn Overview:
General:
- Class participants were asked to go to the ITEC 800 Forum and Introduce Yourself to the Class, upload a picture, as well as contribute to the question What is Instructional Technology?
- On ILearn you can see who and when someone has made a post and also how long ago a person has accessed the sight.
Assignments
- Under each assignment you will be able to see if you should upload the assignment or hand it in during class.
Resources / Forum
- Students are encourage to add resources to the forum.
- Students are encouraged to read resources on site about topics that might be too dense in the book.
- Many of the resources summarize the topics of the week.
- Dan Rosenthal posted an online version of the article "A Brief History of Instructional Development," Shrock, 1991. (Handout given in class)
- Netvibes: a free website where you’ll get an email about recent post to different sites you’ve subscribe to.
· click add to feed
· type in the url
· you will get an email alert of a new post.
Review of Week 1:
There are different learning styles.
David Kolb did over 50 years of research on the different styles of learning. It has been used in teacher training as well as business career development. Other have changed the model’s style and verbiage and have re-marketed it, often with out giving him credit.
The model has four quadrants: accommodator, diverger, convergers , assimilator
Y axis is an environment of perceiving information (concrete vs. abstract)
X axis is and environment of processing information (active vs. reflective)
The Diverger:
- ask why
- need to be personally involved
- often procrastinate because they are very imaginative, innovative, often changing ideas.
The Assimilator:
- ask what
- seeks facts and need to know what the experts think
The Accommodator
- seeks hidden possibilities
The Convergers
- seeks usability.
Many people have careers based on a certain learning style, where they are able to perform very well but are not satisfied. All of us have a Preferred style, however with age and experience Learning Styles modify towards the center. Project managers are usually centered in style.
Presentation of “A Brief History of Instructional Development” Timelines, Assignment #1:
- Groups were to be created by selecting a member from each Learning Style.
- Unfortunately there was a problem when deciding how to select the groups.
- We turned this into a Problem Serving exercise:
o There were several solutions given:
§ Divide the room into the 4 quadrants, and each learning style occupy one corner of the room
§ Each member of a learning style calls out a number
o We decided to go with the counting solution
Two types of problem solving: Low level & High level
Each group was assigned a decade of Instructional Development History and was instructed to present the material in a memorable and unique way.
Group #1
David C., Geoffrey, Giovanna and Regs
Presented on 1900-1919, 1920s, 1930s
Based on Bill and Ted’s Excellent adventures, a student that need to learn about Instructional Development falls asleep and travels back through time to meet…
E.L. Thorndike from Columbia University who developed the “Big Picture”, a knowledge base for human learning. The idea that education should pursue pre-specified goals. Strong supporter of educational measurement.
Helen Parkhurst of Dalton, Massachsetts, who created the “Dalton Plan” developed for use in an ungraded school for crippled children. Centered on “contract learning”, where students, signed contracts, free to complete work at their own pace, & no new contract permitted until current completed successfully.
Ralph Tyler of Ohio State University, who worked on the “Eight Year Study”, Modified college preparatory high school curriculum for students who in earlier years may not have gone beyond elementary school. To determine if students completing alternative high school curricula could succeed in college.
Group #2
Myron, Aaron P., Lila, Yolanda
Presented on the 1940s & 1950s
A newscast with an anchor, a current events reporter, a music reviewer and a film critic. It covered the special events of the time, popular music performers and the new films. The anchor did a special feature about Instruction Development through out the decades:
1940s:
- Government created & distributed training films & other mediated materials to train thousands of military personnel.
- Instructional technologists emerged distinct from subject matter expert.
The basic instructional development team = designer, SME & producer.
1950s
- Programmed Instruction refined & popularized. Analytical Process grew more sophisticated.
- Programmed instruction characterized by clearly stated behavioral objectives, small frames of instruction, self-pacing, active learner response to inserted questions & immediate feedback.
- Benjamin Bloom (1956), published Taxonomy of Education Objectives for the cognitive domain.
Group #3
Aaron B., Naw, David V., Elena
Presented on the 1960s, 1970s, 1980s
This group took a more academic approach, presenting specifics from each decade in a more traditional presentation style.
1960s
- Robert Glaser (1962), employed the term instructional systems & named its components. Noted a breach between psychological research on leaning & educational practices. Sought a need for professionals actively engaged in developing the science of instructional technology
- Robert Gagne (1965), published The Conditions of Learning, which detailed analysis of learning objectives & went on to relate different classes of learning objectives to appropriate instructional design.
- Creation of alternative testing
1970s
- Consolidation. ID becoming a profession as practitioners defined & described the processes. Addition of needs assessment, Kaufman (1972) to the collection of steps that defined the process.
- ID models no longer simply began with statement of objectives; analysis processes were included to assist in determining what the objectives of an instructional systems should be.
- Need for information to assist with its growing complexity & the potential of cognitive psychology for the refinement of instructional design was noted.
- The NEA’s Dept of AV Instruction became the Independent Association for Educational Communication & Technology.
- The National Society for Programmed Instructional became the National Society for Performance & Instruction.
- AECT’s Division for Instructional Development founded the Journal of Instructional Development.
1980s
- Microcomputers used as a tool by American businesses.
- Development of cognitive psychology in instruction.
Group #4
Tom, Rowland, Dan R., Daniel G., Angelica, Sabarijah
Presented on the 1990s & 2000
Presented a talk show theme with a host, one main interviewer (Ms. Scoop). She interviewed…
Ms. Teacher, who was asked what technology she used in her classroom. She told the audience, in order to
Mr. Nonprofit, said that non profits are using technology for fund raising, using mass emails instead of mass mailings.
