ITEC Administrative Notes
Take a look at the new ITEC Web site:
Check out the Graduate Approval Program (GAP)
Degree requirements have changed. Choosing one of 3 tracks is no longer required. Instead, 5 classes are required (one includes a research class), an e-portfolios will be required, and the rest of the classes are electives. 30 credits equals the Master’s degree.
To get the specific graduation requirements, go to www.sfcu.edu. Click Our Program Graduation Process and then downlad the GAP documents package.
Start thinking about your creative project, which is needed for graduation
At the beginning of 3rd semester, you will need to write a project proposal. Don’t wait: Start thinking about what you will do now. You can choose to work on that project throughout your semesters. You can redo the project throughout the semesters and you will find that it is much easier and faster for the final.
ePortfolio: You can post the work you do in your classes in an ePortfolio. You can show it to employers and others you want proof of your skills.
Cognitive Information Processing Model
What is the difference between a theory and a model?
Theory: Tested (proven) statements or principles that explain a natural phenomenon.
Model: Tests a theory, accounts for known characteristics of a theory and can be used for additional study.
Information Processing Model: Input->processing->output
Sensory Information
Gestalt learning theory:
With Gestalt theory, our mind tries to organize. Behaviorism does not talk about the mind.
Organizational processes in cognition are important to perception, learning and problem solving.[1]
perception, applies to sensory memory, how to we make/interpret meaning, even if we make it up or have to fill it in
grabs attention
our mind fills it in with our perceptions. This explains why we can interpret incomplete objects, such as a triangle that is missing part of its sides or a worn letter on a grave marker, can still be understood. We naturally fill in the missing parts to properly interpret the object.
The triangle diagram: shows how we group together, complete the incomplete.
Also, chunking, labeling.
3 Memories
Sensory Memory: First stage of information processing. It is associated with the senses, holds information long enough to be processed, .5 seconds
Working Memory (short-term memory): Stage at which additional processing of information is done and makes information ready for long-term memory. It’s likened to consciousness. limited amount, limited duration: George Miller: 7 +/- 2 bits of information @ a duration of 30 seconds
Long-Term Memory: Permanent storage of information can hold infinite amount of information; it is assumed that information in LTM is never lost.
Five different models of LTM:
· Semantic networks
· Feature comparisons
· Propositional networks
· eg. Dual-code processing as a separate processing of audio/visual.
· Parallel distributed processing
Long-term memory STORES: episodic (event driven) vs. procedural (swimming) (this was not mentioned in the book) vs. semantic/declarative (general information recalled independently of how it was learned)
Retrieval Process
Bring from long term memory into working memory:
This is directly analogous to bringing information from hard drive into RAM.
Dr. Foreman demonstrated the retrieval process:
I say, “banana” and what do you think?
One student said, “yellow” another said, “monkey.”
Dr. Foreman said that you go to long term memory to bring yellow and monkey to your working memory.
Learning is organizing and re-organizing the knowledge.
Group Exercise #1: Class Memory Competition
Group A, ½ the class, stayed in the room, Group B, the other half, went in the hall and waited.
Group A: Dr. Foreman told the group to memorize the objects that she placed inside a box and then be able to jot down a list of the objects. She opened the box, the group looked inside and attempted to memorize. Then when time was up, 60 seconds, she closed the box and Group A had to write down a list of the objects they saw.
Dr. Foreman then went out into the hall and told Group B that they had to memorize objects that are in a box. She explained that she took 5 objects from her office, 5 objects from her bathroom, 5 objects from her kitchen, and 5 from her junk drawer. She then invited Group B into the room to memorize the objects in the box for 60 seconds and then write down a list of what they saw.
Group A encoded objects into their own categories, people organized and reorganized, some people rehearsed and concentrated on items that were previously unfamiliar to them.
We each tried to make the objects meaningful to us in order to better remember them.
Carlos brought up the strategy of an associative string, eg, swallow the Tylenol with the coffee.
The results show not much difference between the two groups. In a larger sample group, you would tend to see that Group B recalled more objects than group A because Group B was prompted with categories before they saw the objects. When you remember things in categories, you can recall more easily.
Different encoding strategies emerged:
Some people in Group B said they organized according to the categories they were given.
Conclusion: Our minds actively process, organize, and re-organize. Our mind creates our own way to organize and strategize. We all have personal favorite strategies.
We reviewed page 76 in the textbook, table 3.1:
Sensory register is large, but we need to pass it through a small channel (our short-term store) in order to selectively process it and then transfer it to the large, permanent space in our long-term memory.
Group Exercise #2: Share Mind Maps
We broke into small groups to compare our learning strategies in the assignment:
Some people simplified, others expanded and added detail.
Janet used a hierarchical strategy that she was familiar with from work, whereas Chris and Miles used the chapter outline as a heading for the nodes of the mind map.
Janet’s map
It was interesting how we each came up with different, creative ways to organize the same thing.
A common theme that came up was detail level. How much is too much to the point where the information loses personal meaning?
Meta-cognition: you are thinking about your thinking, monitoring, or reflecting on how you think as a tool to make yourself a more effective learner.
Video
Our group focused on sensory memory: what is added:
Awesome Phillip Zimbardo video
How much you concentrate and how much you rehearse, broken by interference.
Ebbinghaus:
List making, and the curve of forgetting:
By getting rid of meaningful memories, he stripped himself of the ability to use cues of familiarity to recall. This was why he forgot so quickly, the curve was so steep.
Encoder->short term memory->long term memory
Retrieval
Associative networks: each node is linked to others that have common processes
Gordon bower, a Stanford Psychologist, used the peg word mnemonic. You learn cues, set of reminders, dovetail the mnemonic.
Schemas are our frameworks of our preconceptions. Relate new information to familiar schemas, groups of learned information.
Schemas can sometimes have a cultural or professional mismatch.
We want to strive for cognitive flexibility.
Group Exercise #3: Summarize Parts of Chapter
Class broke up into teams. Each team summarized different aspects of memory.
Sensory Memory Group
Automaticity
Selective Attention
Similarity of tasks makes a difference
Task complexity makes a difference
Spread attention across 2+ tasks
Attention control differs w age, intelligence, hyperactivity, and learning disabilities
Pattern Recognition and Perception
Template Matching Model pairs mental copies
Principles of organization, context and experience
Feature Analysis matches specific features
Prototype Model matches abstracted idea
Working memory group
· Imagery relates pictures to text material.
· Mnemonics and mediation links ideas together in a story.
· Concept of Organization groups related pieces of information.
· Self-questioning
Different Long-term Memory Models
· Feature Comparison Models of LTM
· Parallel Distributed Processing (PDP) Models of LTM
· Propositional Models of LTM
· Network Models of LTM
· Duel-Code Models of LTM
Forgetting
Failure to encode
Failure to retrieve
Interference
Retrieval
Recall
Free recall
Queued recall (e.g., a leading question)
Recognition: make a decision or judgment about something.
Application
· Provide Organized Instruction: Teachers should organize information to help students learn it.
· Arrange Extensive and Variable Practice: One should practice in order to learn (“Practice makes perfect.”). Varied practice helps attach more cues to information, which will help recal later.
· Enhance Learners’ Coding and Memory: Use a variety of learning strategies to improve student’s ability to encode. See strategies in Table 3.3 of book, page 106.
· Enhance Learner’s Self-Control of Information Processing: Metacognition is one’s awareness of thinking and the self regulatory behavior that accompanies awareness.[2] Being aware of how one learns helps adjust and improve study skills.
Assignment for Next Week
Read the assignment on iLearn.
Bring your notes to class.
[1] Driscoll, Psychology of Learning for Instruction (New York: Pearson, 2005) 73
[2] Driscoll, pg. 107.