Mr. Technology, mentioned the Symantec Web and how ideas will link to other ideas.
Mr. After School Program, believed that technology will help in bridging the gap of cultures and under privileged youth. Projects such as digital story tell will give students the opportunity to learn technology and talk about themselves.
Assignment
Due February 13, 2007
Read the article “Theory Into Application” about the 3 Learning Theories
Compare and contrast the three learning perspectives (behaviorist, information processing, and constructivist), using a matrix.
Use table 2.6 on page 36 in Chapter 1 to give you and idea of how to get started.
Upload this file on ILearn
Also go to the forum’s weekly reflections on the reading about the History of Instructional Development and post comments about the article and Timeline assignment
A short discussion on the 3 Learning Theories:
- The theory compete with each other
- During certain decades a particular learning theory becomes dominate
Behaviorism:
- Dominated 1940s, 50s, 60s.
- Contract Learning
- Social Efficiency Learning
- (i.e. education was like an assembly line, following step by step)
- Changes in behavior
- EL Thorndike asked what society needed and worked on Task Analysis
- Skinner took behaviorism to the extreme
Cognitive
- Dominated 1960s & 1970s
- Education began to look at how learners acquired knowledge
- More thoughts given toward Processing.
- John Dewey – believed people need to be taught how to think. Interested in studying how it is that our understanding of the world is continually transformed (be it from facts, social customs, experiences, or even our own emotions). Dewey's philosophy of education, instrumentalism (also called pragmatism), focused on learning-by-doing rather than rote learning and dogmatic instruction
- Belief that the mind was not a blank slate and that we could study the an individual processes info.
- We can study long term vs. short term memory.
Constructivism
- People learn through experiences
- Culture influences the leaner
- Today technology allows more mixing of cultures.
Comments about how technology is affecting out students
Are kids being affective negatively by technology?
- student are able to click but is it more of a response of stimulus
- technology is affecting the way young students communicate.
- In our society we focus more on form vs. substance
- However, for the first time people can educate themselves because there are so many resources.
- We need to be sensitive to the culture and age of the learner
- We need to use metaphors that relate to the learner
- Giovanna M. Tuccori
Feedback on Tuesday's (Feb 6) class
I'm not sure whether this is the right forum, but Dr. Foreman wanted feedback (via blog?) on the class. I really enjoyed the creative presentations on Instructional Design in the form of mini-skits AND using a visual presentation with the computer. The talk-show was also a great presentation with "field specialists" commenting on the future of instructional design. Reflection on the timeline brought to the forefront how world events, such as World War II, can be a huge impetus on the use of technology. - Yolanda
Wednesday, January 31, 2007
First Class--Introduction
General course introduction and review of syllabus, which can be found on I-
Learn under ITEC 800. This class focuses on learning theories and varying
learning styles. We will begin the class focusing on three learning theories:
Behaviorism, Cognition, and Constructivism. Cognitive theory topic to begin in
about 3 weeks. Constructivism theory later in class semester. All information we
need to know will be provided in the lectures.
IN-CLASS ACTIVITIES 1-30-07 CLASS:
Given a few in class activities. One was a puzzle of sorts and the other a
survey. The puzzle activity was done in groups and explored the different
stragedies used to accomplish the task. The survey was designed to identify the
type of learner we are.
Try out a cryptogram of your own at: http://www.puzz.com/cryptoquips.html
ASSIGNMENTS FOR NEXT CLASS:
The assignment due next class meeting includes creating a timeline containing a
reflection of the reading handout provided in class. Also before next class we
are to post in I-learn who we are and what we think Instructional Technology is.
Bring this assignment to class next week and be prepared to discuss it with your
classmates. Future assignments you will upload to I-Learn.
DETAILS FOR TIMELINE ASSIGNMENT DUE NEXT WEEK:
Assignment is to read article and turn in next week a timeline of the history of
events. The handout is not organized. Dr. Foreman wants us to read it and than
reformat it with a visual timeline that she can see. It can be like three pages
taped together with pictures at the top, dates below, and key points following.
It can be in a format of your choosing, even cartoons. It should reflect
something you think is important and what was happening in ITEC field then.
WEEKLY BLOGS IN ILEARN:
There is a “BLOG” forum in I-Learn that will contain the notes pertaining to
what the class session each week contained. One student, or a few, will document
these notes and post. Students will sign up for which week they will be
responsible for to perform this task. Each student will provide this function
once for the semester. Another task involved with this assignment is finding
links related and posting them.
NOTE: A correction to blogging procedures:
1. Click on the Itec 800 blog link
2. Click on the "B Blog" logo icon
3. Select "old blogger".
4. The user name: sfsuitec800
5. The password: itec800
6. Either create a new post, or edit an existing post.
ON-LINE TOOLS USED IN THIS CLASS:
I-Learn is the on-line product utilized in this course for postings and general
information. The URL is http://ilearn.sfsu.edu/ Just need to put in your SFSU ID
number and PIN to gain access. The site offers an abundant of information and
will be where you upload your assignment to, starting with the 2nd assignment.
You are welcome to bring in a laptop to class for note taking and immediate
access to URL’s discussed in class via the WIFI wireless network in the room or
hard wire links available. There are also computers available in the classroom.
Other tools: blog, wiki, podcast, skpe, breeze, centra, etc
MIDTERM:
We will in the future post five questions in WIKI. Dr. Foreman will choose some
of these for the midterm.
ON-LINE CLASS AND PROCEDURE:
This class will have on-line sessions. Here you will log in remote and
participate in the class virtually. The product utilized to facilitate this
process is Elluminate. The URL is http://www.elluminate.com/about.jsp This is an
on-line web conferencing tool that you can access remotely, however you may see
degraded performance if your network link is too slow, like with a dialup as I
have- but it still can be done. Alternatively you can come to class and use the
computers in the classroom to simulate an on-line session – this may be helpful
in working with others to gain access.
CLASS TEXTBOOK REQUIRED:
The text for this class is “Psychology of Learning for Instruction” by Driscoll.
The class calls for the 3rd edition but the 2nd edition just misses a few pages
and will work. The one I ordered actually was the 1st edition – but my order
cost for the text for $2.95 + shipping and tax – under $7.00. Alibris.com was my
source. There can be a great cost savings by shopping around. At the bookstore
it’s near $100 with tax. I hear at Amazon it’s around $60 dollars for a 3rd
edition.
Tom Palladino
& Sabarijah Hopkins

Learn under ITEC 800. This class focuses on learning theories and varying
learning styles. We will begin the class focusing on three learning theories:
Behaviorism, Cognition, and Constructivism. Cognitive theory topic to begin in
about 3 weeks. Constructivism theory later in class semester. All information we
need to know will be provided in the lectures.
IN-CLASS ACTIVITIES 1-30-07 CLASS:
Given a few in class activities. One was a puzzle of sorts and the other a
survey. The puzzle activity was done in groups and explored the different
stragedies used to accomplish the task. The survey was designed to identify the
type of learner we are.
Try out a cryptogram of your own at: http://www.puzz.com/cryptoquips.html
ASSIGNMENTS FOR NEXT CLASS:
The assignment due next class meeting includes creating a timeline containing a
reflection of the reading handout provided in class. Also before next class we
are to post in I-learn who we are and what we think Instructional Technology is.
Bring this assignment to class next week and be prepared to discuss it with your
classmates. Future assignments you will upload to I-Learn.
DETAILS FOR TIMELINE ASSIGNMENT DUE NEXT WEEK:
Assignment is to read article and turn in next week a timeline of the history of
events. The handout is not organized. Dr. Foreman wants us to read it and than
reformat it with a visual timeline that she can see. It can be like three pages
taped together with pictures at the top, dates below, and key points following.
It can be in a format of your choosing, even cartoons. It should reflect
something you think is important and what was happening in ITEC field then.
WEEKLY BLOGS IN ILEARN:
There is a “BLOG” forum in I-Learn that will contain the notes pertaining to
what the class session each week contained. One student, or a few, will document
these notes and post. Students will sign up for which week they will be
responsible for to perform this task. Each student will provide this function
once for the semester. Another task involved with this assignment is finding
links related and posting them.
NOTE: A correction to blogging procedures:
1. Click on the Itec 800 blog link
2. Click on the "B Blog" logo icon
3. Select "old blogger".
4. The user name: sfsuitec800
5. The password: itec800
6. Either create a new post, or edit an existing post.
ON-LINE TOOLS USED IN THIS CLASS:
I-Learn is the on-line product utilized in this course for postings and general
information. The URL is http://ilearn.sfsu.edu/ Just need to put in your SFSU ID
number and PIN to gain access. The site offers an abundant of information and
will be where you upload your assignment to, starting with the 2nd assignment.
You are welcome to bring in a laptop to class for note taking and immediate
access to URL’s discussed in class via the WIFI wireless network in the room or
hard wire links available. There are also computers available in the classroom.
Other tools: blog, wiki, podcast, skpe, breeze, centra, etc
MIDTERM:
We will in the future post five questions in WIKI. Dr. Foreman will choose some
of these for the midterm.
ON-LINE CLASS AND PROCEDURE:
This class will have on-line sessions. Here you will log in remote and
participate in the class virtually. The product utilized to facilitate this
process is Elluminate. The URL is http://www.elluminate.com/about.jsp This is an
on-line web conferencing tool that you can access remotely, however you may see
degraded performance if your network link is too slow, like with a dialup as I
have- but it still can be done. Alternatively you can come to class and use the
computers in the classroom to simulate an on-line session – this may be helpful
in working with others to gain access.
CLASS TEXTBOOK REQUIRED:
The text for this class is “Psychology of Learning for Instruction” by Driscoll.
The class calls for the 3rd edition but the 2nd edition just misses a few pages
and will work. The one I ordered actually was the 1st edition – but my order
cost for the text for $2.95 + shipping and tax – under $7.00. Alibris.com was my
source. There can be a great cost savings by shopping around. At the bookstore
it’s near $100 with tax. I hear at Amazon it’s around $60 dollars for a 3rd
edition.
Tom Palladino
& Sabarijah Hopkins

Friday, December 1, 2006
Vygotsky, Bruner, and Beyond - Wednesday Class, 11/29
This week our discussion focused on Vygotsky, Bruner, and Gardner and interactional theories of learning. We compared and contrasted Vygotsky's theories with Bruner's, worked in small groups to discuss discovery learning, watched a video that outlined four tenets of Vygotsky's work, and wrapped up class working on Gardner's teaching for understanding.
What came out of the small group discussions on discovery learning were some consistent ideas of what discovery learning is. The groups reported that discovery learning must have a clear learning objective, as Bruner found that the concept of discovery was mistaken in practice to be an end in itself, regardless of what was actually "discovered" by students. The student should arrive at, or "discover" the answer, with the teacher acting as a facilitator and modelling the process of inquiry. The end goal of discovery learning, in addition to concept attainment, should be that the learner comes to value self-reward and is motivated to learn because of the joy of discovery. Also, reflection is a critical step in the process in order to solidify learnings for students and highlight the process of learning for them. Deb gave the example of a lab in which students are given a battery and different materials to test conductivity. While the lab creates an opportunity to discover what materials are conductive, it is the reflection discussion after the activity in which the concept of conductivity is arrived at. And as classmates gave examples of what they learned over break, it became evident that observation, reflection, and analysis are consistently critical steps in learning.