Saturday, September 29, 2007
Thursday, September 27, 2007
ITEC 800 Week 5 September 27, 2007
ITEC 800 Notes
Taylor completed a wonderful presentation about the "One Laptop Per Child" (OLPC) project after attending a workshop about it. Feel free to contact Sameer Verma if you can help (language, skills, etc.) in any way. This laptop is a great example of use of Constructivism and the model is geared toward providing laptops to children in third-world countries. It uses little power (12 volt power supply) and last for about 48 hours on a single charge. Other potential alternate power sources are solar power and a hand crank. It is fully recyclable, uses about 1 watt, and has a five year life span. It’s designed to be very durable and utilizes a wireless mesh network technology.
It was interesting to hear about how resourceful and recyclable companies can make laptops when there is little profit involved--something to think about.
We explored Cognitive Theory and the Information Processing (CIP) model. We completed a fun exercise trying to remember 20 objects and some individuals did very well (not me). The class was split up into two groups. While the group A stayed in the classroom and looked over the objects, the group B went into the hallway. Dr. Foreman informed only group B that the items were taken from four separate places, her desk drawer, junk drawer, kitchen, and bathroom. The results did not show that group B had a distinct advantage with the added information as the three top scores came from group A. However, it appeared that group B had a higher average score than group A. Theoretically, grouping/categorizing should be more helpful.
Video (Remembering and Forgetting): Ebbinghaus studied and tested memory but ignored meaning and using associations to further memory. The computer changed the way we studied memory and it was associated with and information processor. Memory can be broken down into stages. Input must be encoded, then stored and retained, the retrieved on demand when needed. Peg word mnemonic where the individual associates items and can better remember. Freud was the first to recognize that what we remember and forget can affect our self-esteem and sense of well-being. How and what you remember is determined by who you are and what you already know. Schemas are our frameworks for ideas and processing information.
Monday, September 24, 2007
Week 4, Thurs 9/20/07
Thursday, 9/20/2007
800 Notes
This week we reviewed Behaviorism theory. As well as a lecture we reviewed a Powerpoint presentation that was included in I-learn curriculum, watched a dated video about BF Skinner (you can call him Fred). Our group activity was to combine homework assigment to come up with a best way for Fred to take frequent breaks from his computer. We also interacted with and briefly discussed an online geography quiz. Looking around the room it seems most of “failed third grade.”
Powerpoint Presentation:
In Behaviorism, learning occurs when there is a measurable change in behavior. The environment provides the cue. Learning acquisition is easy to measure and assess, however, it's not ideal for being an autonomous learner, developing problem solving skills and thinking outside the box, skills needed by the 21st century learner. Behaviorists are able to measure results by observation.
Teaching new behavior
Shaping – supportive showing of behavior
Chaining – Putting steps together
Fading- slowly taking away cue
Kim briefly mentioned ADDIE Model for Instruction Systems Design:
Analysis
Design
Development
Implementation
Evaluation
ADDIE Model is also explained in terms of Behaviorism in Chapter 2 of our text book.
The First Step: Get Goals
Second Step: Finding a reinforcer that works for the individual learner
Third Step: Setting up procedure (lesson planing.)
Fourth Step: Implement Plan
Fifth Step: Evaluation – assess the behavior and redesign reinforcement or schedule of reinforcement.
Punishment vs. Positive reinforcement
Punishment can produce effective, immediate short term results, however it's long term implications are severe.
Evolution of classical behaviorism to radical behaviorism.
Classical Conditioning Theory is an association of stimuli and environment, delete the stimulus response still occurs.
S (stimulus) -R (response) Paradigm
Radical Behaviorism introduced the concept of operant conditioning. Operant conditioning is...
S (stimulus) – R (response) – S (stimulus)
or A (antecedent) – B (behavior) – C (consequence) -consequence drives behavior
Also there are four types of reinforcement schedule for maintaining the desired behavior.
Fixed ratio
Fixed Interval
Variable ratio
Variable Interval
We watch very old video about B.F. Skinner.
Famous quote "it's not the rat, it's Skinner"- if rat/learner is not performing the task desired, then the reinforcement/environment is not designed right.
The World teaches you to manipulate the world
"We are what we do"
Skinner's studies were influenced by:
Darwin - origin of species, evolution as selection of characteristics.
Freud - psychoanalysis – we do not act freely but as a result of earlier experience
Ivan Pavlov – Behaviorism, Russian Physiologist – Conditioning of Behavior
(experiment with food, sound of metronome, dog drool – conditioned response
Skinner – selection process from Darwin also applies to behavior as behavior is predictable.
- how we think/feel can be studied and predicted by science
- why are some behaviors selected
Discriminative Stimulus – certain reinforcers available if provided in a certain way, leads to reinforcement, can be conditioned reinforcers themselves
Reinforcers must follow an action and must cause action to be repeated
Punishment only works temporarily and with negative side effects
Video also talked about Skinner Box and his controversial baby box, and animal testing.
Video used example of a pigeon and bell to demonstrate the shaping of response where pigeon received food as it got closer to the bell until it peaked the bell.
Break
We had small group activity where we discussed our assignment about John's case study.
We evaluated learning objective and usability of flash drag and drop interactivity about US geography.
Lastly, Kim explained next week's assignment which was to read chapter 3 and use “Inspiration” to summarize and create a flow chart or cluster map of Chapter 3.
800 Notes
This week we reviewed Behaviorism theory. As well as a lecture we reviewed a Powerpoint presentation that was included in I-learn curriculum, watched a dated video about BF Skinner (you can call him Fred). Our group activity was to combine homework assigment to come up with a best way for Fred to take frequent breaks from his computer. We also interacted with and briefly discussed an online geography quiz. Looking around the room it seems most of “failed third grade.”
Powerpoint Presentation:
In Behaviorism, learning occurs when there is a measurable change in behavior. The environment provides the cue. Learning acquisition is easy to measure and assess, however, it's not ideal for being an autonomous learner, developing problem solving skills and thinking outside the box, skills needed by the 21st century learner. Behaviorists are able to measure results by observation.
Teaching new behavior
Shaping – supportive showing of behavior
Chaining – Putting steps together
Fading- slowly taking away cue
Kim briefly mentioned ADDIE Model for Instruction Systems Design:
Analysis
Design
Development
Implementation
Evaluation
ADDIE Model is also explained in terms of Behaviorism in Chapter 2 of our text book.
The First Step: Get Goals
Second Step: Finding a reinforcer that works for the individual learner
Third Step: Setting up procedure (lesson planing.)
Fourth Step: Implement Plan
Fifth Step: Evaluation – assess the behavior and redesign reinforcement or schedule of reinforcement.
Punishment vs. Positive reinforcement
Punishment can produce effective, immediate short term results, however it's long term implications are severe.
Evolution of classical behaviorism to radical behaviorism.
Classical Conditioning Theory is an association of stimuli and environment, delete the stimulus response still occurs.
S (stimulus) -R (response) Paradigm
Radical Behaviorism introduced the concept of operant conditioning. Operant conditioning is...
S (stimulus) – R (response) – S (stimulus)
or A (antecedent) – B (behavior) – C (consequence) -consequence drives behavior
Also there are four types of reinforcement schedule for maintaining the desired behavior.
Fixed ratio
Fixed Interval
Variable ratio
Variable Interval
We watch very old video about B.F. Skinner.
Famous quote "it's not the rat, it's Skinner"- if rat/learner is not performing the task desired, then the reinforcement/environment is not designed right.
The World teaches you to manipulate the world
"We are what we do"
Skinner's studies were influenced by:
Darwin - origin of species, evolution as selection of characteristics.