The video on Vygotsky outlined four main points of his theory that helped to synthesize our reading.
1). Children construct knowledge.
2). Knowledge can lead development. Unlike Piaget, who believed that stages of development precede knowledge attainment, Vygotsky felt that learning can start the process of development. A student's zone of proximal development, or the gap between what she can do unassisted and what she can do with assistance, can be used to to promote development.
3) Development cannot be separated from social context. There are two levels on which we process information, and it is one's social and cultural context that reinforces the first level of learning and thus causes the learner to internalize the sign and move to the second level of symbolic understanding.
4) Language plays a central role in mental development. Language is the medium that carries learning to the mind.
Finally, we spent some time discussing teaching for understanding and explored an interactive website at: teaching for understanding
In discussing what we understand, many of the examples generated pertained to action, or things that we do. Developing this understanding was often the result of interaction, whether it was through following directions, having a teacher, or peer learning. To demonstrate understanding, there should be a transfer of information, whether you are able to teach others or apply the concept in another context.
Best wishes on your final projects!
Kate M.
What came out of the small group discussions on discovery learning were some consistent ideas of what discovery learning is. The groups reported that discovery learning must have a clear learning objective, as Bruner found that the concept of discovery was mistaken in practice to be an end in itself, regardless of what was actually "discovered" by students. The student should arrive at, or "discover" the answer, with the teacher acting as a facilitator and modelling the process of inquiry. The end goal of discovery learning, in addition to concept attainment, should be that the learner comes to value self-reward and is motivated to learn because of the joy of discovery. Also, reflection is a critical step in the process in order to solidify learnings for students and highlight the process of learning for them. Deb gave the example of a lab in which students are given a battery and different materials to test conductivity. While the lab creates an opportunity to discover what materials are conductive, it is the reflection discussion after the activity in which the concept of conductivity is arrived at. And as classmates gave examples of what they learned over break, it became evident that observation, reflection, and analysis are consistently critical steps in learning.
The video on Vygotsky outlined four main points of his theory that helped to synthesize our reading.
1). Children construct knowledge.
2). Knowledge can lead development. Unlike Piaget, who believed that stages of development precede knowledge attainment, Vygotsky felt that learning can start the process of development. A student's zone of proximal development, or the gap between what she can do unassisted and what she can do with assistance, can be used to to promote development.
3) Development cannot be separated from social context. There are two levels on which we process information, and it is one's social and cultural context that reinforces the first level of learning and thus causes the learner to internalize the sign and move to the second level of symbolic understanding.
4) Language plays a central role in mental development. Language is the medium that carries learning to the mind.
Finally, we spent some time discussing teaching for understanding and explored an interactive website at: teaching for understanding
In discussing what we understand, many of the examples generated pertained to action, or things that we do. Developing this understanding was often the result of interaction, whether it was through following directions, having a teacher, or peer learning. To demonstrate understanding, there should be a transfer of information, whether you are able to teach others or apply the concept in another context.
Best wishes on your final projects!
Kate M.
Tuesday, November 28, 2006
Tuesday, November 28 - Vygotsky & more!
BLOG for
ITEC 800
November 28, 2006
Dr. Kim Foreman
This is the first blog I have ever written to. Since I have never done this before, and having read past blogs from our course, I would like to keep this as a note format and not a personal reflection of my experience in the course this evening. Although we are nearly all present here this evening, I did not include student names next to their quotes. Instead, student comments are italicized. The bulk of the type below in standard font (like what you’re reading) is direct quote of Dr. Foreman or a close paraphrase. I hope you enjoy these specific notes.
Teaching For Understanding – Vygotsky & Bruner and what is understanding
“Look, Reflect, Explore, all these are forms of learning.”
Let’s do this about our Thanksgiving holiday.
Learned about his mother in-laws food patterns and rituals; how important it was to her. He also learned how to be flexible.
This has everything to do with our reading. Vygotsky talked about social learning. Cognitive then came about and is much more thinking based.
With Constructivism (Piaget) we talked about before it was more biological where the thinking skills developed with age.
Bruner & Vygotsky said there was much more to it, people learn in social situation, through our varied experiences of “informal learning”.
Lev Vygotsky was alive 100 years ago and there’s much more to it because at the time it was very novel and at the time it was a very different idea. When Constructivism came along in the 1980’s and so-on Vygotsky’s work took off. Today Project Zero at Harvard University began Teaching for Understanding (TFU). This is where the knowledge can be truly applied.
Vygotsky’s work was taken up by Bruner and that was the beginning of problem based learning. With problem based learning, came the Zone of Proximity.
Spiral curriculum was then began by Bruner, and in this curriculum you go forward in the material but always reviewing what came before.
A lot of the problem solving learning are social learning, and this comes out a lot with games. There are a lot of collaborative learning, problem based learning. The learning is interaction between people,.
Rented a house with four very different aged children, and the one, three, nine, and fifteen year old kids had to get along. Then in the process of playing the kids divided amongst themselves – the one with the three year old and the nine with the fifteen year old – and they were able to teach each other different things, frequently with the younger rising to the elder.
Vygotsky in Russian is a very different text. The social history impacted the way the writing is interpreted it.