Freud - psychoanalysis – we do not act freely but as a result of earlier experience
Ivan Pavlov – Behaviorism, Russian Physiologist – Conditioning of Behavior
(experiment with food, sound of metronome, dog drool – conditioned response
Skinner – selection process from Darwin also applies to behavior as behavior is predictable.
- how we think/feel can be studied and predicted by science
- why are some behaviors selected
Discriminative Stimulus – certain reinforcers available if provided in a certain way, leads to reinforcement, can be conditioned reinforcers themselves
Reinforcers must follow an action and must cause action to be repeated
Punishment only works temporarily and with negative side effects
Video also talked about Skinner Box and his controversial baby box, and animal testing.
Video used example of a pigeon and bell to demonstrate the shaping of response where pigeon received food as it got closer to the bell until it peaked the bell.
Break
We had small group activity where we discussed our assignment about John's case study.
We evaluated learning objective and usability of flash drag and drop interactivity about US geography.
Lastly, Kim explained next week's assignment which was to read chapter 3 and use “Inspiration” to summarize and create a flow chart or cluster map of Chapter 3.
WEEK 4, September 18, 2007 BLOG
A wiki section has been added to the ITEC 800 iLearn site.
We will use this site to enter our questions from each week’s lecture and readings.
The team responsible for taking notes is responsible for entering 10 questions for the week’s topic. Students will have the ability to review, edit, and/or add to the questions for the topic.
Dr. Foreman performed a demo of the wiki to the class- note that there is only 1 page to this wiki, therefore there will not be separate pages for each week’s topic.
Dr. Foreman has also posted the blog schedule on the iLearn site. If your name does not appear on the schedule, please sign up for December 11- we still need bloggers.
Opening question: Think about what kind of learning you may have had today. Everyday we learn something- we want to be more aware of learning in our daily lives.
Janet learned that she can get more results out of her colleagues if she asks them for deliverables and due dates…and subsequent due dates. While she knew this already, she felt she got confirmation of this phenomenon today.
Laurie indicated that she has a ‘difficult’ 2nd period math class (7th and 8th graders). She feels that she will need to ‘shape’ their behavior before they ‘shape’ hers.
Dr. Foreman learned how to create a data table iLearn when posting the blog schedule. She also learned that she cannot insert pics – only hyperlinks to pics in the wiki. This was counterintuitive based on her prior learning
It was suggested that in order to avoid people from overlapping in the wiki (and losing data), students first write their thoughts in Word and then cut/paste into the wiki. You can spell/grammar check in Word v. wiki.
This week’s topic: Behaviorism
What is behaviorism? What is the objective? What is the goal?
A process change is the outcome. Outcome has to be demonstrated with change in behavior- must be demonstrable and measurable.
The common ‘picture’ (or equation) for the behaviorist classical model:
Stimulus > black box> Response
Pavlov’s Dog (famous study on behaviorism)
When meat (stimulus) is presented to dogs; the dogs salivate (response)
This is a natural response> classical
Contrast the above to learned behavior:
In learned behavior, there needs to be a reinforcer present. For example, in school, kindergarten children learn that they must first raise their hand to ask questions in a classroom. The teacher presents reinforcers to the children based on the behavior they exhibit: ignore (if no raised hand), acknowledge (if raised hand).
BF Skinner suggested that learned behavior is not a natural behavior.
Skinner implemented applied these early theories of behaviorism to implement a Learning Science, using operant conditioning or learned behavior.
To break a cycle of behavior, we need to learn a replacement behavior.
Example:
Dog salivate when they see meat (respondent behavior)
For the experiment, ring the bell when presenting meat to the dog. The dog salivates (respondent behavior)
Over time, remove the meat but continue to ring the bell. The dog still salivates without meat present. (operant behavior- the dog learned to associate the bell sound with salivation)
A-B-C of Behaviorism, where:
A= stimulus (or antecedent)
B= behavior
C= consequence
Depending on consequence the behavior will be strengthened or weakened.
Video: BF Skinner a Fresh Approach
B.F. Skinner video – circa 1999. He talks about how in his early experiments, he would expect a certain shaped curve and get frustrated when it didn’t turn out that way. He realized that the rats are going to do what they’re going to do and they are right. If there’s a problem, it’s the way he’s set things up that is the problem. Skinner taught us that we are what we can do but we can change what we do. Skinner’s work was about behavior, first focused on animals later with humans. Although early work focused on the individual, later work focused on society and how things could change on a grander scale. Skinner’s dad was a lawyer who scared him about the consequences of criminal activity, his grandmother warned him about religious consequences of sin, etc. and this may have affected his interest in behaviorism. He was a bit rebellious in college but entered Harvard Pscyh Dept in 1928.
3 big things in the 1920s that affected SKinnner:
Darwin Theory of Evolution- Progression from the natural environments leading to survival; suggested a selection process led to behavior selection by consequences.
Freud Psychoanalysis- Adult behavior shaped by very early experiences.
Biggest critics came from psychoanalysts; identifiable behavior by predictable results.
Troy Behaviorism- Pavlov, a Russian physiologist, studied how behavior was conditioned by stimuli (Pavlov’s dog – we all know this story right?) American psychologists, led by John Watson, started really getting interested in behaviorism.
It was a big thing for Skinner that what we do and thing can be studied and understood through science. “We are what we do…but we can learn and change”
Skinner was building machines to understand learning, such as the “Skinner box” where lab animals would continue to peck a disc if they would get food. In general, he realized that animals (humans included) would repeat behaviors that get certain results. Pavlov and Watson’s stimulus focus was too narrow. Skinner added the consequence to the cycle. No longer stimulus-response psychology. Skinner’s realization that behavior was changed by consequences was huge. Critical words: Behavior, Selection, and Individual. Skinner was interested in why one behavior was elicited at a time, when any behavior was possible. Also, Skinner wanted to know why people had different behaviors in the same situation. Consequences are contingent upon a behavior. Depending on the type of consequence, the behavior will or will not be repeated and the frequency was affected.
Pigeon Experiment:
Pigeons peck a disk when a light or food was presented. Only when the ‘x’ was lit, did the pigeon receive food in the feed tray. Pigeon will repeat any activity repeat when it generates reinforcers. Behavior that gets desirable results get repeated. Sequence of events happened backwards to Pavlov- present a reinforcer after a consequence- response>consequence> behavior
Define Operant behavior- see book. Behavior is governed by consequences not the stimulus. Selection of behavior in dependent on the environment; it is also at discretion of the individual. Skinner asked, “ Why is one behavior selected from many at any time?” “Why does an individual act different than another in the same situation?”
Contingency of reinforcement:
Consequences are contingent on some act- if x then y. We can mold behavior completely out of the range.
Shaping is the gradual molding of behavior. Selection by consequences is a fact not a theory.
Operant conditioning
Discriminative stimuli (like a traffic light) allow organism to make distinctions to determine a consequence may happen signal opportunity to do something to likely produce reinforcers. Reinforcers have 2 characteristics: they must be observable and cause the action to be repeated or happen more often.
They control when and where we do things.
Response> discriminative stimuli> consequence
Without discriminative stimuli we would try to do everything at once. So it allows us to make decisions. Discriminative stimuli can lead to reinforcements but can also be a reinforcer itself (i.e. money.)
Positive reinforcement/ Negative reinforcement/ Punishment- occurs when an action it follows is the lost of an action. We confuse negative reinforcement with punishment often, but Negative reinforcement and punishment are not the same. Skinner was not a big advocate of punishment. Skinner was concerned a lot with RATE of occurrence; something that happens a lot. The concern is with high or low frequencies of behavior.
Reinforcement schedules:
Reinforcement which occur less frequently have a longer lasting impression than more frequent.
In 1938 was a big year. Skinner published “Behavior of Organisms.” He also became a father that year.