The same thing happened with Dewey, the context of culture impacted the way he was remembered. He wrote about 30 – 50 articles and had over 500 response articles written about it, so the interpretation of it can vary because of the readers perspective (their lens).
Mac-N-Cheese Night. The interaction of the intuitive experienced chef and the educated chef and how they interact. They’re both experts in different ways. The mother in law is the matriarch and the sister in law is just the daughter and probably naturally takes the role of a tutee than a tutor.
The need to create instructional material on the spot while cooking dinner and people wanted to help out.
Assuming we’ve read the book, but we’re just going to go over the main points. The link was posted but Dr. Foreman’s not sure how many people looked at it.
On to the iLearn site and a brief overview of the remaining classes.
Ebook is a site that is a great source and “pretty safe”. We’re going to look at Vygotsky’s theories on eBook. “We learn a lot from people who know more than you do.”
The class then goes through the website with Dr. Foreman. “If you have time, read this, because I think it’s better than the book, and it gives great examples.” We then go through some of the websites as a class. (We focus on the graphic.)
The Zone of Proximal Development is teaching just above where the individual is and they are supported to raise up to the level of the instruction.
Vygotsky went against the theory of the time because Vygotsky said humans were different than animals because they only can imitate a limited amount of actions that the individual can do. Humans have the ability to imitate things that they may not yet be able to do. As soon as the child acquires a skill/idea then that is where the leading takes off. He was criticizing Piaget because he said that you should teach ahead of development that would bring development towards the next level. It would be worthless to start teaching something at the point of something that they can already do. Learning should preceed development. The reason Vygotsky began researching this is because his interest as a Psychologist was with kids who were developmentally disabled, and then also with kids with incredibly high IQ’s. He found that kids with higher IQ’s actually lowered their levels by going to school and the developmentally disabled kids were more concrete at school. The idea was that gradually by expanding the zone of proximal development, for both of these groups, were they able to do something abstract that they could not do before.
At the time, culturally, things were done in groups, so Vygotsky was very familiar with that, and group work almost came naturally.
Vygotsky was teaching teachers for a while as well.
In Russia, there is no concept of “gifted”, instead the students are constantly tested by subject and then the excel in different areas based on the success in different areas.
That was the work that lead to Howard Gardner’s multiple intelligences which asks to capitalize on the strengths and then build the overall intelligences.
When Vygotsky was going to school Latin and Greek were taught for formal learning and he expanded on that to make the concept the main element of learning. From there, it lead to how the subject is being brought to you.
For another classmate:
The ZPD was an element of interest b/c he saw it in action in both high school teaching and in teaching adults, his work now. It seems like the Zone is the place that learning happens best no matter what is being taught and to whom.
Today, the George Lucas Foundation has an education element that embraces Vygotsky’s teaching of being within the Zone.
Knowing what the student already knows is so important and then relating the new concepts to it.
Project based learning is good for meeting people of varied skills and bringing everyone in to the learning.
Continued discussion about the way that the classmates have seen schools work with large numbers of students and keep them all within the students best Zone.
Back to the eBook website. The site is full of great ideas. www.coe.uga.edu/epitt/reciprocalteaching.htm
Back to the book:
Bruner is big into Discovery Theory. Bruner’s three cognitive representations on page 229.
Now off to a video. Vygotsky’s Developmental Theory, an Introduction
This introductory program introduces Vygotsky, his life, and a scaffolding of his theory.
These are his four elements (they call them propositions) of his theories that will help our later reading of Vygotsky.
Children construct knowledge. They do not passively reproduce what is presented to them. Learning always involves personalization of the material learned and applying it in their own way. Learning always involves more than one human.
Learning can lead development. Vygotsky believed there were mastery prerequisites to learning. For example you can not study logic without learning language. Vygotsky gave great value to using strategies to expand on their own learning capacities.
It is here that the ZPD is most seen. The level of independent performance is built from, leading to the level of assisted performance. The level between the level of independent performance and the level of assisted performance is the ZPD. The zone is not static. The ZPD has at least three impacts on education:
Makes educators reassess how they intervene in their learning.
The ZPD has implications for how we assess children. The unassisted / independent zone is where we’ve been testing children, and how might that change if the assessment was done with assistance in the areas they have difficulty. The level of unassisted performance alone does not give a true picture of where the child is.
The ZPD makes us rethink what is developmentally appropriate. Children’s play often remains narrow with limited roles. Teachers provide activities that are just beyond what one could do on their own, but not what could be done without assistance. The teacher can prompt the use of objects in new and creative ways.
Development cannot be separated from its social context. It has a profound impact on how we think, not just what we think. Vygotsky developed studies to discover that western logic is not universal.
Language plays a central role in mental development. Discussing the experience being learned – even talking with oneself about it – enables one to move to independent learners.
THE END
Time to write whatever you remember about the video that we thought was interesting or a new interest that we might remember.
Vygotsky’s teaching have been something I’ve worked with in my own teaching, so I am not surprised by any of the theory. What I find interesting about it all though is the way that his theory is applicable to all learning. I wonder how the virtual classroom might change the way this takes place…
Fifteen minute break.
Baby movie for a bit of laughter, straight from YouTube and Dr. Foreman’s weblog.
“Back to our learning, a bit boring. All of our learning should be like that.”
All next week we’ll be talking about multiple learning styles &intelligences. This class is a survey and it would be great if we could go deeper, but we will do a survey of it next week. We’ll also look at motivation theory.
Let’s look a little bit about Bruner. When you hear Bruner you ought to hear Discovery Learning and some people think Discovery Learning is where you send students out on their own, and it’s not. The students must have a set-up environment where students can construct their own learning. Montessori is a school system based on that type of instruction.