Skinner Invented the highly controversial “Baby Box” a warm sleeping chamber, to quell his daughters crying and enable her to sleep. Skinner’s daughters talk about Skinner’s controversial “baby box” – a heated space for the baby to sleep. His younger daughter defends his practices.
Daughters talk about Skinner’s teaching machines. During a visit to his daughter’s math class, he observed that some kids in math class already knew the material being taught and were bored. He used the idea of behaviorism to create teaching machines. With the teaching machine, you could go at your own pace and you get a response for each. Technology held back the success of teaching machines.
There are 5 steps in behavioral conditioning:
Step 1: Set Behavioral Goals
Step 2: Determine Appropriate Reinforcers
Step 3: Select Procedures for Changing Behavior
Step 4: Implement Procedures and Record Results
Step 5: Evaluate Progress and Revise as Necessary
During the evaluation period, you may find that the old goal is valid but need to use new reinforcers. People are motivated by different reinforcers.
Small Group Exercise: Review your solutions for John’s rest breaks from his computer.
The common solution was a computer program/screen saver that would remind John to take his breaks. The screen saver would have intelligence built in to have a report out to management enabling them to review if he was actually taking his breaks.
Benefits to John include: more energy, less wrist pain, better vision, discounts on medical and vision care plans.
Match the US State Quiz:
The class was instructed to take the quiz online. Then break into groups to discuss how we could improve the quiz. This is an example of the importance of Formal Evaluation in Instructional Design. The following comments were presented:
-Click on the name of the state, change to shape…match shape to shape.
-Showing how much time it took and time remaining.
-After the time is up, the program should indicate all the states’ location if you failed to complete 100%. That way you learn from your mistakes.
-The aversive stimulus (annoying “you’re wrong” sound) was sort of helpful because it didn’t allow you to make permanent mistakes – mislabel the states.
-With this game, there were technical difficulties – even if you were right, it didn’t always accept your answer.
-Take a tutorial before you take this quiz. This assumes you know US geography.
There is a PPT presentation in Behaviorism for review posted on Ilearn.
Next week’s assignment:
Cognitive Theory
Read chapter 3 and draw a visual map with the information from your learnings in chapter 3. Use concept mapping software such as Inspiration- link in iLearn. You can also use software like Visio (PC) or OmniGraffe (MAC).
We will use this site to enter our questions from each week’s lecture and readings.
The team responsible for taking notes is responsible for entering 10 questions for the week’s topic. Students will have the ability to review, edit, and/or add to the questions for the topic.
Dr. Foreman performed a demo of the wiki to the class- note that there is only 1 page to this wiki, therefore there will not be separate pages for each week’s topic.
Dr. Foreman has also posted the blog schedule on the iLearn site. If your name does not appear on the schedule, please sign up for December 11- we still need bloggers.
Opening question: Think about what kind of learning you may have had today. Everyday we learn something- we want to be more aware of learning in our daily lives.
Janet learned that she can get more results out of her colleagues if she asks them for deliverables and due dates…and subsequent due dates. While she knew this already, she felt she got confirmation of this phenomenon today.
Laurie indicated that she has a ‘difficult’ 2nd period math class (7th and 8th graders). She feels that she will need to ‘shape’ their behavior before they ‘shape’ hers.
Dr. Foreman learned how to create a data table iLearn when posting the blog schedule. She also learned that she cannot insert pics – only hyperlinks to pics in the wiki. This was counterintuitive based on her prior learning
It was suggested that in order to avoid people from overlapping in the wiki (and losing data), students first write their thoughts in Word and then cut/paste into the wiki. You can spell/grammar check in Word v. wiki.
This week’s topic: Behaviorism
What is behaviorism? What is the objective? What is the goal?
A process change is the outcome. Outcome has to be demonstrated with change in behavior- must be demonstrable and measurable.
The common ‘picture’ (or equation) for the behaviorist classical model:
Stimulus > black box> Response
Pavlov’s Dog (famous study on behaviorism)
When meat (stimulus) is presented to dogs; the dogs salivate (response)
This is a natural response> classical
Contrast the above to learned behavior:
In learned behavior, there needs to be a reinforcer present. For example, in school, kindergarten children learn that they must first raise their hand to ask questions in a classroom. The teacher presents reinforcers to the children based on the behavior they exhibit: ignore (if no raised hand), acknowledge (if raised hand).
BF Skinner suggested that learned behavior is not a natural behavior.
Skinner implemented applied these early theories of behaviorism to implement a Learning Science, using operant conditioning or learned behavior.
To break a cycle of behavior, we need to learn a replacement behavior.
Example:
Dog salivate when they see meat (respondent behavior)
For the experiment, ring the bell when presenting meat to the dog. The dog salivates (respondent behavior)
Over time, remove the meat but continue to ring the bell. The dog still salivates without meat present. (operant behavior- the dog learned to associate the bell sound with salivation)
A-B-C of Behaviorism, where:
A= stimulus (or antecedent)
B= behavior
C= consequence
Depending on consequence the behavior will be strengthened or weakened.
Video: BF Skinner a Fresh Approach
B.F. Skinner video – circa 1999. He talks about how in his early experiments, he would expect a certain shaped curve and get frustrated when it didn’t turn out that way. He realized that the rats are going to do what they’re going to do and they are right. If there’s a problem, it’s the way he’s set things up that is the problem. Skinner taught us that we are what we can do but we can change what we do. Skinner’s work was about behavior, first focused on animals later with humans. Although early work focused on the individual, later work focused on society and how things could change on a grander scale. Skinner’s dad was a lawyer who scared him about the consequences of criminal activity, his grandmother warned him about religious consequences of sin, etc. and this may have affected his interest in behaviorism. He was a bit rebellious in college but entered Harvard Pscyh Dept in 1928.
3 big things in the 1920s that affected SKinnner:
Darwin Theory of Evolution- Progression from the natural environments leading to survival; suggested a selection process led to behavior selection by consequences.
Freud Psychoanalysis- Adult behavior shaped by very early experiences.
Biggest critics came from psychoanalysts; identifiable behavior by predictable results.
Troy Behaviorism- Pavlov, a Russian physiologist, studied how behavior was conditioned by stimuli (Pavlov’s dog – we all know this story right?) American psychologists, led by John Watson, started really getting interested in behaviorism.
It was a big thing for Skinner that what we do and thing can be studied and understood through science. “We are what we do…but we can learn and change”
Skinner was building machines to understand learning, such as the “Skinner box” where lab animals would continue to peck a disc if they would get food. In general, he realized that animals (humans included) would repeat behaviors that get certain results. Pavlov and Watson’s stimulus focus was too narrow. Skinner added the consequence to the cycle. No longer stimulus-response psychology. Skinner’s realization that behavior was changed by consequences was huge. Critical words: Behavior, Selection, and Individual. Skinner was interested in why one behavior was elicited at a time, when any behavior was possible. Also, Skinner wanted to know why people had different behaviors in the same situation. Consequences are contingent upon a behavior. Depending on the type of consequence, the behavior will or will not be repeated and the frequency was affected.
Pigeon Experiment:
Pigeons peck a disk when a light or food was presented. Only when the ‘x’ was lit, did the pigeon receive food in the feed tray. Pigeon will repeat any activity repeat when it generates reinforcers. Behavior that gets desirable results get repeated. Sequence of events happened backwards to Pavlov- present a reinforcer after a consequence- response>consequence> behavior
Define Operant behavior- see book. Behavior is governed by consequences not the stimulus. Selection of behavior in dependent on the environment; it is also at discretion of the individual. Skinner asked, “ Why is one behavior selected from many at any time?” “Why does an individual act different than another in the same situation?”
Contingency of reinforcement:
Consequences are contingent on some act- if x then y. We can mold behavior completely out of the range.
Shaping is the gradual molding of behavior. Selection by consequences is a fact not a theory.
Operant conditioning
Discriminative stimuli (like a traffic light) allow organism to make distinctions to determine a consequence may happen signal opportunity to do something to likely produce reinforcers. Reinforcers have 2 characteristics: they must be observable and cause the action to be repeated or happen more often.
They control when and where we do things.
Response> discriminative stimuli> consequence
Without discriminative stimuli we would try to do everything at once. So it allows us to make decisions. Discriminative stimuli can lead to reinforcements but can also be a reinforcer itself (i.e. money.)
Positive reinforcement/ Negative reinforcement/ Punishment- occurs when an action it follows is the lost of an action. We confuse negative reinforcement with punishment often, but Negative reinforcement and punishment are not the same. Skinner was not a big advocate of punishment. Skinner was concerned a lot with RATE of occurrence; something that happens a lot. The concern is with high or low frequencies of behavior.
Reinforcement schedules:
Reinforcement which occur less frequently have a longer lasting impression than more frequent.
In 1938 was a big year. Skinner published “Behavior of Organisms.” He also became a father that year.
Skinner Invented the highly controversial “Baby Box” a warm sleeping chamber, to quell his daughters crying and enable her to sleep. Skinner’s daughters talk about Skinner’s controversial “baby box” – a heated space for the baby to sleep. His younger daughter defends his practices.
Daughters talk about Skinner’s teaching machines. During a visit to his daughter’s math class, he observed that some kids in math class already knew the material being taught and were bored. He used the idea of behaviorism to create teaching machines. With the teaching machine, you could go at your own pace and you get a response for each. Technology held back the success of teaching machines.
There are 5 steps in behavioral conditioning:
Step 1: Set Behavioral Goals
Step 2: Determine Appropriate Reinforcers
Step 3: Select Procedures for Changing Behavior
Step 4: Implement Procedures and Record Results
Step 5: Evaluate Progress and Revise as Necessary
During the evaluation period, you may find that the old goal is valid but need to use new reinforcers. People are motivated by different reinforcers.
Small Group Exercise: Review your solutions for John’s rest breaks from his computer.
The common solution was a computer program/screen saver that would remind John to take his breaks. The screen saver would have intelligence built in to have a report out to management enabling them to review if he was actually taking his breaks.
Benefits to John include: more energy, less wrist pain, better vision, discounts on medical and vision care plans.
Match the US State Quiz:
The class was instructed to take the quiz online. Then break into groups to discuss how we could improve the quiz. This is an example of the importance of Formal Evaluation in Instructional Design. The following comments were presented:
-Click on the name of the state, change to shape…match shape to shape.
-Showing how much time it took and time remaining.
-After the time is up, the program should indicate all the states’ location if you failed to complete 100%. That way you learn from your mistakes.
-The aversive stimulus (annoying “you’re wrong” sound) was sort of helpful because it didn’t allow you to make permanent mistakes – mislabel the states.
-With this game, there were technical difficulties – even if you were right, it didn’t always accept your answer.
-Take a tutorial before you take this quiz. This assumes you know US geography.
There is a PPT presentation in Behaviorism for review posted on Ilearn.
Next week’s assignment:
Cognitive Theory
Read chapter 3 and draw a visual map with the information from your learnings in chapter 3. Use concept mapping software such as Inspiration- link in iLearn. You can also use software like Visio (PC) or OmniGraffe (MAC).
Tuesday, September 18, 2007
Week 3: ITEC 800 Thursday, September 13, 2007
Week 3
In our opening discussion this week Kim pointed out that this is an exciting time to be studying learning theory as it is in a state of transition due to the expediency at which one is able to access information and to communicate that information to others via web 2.0 technologies. Examples of these technologies are wiki's, blogs and moodle (http://moodle.org/), a free open source case management system.
The learning theory that is attempting to answer questions associated with this shift is connectivism, a "learning theory for the digital age" proposed in 2004 by George Siemens. Siemens views learning as the process of creating connections and developing a network. In this new era of "tribal wisdom" or social networking the learner needs to be able to navigate through a lot of information and to monitor their own cognition (meta-cognition).
Kim's ITEC 830 class summarized this theory in a blog and George Siemens (or someone claiming to be him) replied to her blog.
Our class will experience Connectivism through the implementation of our own blog and wiki. Each group will take turns posting blogs which will be a synopsis of what was covered in a given week. They will also post ten questions with answers from each lecture on a wiki and everyone will be invited to participate in editing and answering questions.
Kim gave an example of MIT students. Through wiki's they generated questions for tests and edited each other's content. As a result of the interaction of a wiki students learned more.
In reference to connectivism and interactive learning we discussed episodic learning and digital storytelling as powerful learning methods. Digital storytelling is popular amongst K-12 educators. KQED is training teachers in digital storytelling with workshops. One of our classmates participated in a workshop. We will spend one class working on digital storytelling.
This week we also did an overview of three learning theories ; behaviorism, cognitivism, and constructivism.
We discussed Behaviorism in relationship to the curriculum taught at Stephen's College, the oldest women's college in the mid-west (Mt Holyoke in MA being the oldest in the country). Academics went out to communities and mirrored their curriculum to reflect what women did (housework). This curriculum an example of a behaviorist approach to learning as the skills learned were rote and specific.
As an example of the stimulus/response aspect of the Behaviorist model we learned to say hello in Korean ("An Young Ha Se Yo!").
Behaviorism is still a dominant teaching method as it is cost effective and easy to quantify. Programs such as "No Child Left Behind" require teachers to quantify skills met. Job training programs funded by the government also require ways of tracking skills met.
John Dewey was at the forefront of constructivism in Chicago in the late 1920s. It
was called the Progressive Movement at the time. He founded schools which taught tangible interactive skills like weaving and shearing. They were forced to shut down due to majority of behaviorists and parents who failed to see the relationship between learning and doing. Montessori and Summer Hills schools were a part of this hands-on curriculum approach for early childhood development.
We also reviewed cognitive theory of the 50s and 60s. The mind was seen much
like a computer with input and output, the mind as a processor in-between. The mind was not viewed as a clean slate as in the Behaviorist model. Noam Chomsky, who challenged behaviorist's perspective and sparked cognitive theory, said learners' have an innate map structured in their brain to learn.
We looked at a PPT presentation of the three theories.
We finished off our lovely night with a group lesson plan activity where we created a one day tour of San Francisco for 10 Japanese professors who speak little English. We created learning objective and explained which learning theory was used for each part of the plan.
In our opening discussion this week Kim pointed out that this is an exciting time to be studying learning theory as it is in a state of transition due to the expediency at which one is able to access information and to communicate that information to others via web 2.0 technologies. Examples of these technologies are wiki's, blogs and moodle (http://moodle.org/), a free open source case management system.
The learning theory that is attempting to answer questions associated with this shift is connectivism, a "learning theory for the digital age" proposed in 2004 by George Siemens. Siemens views learning as the process of creating connections and developing a network. In this new era of "tribal wisdom" or social networking the learner needs to be able to navigate through a lot of information and to monitor their own cognition (meta-cognition).
Kim's ITEC 830 class summarized this theory in a blog and George Siemens (or someone claiming to be him) replied to her blog.
Our class will experience Connectivism through the implementation of our own blog and wiki. Each group will take turns posting blogs which will be a synopsis of what was covered in a given week. They will also post ten questions with answers from each lecture on a wiki and everyone will be invited to participate in editing and answering questions.
Kim gave an example of MIT students. Through wiki's they generated questions for tests and edited each other's content. As a result of the interaction of a wiki students learned more.