American education is so much more grounded in behaviorism. When Piaget came here to lecture he was only received by small groups, but in Japan he was embraced. You can see this in their education systems today; however, it has been somewhat impacted today by American education system, but still Piaget will always hold strong with the early education in Japan.
In education it seems that education is more going back and forth rather than just building one way or the other.
Now we’re going to go the the ALPS Teaching for Understanding link from the iLearn site:
http://learnweb.harvard.edu/ALPS/tfu/index.cfm
We’re going to go over this website and discuss it as a group afterwards. We’ll spend about the next twenty minutes reading it and then come back and discuss. The objective is to define TfU, how would you teach TfU?
Onward to our own discussion with a focus of the questions above... We use the ALPS site to make connections to our own elements of teaching and learning.
Understanding is using your knowledge in a new way. Being able to apply your knowledge to something beyond our situational learning. (This is similar to the transfer of learning that Gagne raised.)
We then went around the room and each of us identified something that we do well or deeply understand.
From here, the class went back to the learnweb site and went through the question and answer of the TfU components.
We then discussed the way that questions lead to our own understandings of the concepts within TfU, going back and forth between the website and our own comments about the ways we became aware of our understanding of the elements of life that we have mastered.
ITEC 800
November 28, 2006
Dr. Kim Foreman
This is the first blog I have ever written to. Since I have never done this before, and having read past blogs from our course, I would like to keep this as a note format and not a personal reflection of my experience in the course this evening. Although we are nearly all present here this evening, I did not include student names next to their quotes. Instead, student comments are italicized. The bulk of the type below in standard font (like what you’re reading) is direct quote of Dr. Foreman or a close paraphrase. I hope you enjoy these specific notes.
Teaching For Understanding – Vygotsky & Bruner and what is understanding
“Look, Reflect, Explore, all these are forms of learning.”
Let’s do this about our Thanksgiving holiday.
Learned about his mother in-laws food patterns and rituals; how important it was to her. He also learned how to be flexible.
This has everything to do with our reading. Vygotsky talked about social learning. Cognitive then came about and is much more thinking based.
With Constructivism (Piaget) we talked about before it was more biological where the thinking skills developed with age.
Bruner & Vygotsky said there was much more to it, people learn in social situation, through our varied experiences of “informal learning”.
Lev Vygotsky was alive 100 years ago and there’s much more to it because at the time it was very novel and at the time it was a very different idea. When Constructivism came along in the 1980’s and so-on Vygotsky’s work took off. Today Project Zero at Harvard University began Teaching for Understanding (TFU). This is where the knowledge can be truly applied.
Vygotsky’s work was taken up by Bruner and that was the beginning of problem based learning. With problem based learning, came the Zone of Proximity.
Spiral curriculum was then began by Bruner, and in this curriculum you go forward in the material but always reviewing what came before.
A lot of the problem solving learning are social learning, and this comes out a lot with games. There are a lot of collaborative learning, problem based learning. The learning is interaction between people,.
Rented a house with four very different aged children, and the one, three, nine, and fifteen year old kids had to get along. Then in the process of playing the kids divided amongst themselves – the one with the three year old and the nine with the fifteen year old – and they were able to teach each other different things, frequently with the younger rising to the elder.
Vygotsky in Russian is a very different text. The social history impacted the way the writing is interpreted it.
The same thing happened with Dewey, the context of culture impacted the way he was remembered. He wrote about 30 – 50 articles and had over 500 response articles written about it, so the interpretation of it can vary because of the readers perspective (their lens).
Mac-N-Cheese Night. The interaction of the intuitive experienced chef and the educated chef and how they interact. They’re both experts in different ways. The mother in law is the matriarch and the sister in law is just the daughter and probably naturally takes the role of a tutee than a tutor.
The need to create instructional material on the spot while cooking dinner and people wanted to help out.
Assuming we’ve read the book, but we’re just going to go over the main points. The link was posted but Dr. Foreman’s not sure how many people looked at it.
On to the iLearn site and a brief overview of the remaining classes.
Ebook is a site that is a great source and “pretty safe”. We’re going to look at Vygotsky’s theories on eBook. “We learn a lot from people who know more than you do.”
The class then goes through the website with Dr. Foreman. “If you have time, read this, because I think it’s better than the book, and it gives great examples.” We then go through some of the websites as a class. (We focus on the graphic.)
The Zone of Proximal Development is teaching just above where the individual is and they are supported to raise up to the level of the instruction.
Vygotsky went against the theory of the time because Vygotsky said humans were different than animals because they only can imitate a limited amount of actions that the individual can do. Humans have the ability to imitate things that they may not yet be able to do. As soon as the child acquires a skill/idea then that is where the leading takes off. He was criticizing Piaget because he said that you should teach ahead of development that would bring development towards the next level. It would be worthless to start teaching something at the point of something that they can already do. Learning should preceed development. The reason Vygotsky began researching this is because his interest as a Psychologist was with kids who were developmentally disabled, and then also with kids with incredibly high IQ’s. He found that kids with higher IQ’s actually lowered their levels by going to school and the developmentally disabled kids were more concrete at school. The idea was that gradually by expanding the zone of proximal development, for both of these groups, were they able to do something abstract that they could not do before.
At the time, culturally, things were done in groups, so Vygotsky was very familiar with that, and group work almost came naturally.
Vygotsky was teaching teachers for a while as well.
In Russia, there is no concept of “gifted”, instead the students are constantly tested by subject and then the excel in different areas based on the success in different areas.
That was the work that lead to Howard Gardner’s multiple intelligences which asks to capitalize on the strengths and then build the overall intelligences.