In reference to connectivism and interactive learning we discussed episodic learning and digital storytelling as powerful learning methods. Digital storytelling is popular amongst K-12 educators. KQED is training teachers in digital storytelling with workshops. One of our classmates participated in a workshop. We will spend one class working on digital storytelling.
This week we also did an overview of three learning theories ; behaviorism, cognitivism, and constructivism.
We discussed Behaviorism in relationship to the curriculum taught at Stephen's College, the oldest women's college in the mid-west (Mt Holyoke in MA being the oldest in the country). Academics went out to communities and mirrored their curriculum to reflect what women did (housework). This curriculum an example of a behaviorist approach to learning as the skills learned were rote and specific.
As an example of the stimulus/response aspect of the Behaviorist model we learned to say hello in Korean ("An Young Ha Se Yo!").
Behaviorism is still a dominant teaching method as it is cost effective and easy to quantify. Programs such as "No Child Left Behind" require teachers to quantify skills met. Job training programs funded by the government also require ways of tracking skills met.
John Dewey was at the forefront of constructivism in Chicago in the late 1920s. It
was called the Progressive Movement at the time. He founded schools which taught tangible interactive skills like weaving and shearing. They were forced to shut down due to majority of behaviorists and parents who failed to see the relationship between learning and doing. Montessori and Summer Hills schools were a part of this hands-on curriculum approach for early childhood development.
We also reviewed cognitive theory of the 50s and 60s. The mind was seen much
like a computer with input and output, the mind as a processor in-between. The mind was not viewed as a clean slate as in the Behaviorist model. Noam Chomsky, who challenged behaviorist's perspective and sparked cognitive theory, said learners' have an innate map structured in their brain to learn.
We looked at a PPT presentation of the three theories.
We finished off our lovely night with a group lesson plan activity where we created a one day tour of San Francisco for 10 Japanese professors who speak little English. We created learning objective and explained which learning theory was used for each part of the plan.
Sunday, September 16, 2007
Week 3, 9/11/07
Week 3: ITEC 800 Tuesday, September 11, 2007
Hope you’re having a fabulous week!
Announcements:
1. Timeline project grades are located on iLearn. Each assignment is 5 points.
2. Groups of 3 will take “Blog notes” and craft questions for a two week period.
Questions and answers that we come up with as a class will be gathers and used for the semester exam (the week after Thanksgiving). Our goal is to come up with at least 10 questions. Eventually all of these Blogs will be turned into a Wiki.
Recap of last week:
We covered a brief overview of the history of instructional technology. We created historical timelines using technology we already know how to use (power point, Microsoft word, etc.)
This week:
This week our studies are still general but we are becoming more focused. We discussed the 3 learning theories; behaviorism, information processing (cognitive theory) and constructivist theory.
What is a theory?
Cognitive information processing cannot fully explain, so the constructivist movement came about.
We observe cause and effect.
Many researchers observe behavior. They test subjects each time and when there is consistent outcome- predictions. “When one does (A) then (a) happens”. In other words, research (sometimes by 1000s of researchers) is done, data is analyzed, and observations are made. When it gets to the point that a phenomenon happens enough in the same way, that you can predict what will happen, you can form a theory.
The three main historical learning theories build upon one another. It is a logical progression. They came about so phenomenon can be predicted. For example, Cognitive information processing cannot fully explain the learning process, so the constructivist movement came about. The three theories, however, cannot explain contemporary learning. New research is being done – “connectivism” or “social network theory” (looking at social networking, people learning informally, from each other.) This is a wide open area for doctoral study – this new foundation for new theories. In late 80s-90s educational researchers were concerned with constructivism, but now so much learning is occurring informally.
Examples:
Knowledge users-master’s degree students
Knowledge creator- PHD programs
Knowledge generator-bloggers
Example: Finding out how many bloggers are out there. You would need to do research to generate new knowledge. As professionals, we are “users” of knowledge. We will prepare our curriculum and tools we use according to our knowledge. We really need to remember to appreciate people who have devoted their lives to research so that we can use their theories.
Behaviorist Theory> Cognitive Theory> Constructivist Theory>Connectivism (?)
More on Connectivism:
Web 2.0 is NOW. Learning styles have changed as students have become more tech savvy and hungry for information. People connect via technology and learn from one another informally- wikis, virtual worlds, blogs and forums.
The 1970's evolved cognitive theory building. The 1980's studied constructivism. Now, in the 2000s informal learning mediums have evolved- world wide web, wiki, blogs, social networking, etc.
Fast Facts about blogs:
90MM blogs in 2007
30MM blogs in 2006
Under 20 year olds are the majority of bloggers
PPT Presentation: (Dr. Foreman plans to post on iLearn)
3 Dominant Learning Perspectives
- Knowledge received? Behaviorist theory (1920-1960)
- Knowledge acquired? Cognitive theory (1960-1990)
- Knowledge generated or constructed? Constructivist theory (1990- present)
- Knowledge currently evolving? Connectivism (social networking). Young students have a different way of acquiring information, they seek knowledge. For theorists, we are in a questioning stage to determine “What’s going on right now?”.
Behaviorist Perspective
Learning is change of behavior
Methods:
- drill and practice
- mastery learning
- reinforcement
- reward/punishment
1. Set learning objectives
2. Identify learning tasks and sequece tasks
3. Instruct
4. Test- list, describe, define
Cognitive Perspective/ Information Processing (input-processing)
Learning is a change in knowledge organization in internal memory
- Encode information – Relate new information with existing information
- Retrieve information- retrieve previous experiences and mix with new information.
- Cognitive strategies – Teacher develops strategies to help encode new data and how to retrieve it.
- organize information
- use visuals
- connect new information with prior knowledge
- compare and contrast
- demonstration examples- enables students to compare and contrast
- provide meaningful learning materials
- suggest ways to help the learning process information
Constructive Learning
- Learning is constructed from experience
- Learning is active process
- Learning is Life Long process
- Knowledge is generated, discovered
- Learner construction is a processing of thinking about and interpreting
- Multiple interpretations
Behavior is objective learning; constructive is subjective (multiple interpretation)
Problem solving
- Collaboration
- Project based
- Real life problem
- Community based learning
- Case studies
- Critical thinking
- Discovery modeling
- OJT- On the Job Training
Teacher's Role
- Teacher centric
- Coach/mentor
- Create group learning activities
- Provide complex problems with multiple solutions
- Facilitate learning
- Provide resources
- Provide opportunities for cooperative and collaborative learning
Juliana, once a teacher, sees that all three of these theories are used in conjunction with one another. The theories are not specific to themselves but for a balanced classroom all three must function integratively.so student strengths can be maximized. She asked, what would this look like in a corporate setting?
Behavior perspective (changes in behavior) are focused on simple tasks. It is easier to change simple human behavior (a task). It is much harder to change behavior when there are complex or multiple tasks involved.
The different learning perspectives utilize different assessment techniques- for example in behavioral assessments we can use T/F questions, multiple choice, and short answer.
Laurie pointed out the failure of whole language vs the importance of learning phonics. Whole language was a movement in which students learned to read for meaning rather than the technical aspects of reading; phonetics. This resulted in students being unable to piece the bits of language together so students can sound out and read words, particularly words they don’t know yet. Students of the 50 some years in which they were affected by whole language learning, often ended up having difficulty reading fluently. This movement began in California
Laurie also talks about how she used a math program completely designed around the constructivist theory – and everyone hated it (students, parents, teachers) but administrators like it because it yielded results. Questions are asked – why do people hate it? Because it’s a lot of work (for teachers and students), a lot of mess, and it’s different than what the parents are used to.
Chris talks about confusion about how does behaviorism address lecture format classes? Is it a mistake to oversimplify? Dr. Foreman answers that the lecture is a stimulus and if the students are actively engaged, this goes beyond receiving information and into encoding.