When Vygotsky was going to school Latin and Greek were taught for formal learning and he expanded on that to make the concept the main element of learning. From there, it lead to how the subject is being brought to you.
For another classmate:
The ZPD was an element of interest b/c he saw it in action in both high school teaching and in teaching adults, his work now. It seems like the Zone is the place that learning happens best no matter what is being taught and to whom.
Today, the George Lucas Foundation has an education element that embraces Vygotsky’s teaching of being within the Zone.
Knowing what the student already knows is so important and then relating the new concepts to it.
Project based learning is good for meeting people of varied skills and bringing everyone in to the learning.
Continued discussion about the way that the classmates have seen schools work with large numbers of students and keep them all within the students best Zone.
Back to the eBook website. The site is full of great ideas. www.coe.uga.edu/epitt/reciprocalteaching.htm
Back to the book:
Bruner is big into Discovery Theory. Bruner’s three cognitive representations on page 229.
Now off to a video. Vygotsky’s Developmental Theory, an Introduction
This introductory program introduces Vygotsky, his life, and a scaffolding of his theory.
These are his four elements (they call them propositions) of his theories that will help our later reading of Vygotsky.
Children construct knowledge. They do not passively reproduce what is presented to them. Learning always involves personalization of the material learned and applying it in their own way. Learning always involves more than one human.
Learning can lead development. Vygotsky believed there were mastery prerequisites to learning. For example you can not study logic without learning language. Vygotsky gave great value to using strategies to expand on their own learning capacities.
It is here that the ZPD is most seen. The level of independent performance is built from, leading to the level of assisted performance. The level between the level of independent performance and the level of assisted performance is the ZPD. The zone is not static. The ZPD has at least three impacts on education:
Makes educators reassess how they intervene in their learning.
The ZPD has implications for how we assess children. The unassisted / independent zone is where we’ve been testing children, and how might that change if the assessment was done with assistance in the areas they have difficulty. The level of unassisted performance alone does not give a true picture of where the child is.
The ZPD makes us rethink what is developmentally appropriate. Children’s play often remains narrow with limited roles. Teachers provide activities that are just beyond what one could do on their own, but not what could be done without assistance. The teacher can prompt the use of objects in new and creative ways.
Development cannot be separated from its social context. It has a profound impact on how we think, not just what we think. Vygotsky developed studies to discover that western logic is not universal.
Language plays a central role in mental development. Discussing the experience being learned – even talking with oneself about it – enables one to move to independent learners.
THE END
Time to write whatever you remember about the video that we thought was interesting or a new interest that we might remember.
Vygotsky’s teaching have been something I’ve worked with in my own teaching, so I am not surprised by any of the theory. What I find interesting about it all though is the way that his theory is applicable to all learning. I wonder how the virtual classroom might change the way this takes place…
Fifteen minute break.
Baby movie for a bit of laughter, straight from YouTube and Dr. Foreman’s weblog.
“Back to our learning, a bit boring. All of our learning should be like that.”
All next week we’ll be talking about multiple learning styles &intelligences. This class is a survey and it would be great if we could go deeper, but we will do a survey of it next week. We’ll also look at motivation theory.
Let’s look a little bit about Bruner. When you hear Bruner you ought to hear Discovery Learning and some people think Discovery Learning is where you send students out on their own, and it’s not. The students must have a set-up environment where students can construct their own learning. Montessori is a school system based on that type of instruction.
American education is so much more grounded in behaviorism. When Piaget came here to lecture he was only received by small groups, but in Japan he was embraced. You can see this in their education systems today; however, it has been somewhat impacted today by American education system, but still Piaget will always hold strong with the early education in Japan.
In education it seems that education is more going back and forth rather than just building one way or the other.
Now we’re going to go the the ALPS Teaching for Understanding link from the iLearn site:
http://learnweb.harvard.edu/ALPS/tfu/index.cfm
We’re going to go over this website and discuss it as a group afterwards. We’ll spend about the next twenty minutes reading it and then come back and discuss. The objective is to define TfU, how would you teach TfU?
Onward to our own discussion with a focus of the questions above... We use the ALPS site to make connections to our own elements of teaching and learning.
Understanding is using your knowledge in a new way. Being able to apply your knowledge to something beyond our situational learning. (This is similar to the transfer of learning that Gagne raised.)
We then went around the room and each of us identified something that we do well or deeply understand.
From here, the class went back to the learnweb site and went through the question and answer of the TfU components.
We then discussed the way that questions lead to our own understandings of the concepts within TfU, going back and forth between the website and our own comments about the ways we became aware of our understanding of the elements of life that we have mastered.
Thursday, November 16, 2006
San Franciso State University ITEC 800 Blog
Links:
http://ecast.sfsu.edu/wiki/index.php/Tuesday
http://ecast.sfsu.edu/wiki/index.php/ITEC_800
http://coe.sdsu.edu/edtec544/Modules/8-CDT_ClassifyingOutcomes/c/connect.htm
http://www.susanbcline.com/wiki/index.php/Main_Page
Susan Cline presented wiki's as an intro to her ITEC 849 project, a WIKI for the SFSU itec DEPT. The goal of this project is to create a space for communities of practice to post their contributions for the community, and read the posts of others.
We will familiarize ourselves with WIKI by adding the quiz questions we worked on for our assignment tonight to a page of a WIKI.
Here is the link to Susan's WIKI, a good source of information on WIKI's:
http://www.susanbcline.com/wiki/index.php/Main_Page
Here is the link to the WIKI we are to edit:
http://ecast.sfsu.edu/wiki/index.php/Tuesday
http://ecast.sfsu.edu/wiki/index.php/ITEC_800
Susan got us set up and left.