Another student (who’s name I unfortunately don’t know) – talks about teaching social studies and poses a “thinking questions” every day. The students get upset and cry because they can’t find it in their book.
Carlos comments that if he would rather take a multiple choice test. Carlos also comments that some things (like dance, martial arts, etc) are harder to measure by behavioral objectives than others, like basic P.E.
Sarah comments that the reading seems to create a major distinction between learning theories over time, but in reality all theories apply at all times – it’s just that researchers were focusing on different aspects of learning at different times. Behaviorism is still very present, and not archaic, in schools and any training environment. “Students will be able to…” A teacher or trainer’s job is often to produce results (in other words)
As an instructional designer it is important to know the theories so you can develop well rounded curriculum.
Experiential Learning
Dale’s Cone of Experience (1920-1930)
(We are not able to capture the pyramid diagram from the ppt. presentation. Dr. Foreman is to post it on iLearn.)
Technology is used to support experiential learning
Discussion
Interaction
- Instructor> Student
- Student> Instructor
- Student> Student
Problem solving
Resource and information sharing
Peer review
Collaborative work
Blogs
Virtual worlds
Course management
Reusable information
In-class assignment
Dr. Foreman presented a matrix to facilitate discussion about our Learning Matrix assignments in small group. Each group is responsible for creating a teaching plan using the different learning perspectives to teach them about San Francisco. The audience would be 10 educators visiting from Japan. They have limited English language skills, particularly with their verbal skills and they are better with their English reading comprehension. They are all first time visitors to SF.
GROUP 1: First start at SFSU with a powerpoint with lots of visuals. Then split in to 3 groups :MUNI group, Car Group, Bike group.
Tourist Group 1: Public trans only,
Tourist Group 2: on bikes, museums, order at counter food only
Tourist Group 3: in a van, go to beach, learn to surf, eat fine dining
Then they reassemble and compare and contrast experiences.
What part is constructivism? Learning to surf, being in groups,
Cognitive? Powerpoint presentation
Behaviorism: Not really.
GROUP 2: Start with a presentation of a very visual map of San Francisco, highlighting different neighborhoods and their distinct characteristics. Conduct a thematic tour of San Francisco’s vibrant culturally and ethnically diverse neighborhoods and attractions, by way of “eating your way through SF.” Also, send tourists on a treasure hunt for objects from each neighborhood. Reassemble to compare results of treasure hunt and talk about experiences.
Behaviorism: Can the tourists complete their treasure hunt tasks?
Cognitive: Thematic organization of tour, geographically by food type.
Constructivism: This is all a social group activity.
GROUP 3:
Meet with group at Fisherman’s Wharf, with Japanese interpreter, and will have a Japanese handout explaining that they will be going to GG Bridge, Alcatraz, Cable Car, and
There will be behavioral objectives: they have to get into a crowded but at rush hour and transfer onto another crowded but to attain an objective
-They have to buy a trinket (treasure hunt style) from somewhere they went and then will have to explain when they get back.
Behaviorism: Wanted to state outcomes of what the goals were. Then the day is structured around objectives.
Cognitive theory: Giving them tools to guide them through the experience.
Constructivism: The experience itself.
GROUP 4:
Break group into 3 learning pods : 1. navigation 2. shopping 3. food and drink.
Navigation: map with pictures and get feedback about what they want to see, they can only use public transportation (behaviorism: at the end of this pod you can navigate through SF.)
Shopping: American retail store – compare and contrast Japanese retail with U.S. For example, what is the same and different about the Gap?
Eating: Show famous restaurant, give sampling like wine and ghiradelli chocolate, seafood, sourdough, ask them to share their food experiences.
GROUP 5
Drive in Honda. Eat Japanese fusion food. Disposable cameras- postcards take a picture and their own perspective and general meaning. Very end meet up and develop pictures
Debrief and have them tell them about their experiences- compare and contrast our ideas of japan center. Compare and contrast what they experienced in each destination after they hear what they learned first.
Start in Japan center- familiar to them.
San Bruno is the sister city to Narita, Japan.
GROUP 6
Start in classroom. Provide overview of SF. SF staples- GG Bridge, coit tower. Travelogue - visual of what they just talked about. Assignment- area map, muni map and disposable camera and information tourist guide. Divide in groups of 5 and let them go in the city with a scavenger hunt- get a trinket from each destination and pictures. Debriefing- what they eat, see and do- compare and contrast what they saw and what the did before. Photo album is reward and can reflect on what they learned and recall SF.
GROUP 7
What do you want to do? (Co-learners.) Brief intro of the district geographic overview.
Add to current knowledge of city. Compare and contrast major themes, events, etc.
Start with a place they know and end with an unfamiliar destination. Divide into 2 groups- historical v. art & music and ending with food- everyone like food. Map of historical timeline of SF. Art, music, food, list of museums. Neighborhoods. Bart/muni, disposable camera, cable car tickets. Checklist of items to collect. Overview of SF - architecture and historical milestone dates. Major themes and dates, musical artists. Visit schools like mission high, sfsu, city college- since they are educators.
Next week
We will be going in detail with behaviorism.
Homework: Textbook Ch. 2. Answer the questions on iLearn (Assignment 3)
Wednesday, September 12, 2007
Week 2: ITEC 800 Thursday, September 6, 2007
Okay, I could feign ignorance and write that I couldn't figure out the blog. I could write that my house exploded, taking my notes with it, forcing me to recreate my notes in painstaking detail (apologies to those whose houses have exploded...no insult intended). I could write that my dog ate my notes (I don't have a dog).
Those would all be lies.
The simple truth is that I forgot. My bad, and I ask your forgiveness.
So, with penance out of the way, here are the notes from last week's class (9/6/07):
We discussed the blog, and Kim shared that we should treat it as we would a Wiki. Everyone contributes and edits the blog. No one is an expert at all subjects. Others may know more about a subject than I do. The blog, and most Wikis, allow us to learn from each other. This is an example of “Collaborative” learning based on social networking, which is supported by current learning theory.
We then ventured into how learning theory has evolved with each generation. This is often a function of current technology. The current technology is Web 2.0, characterized by highly mobile devices that focus on collaborative learning. Cellphones, PDAs, etc. all allow us to interact with each other instantaneously. In the late 1990s educators realized that current students were different than what they had taught before. Many professors and teachers are not trained to communicate with their students using the terms and tools that the students use. Different generations process information differently as a result. 2-year olds are using mice. They are “natural to computers, unlike their teachers. The Millennium generation is on the way. We will be their bosses!
As instructors, we need to learn:
Moving on...
A Brief History of Instructional Development
First, let's define the difference between education and training:
As a general rule, companies tend to pay for specific training for topics that will support the company. They do not generally support “education” as a whole, which may include topics unrelated to their business at hand.
We spent some time discussing “Instruction” versus “Learning”. We decided that instruction is a set of steps and goals; it is related specifically to getting from point A to point B. “Learning” on the other hand focuses more on the global and abstract. As learners, we need to know how to filter knowledge to weed out the unimportant chaff.
The ITEC program is more focused on teaching us to motivate learners to learn than it is teaching us to instruct!
Back to the history (brief as it is) of Instructional Development...
Around 1920, paradigm shift took place. The schools' task was shifted toward producing highly skilled workers, and away from simply pouring a list of arbitrary facts into students' heads. - This was the beginning of behaviorism.
In the 1950s ad 1960s, computers caused another paradigm shift toward cognitive learning.
The 1980s and 1990s brought the World Wide Web – Web based knowledge pushed constructivism. People construct knowledge from their own experiences. It became much easier to communicate over the Internet, giving people many new experiences with which to construct their knowledge. The web in turn fostered an exchange of ideas (email, bulletin boards, etc.), beginning “collaborative” learning.