Lecture
There was some discussion about the focus of the assignment for tonight. Kim wanted us to know that the main reason for the assignment was to read the chapter and this creation of questions would help extend our learning.
KF: (handout on Merrill's outcomes) Gange and Merrill, Bloom—all these practicioners have different languages. Gagne is predominantly used.
[handout is read]
Link (thanks to Jennifer):
http://coe.sdsu.edu/edtec544/Modules/8-CDT_ClassifyingOutcomes/c/connect.htm
Performance analysis
content analysis 'what types of knowledge are you trying to teach'
Ask yourself (as a designer) what level do you want to reach?
First question [from handout]:
On a topographic map what is the symbol for a church:
Remember/Fact
2.
concept/remember
3.
use/concept
4.
Find/procedure
5.
remember/procedure
6.
Use/procedure
7.
Find/procedure
8.
Remember/pricinciple
9.
Find/principle or use/principle
10.
Find/principle
Moving on. . . .
Guessing Dan's questions
What year was printing press invented?
Fact/recall
What was happening around the time of its invention?
Fact/recall
How might have other historical factors influence the impact printing press had on society?
Use/Fact
Describe the does a printing press work?
How does one become a printer at the time of it's invention?
Remember/Fact
What book was most printed?
Fact/REmember
How might have that text impacted society?
[break; quizzes came back]
Piaget = constructivist
remember how children learn and stages of development
His four stages are a guideline; everyone goes through the four stages, but perhaps not at the same speed. Remember the net generation.
But he was not without his critics
How is schema really structured; children are expanding their shcema through experience
;accommodation and assimilation'
Their structure is getting new info from 'accommodation' and 'assimilation'
[video on Piaget]
Talk about final project:
If you want to do a final on Piaget or other chapter, that would be OK.
Example: One report on Piaget included a practical application—how a school would give Piaget lessons
Possible project:
Marshall—web 2.0 and how it applies
There is no one way to do the final project
Some people can set up website to describe concept
Go one step beyond regurgitation; come up with a lesson plan for instance
Rubrick: Scope; Relevance to 800 content; Presentation (10 minutes) how well prepared?; Documentation (to turn in)
Two people can work together (talk to her first)
Sent a proposal? YES!
Next week read chapter 7, but skip assignment 9.
http://ecast.sfsu.edu/wiki/index.php/Tuesday
http://ecast.sfsu.edu/wiki/index.php/ITEC_800
http://coe.sdsu.edu/edtec544/Modules/8-CDT_ClassifyingOutcomes/c/connect.htm
http://www.susanbcline.com/wiki/index.php/Main_Page
Susan Cline presented wiki's as an intro to her ITEC 849 project, a WIKI for the SFSU itec DEPT. The goal of this project is to create a space for communities of practice to post their contributions for the community, and read the posts of others.
We will familiarize ourselves with WIKI by adding the quiz questions we worked on for our assignment tonight to a page of a WIKI.
Here is the link to Susan's WIKI, a good source of information on WIKI's:
http://www.susanbcline.com/wiki/index.php/Main_Page
Here is the link to the WIKI we are to edit:
http://ecast.sfsu.edu/wiki/index.php/Tuesday
http://ecast.sfsu.edu/wiki/index.php/ITEC_800
Susan got us set up and left.
Lecture
There was some discussion about the focus of the assignment for tonight. Kim wanted us to know that the main reason for the assignment was to read the chapter and this creation of questions would help extend our learning.
KF: (handout on Merrill's outcomes) Gange and Merrill, Bloom—all these practicioners have different languages. Gagne is predominantly used.
[handout is read]
Link (thanks to Jennifer):
http://coe.sdsu.edu/edtec544/Modules/8-CDT_ClassifyingOutcomes/c/connect.htm
Performance analysis
content analysis 'what types of knowledge are you trying to teach'
Ask yourself (as a designer) what level do you want to reach?
First question [from handout]:
On a topographic map what is the symbol for a church:
Remember/Fact
2.
concept/remember
3.
use/concept
4.
Find/procedure
5.
remember/procedure
6.
Use/procedure
7.
Find/procedure
8.
Remember/pricinciple
9.
Find/principle or use/principle
10.
Find/principle
Moving on. . . .
Guessing Dan's questions
What year was printing press invented?
Fact/recall
What was happening around the time of its invention?
Fact/recall
How might have other historical factors influence the impact printing press had on society?
Use/Fact
Describe the does a printing press work?
How does one become a printer at the time of it's invention?
Remember/Fact
What book was most printed?
Fact/REmember
How might have that text impacted society?
[break; quizzes came back]
Piaget = constructivist
remember how children learn and stages of development
His four stages are a guideline; everyone goes through the four stages, but perhaps not at the same speed. Remember the net generation.
But he was not without his critics
How is schema really structured; children are expanding their shcema through experience
;accommodation and assimilation'
Their structure is getting new info from 'accommodation' and 'assimilation'
[video on Piaget]
Talk about final project:
If you want to do a final on Piaget or other chapter, that would be OK.
Example: One report on Piaget included a practical application—how a school would give Piaget lessons
Possible project:
Marshall—web 2.0 and how it applies
There is no one way to do the final project
Some people can set up website to describe concept
Go one step beyond regurgitation; come up with a lesson plan for instance
Rubrick: Scope; Relevance to 800 content; Presentation (10 minutes) how well prepared?; Documentation (to turn in)
Two people can work together (talk to her first)
Sent a proposal? YES!
Next week read chapter 7, but skip assignment 9.
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