Now in the 2000s, we are on the verge of another paradigm shift – We need to continue to be able to teach people how to learn in a new world. The new learning theories are known as “connectivism”. Learning according to the connectivist theories is based on making connections with others…blogs, Wikis, podcasts, etc. This is collaborative learning. One idea from one person posted so many can see then stimulates thoughts in others.
Now that we had digested a brief history, we moved on to look at Learning Management Systems (LMS or LTMS) such as Moodle (iLearn) LMSs are usually private systems available only to subscribers. They are generally similar to blogs, but limited in scope.
Many now believe that the LMS is “obsolete”. Web 2.0 is taking its place. In the Web 2.0 world, all you do is generate content. You then upload your content to a “gateway” that others can access. Let others host it and you use it.
Here's a definition for us - Web 2.0 = Interactive. It is characterized by two way communications (blogs, bbs, wikis, etc.). Web 1.0 was simply static webpages that gave you information, but did not allow you to talk back or participate.
At this point we took a little sidestep and viewed a Youtube video on web 2.0 titled “Web 2.0. The machine is Us/ing Us”.
This sparked a discussion on Youtube itself. With Youtube (and similar), we can spend a few minutes for “free” and entertain ourselves
Back to the timeline:
Behaviorism is still around. We don’t use it as widely as we used to, but we still need to use Behaviorist ideas in planning instruction.
We then broke up into groups of 3 for a class participation exercise. This allowed 6 groups, and we were assigned a time period as follows:
Next week:
Those would all be lies.
The simple truth is that I forgot. My bad, and I ask your forgiveness.
So, with penance out of the way, here are the notes from last week's class (9/6/07):
We discussed the blog, and Kim shared that we should treat it as we would a Wiki. Everyone contributes and edits the blog. No one is an expert at all subjects. Others may know more about a subject than I do. The blog, and most Wikis, allow us to learn from each other. This is an example of “Collaborative” learning based on social networking, which is supported by current learning theory.
We then ventured into how learning theory has evolved with each generation. This is often a function of current technology. The current technology is Web 2.0, characterized by highly mobile devices that focus on collaborative learning. Cellphones, PDAs, etc. all allow us to interact with each other instantaneously. In the late 1990s educators realized that current students were different than what they had taught before. Many professors and teachers are not trained to communicate with their students using the terms and tools that the students use. Different generations process information differently as a result. 2-year olds are using mice. They are “natural to computers, unlike their teachers. The Millennium generation is on the way. We will be their bosses!
As instructors, we need to learn:
- Computers
- Wiki
- Internet
- Etc.
- Idea sharing
- Self expression
- Collaboration
Moving on...
A Brief History of Instructional Development
First, let's define the difference between education and training:
- Education is the sum of what you learn.
- Training is more specific. Training is what you go through to receive education.
As a general rule, companies tend to pay for specific training for topics that will support the company. They do not generally support “education” as a whole, which may include topics unrelated to their business at hand.
- During tight times, corporate focus is on “training” specific skills
- During more profitable times, focus may shift to more broad, motivational “education”
We spent some time discussing “Instruction” versus “Learning”. We decided that instruction is a set of steps and goals; it is related specifically to getting from point A to point B. “Learning” on the other hand focuses more on the global and abstract. As learners, we need to know how to filter knowledge to weed out the unimportant chaff.
The ITEC program is more focused on teaching us to motivate learners to learn than it is teaching us to instruct!
Back to the history (brief as it is) of Instructional Development...
Around 1920, paradigm shift took place. The schools' task was shifted toward producing highly skilled workers, and away from simply pouring a list of arbitrary facts into students' heads. - This was the beginning of behaviorism.
In the 1950s ad 1960s, computers caused another paradigm shift toward cognitive learning.
The 1980s and 1990s brought the World Wide Web – Web based knowledge pushed constructivism. People construct knowledge from their own experiences. It became much easier to communicate over the Internet, giving people many new experiences with which to construct their knowledge. The web in turn fostered an exchange of ideas (email, bulletin boards, etc.), beginning “collaborative” learning.
Now in the 2000s, we are on the verge of another paradigm shift – We need to continue to be able to teach people how to learn in a new world. The new learning theories are known as “connectivism”. Learning according to the connectivist theories is based on making connections with others…blogs, Wikis, podcasts, etc. This is collaborative learning. One idea from one person posted so many can see then stimulates thoughts in others.
Now that we had digested a brief history, we moved on to look at Learning Management Systems (LMS or LTMS) such as Moodle (iLearn) LMSs are usually private systems available only to subscribers. They are generally similar to blogs, but limited in scope.
Many now believe that the LMS is “obsolete”. Web 2.0 is taking its place. In the Web 2.0 world, all you do is generate content. You then upload your content to a “gateway” that others can access. Let others host it and you use it.
Here's a definition for us - Web 2.0 = Interactive. It is characterized by two way communications (blogs, bbs, wikis, etc.). Web 1.0 was simply static webpages that gave you information, but did not allow you to talk back or participate.
At this point we took a little sidestep and viewed a Youtube video on web 2.0 titled “Web 2.0. The machine is Us/ing Us”.
This sparked a discussion on Youtube itself. With Youtube (and similar), we can spend a few minutes for “free” and entertain ourselves
Back to the timeline:
Behaviorism is still around. We don’t use it as widely as we used to, but we still need to use Behaviorist ideas in planning instruction.
We then broke up into groups of 3 for a class participation exercise. This allowed 6 groups, and we were assigned a time period as follows:
- Group 1 – pre-20s and 20s
- Group 2 – 30s and 40s
- Group 3 – 50s and 60s
- Group 4 – 70s and 80s
- Group 5 – 90s
- Group 6 – 2000s
Next week:
- Construct a matrix comparing and contrasting the three major theories…Behaviorist, Cognitivist, Constructionist.
- Look on page 36 of the handout for an example
- Add examples from your experience to each column at the bottom of the existing list on the matrix. Write it from the perspective of a teacher. The list should indicate how you would set up a learning environment for each of the theories.
- See iLearn for details.
Wednesday, September 5, 2007
Week 2: ITEC 800 Tuesday, September 4, 2007
Welcome back from the long weekend. I hope everyone got to enjoy the holiday.
We started off the Tuesday session talking about this blog.
Blog Writing
- Dr. Foreman has encouraged that two people per class period write in the class
blog. After reading each week’s blog entry, students should leave comments.
Exercise: Name Remembering
- After a week away from class it was difficult to remember everyone’s name. Faces are easy to remember as an association may have been applied. We then tried a strategy to remember. We associated an animal with the person’s name. (i.e. Brian the Baboon) This exercise proved to be able to help with learning names from the associated animal name. Erica was able to successfully name all students in the room. Go Erica! Angela was also able to name all of the students in the class with the help of people telling her their animal choices.
Reading and Taking Notes
- It is helpful to create a title when taking notes. It will keep you from taking too many notes and trying to remember too much information. By writing a title and getting the overview of an article, you can ask certain questions that might trigger memories. Just reading material only allows a 5% retention.
- Survey: A quick scan of reading the outline or titles.
- Question: After surveying, you ask questions.
- 3 R’s: Read, Rehearse, and Reflect
- Read: Read the material
- Rehearse: Take notes on the material
- Reflect: After taking notes, re-read the notes
- This is one way to organize material to help retain material.
- Graphic Organization: Drawing graphics will also help with remembering.
- Matrix: 2-dimensional (i.e. spreadsheet)
Web 1.0 vs. Web 2.0
- Web 1.0 was about one way learning. Teachers prepared material which was taught.
- Web 2.0 is about two way learning. With the use of open forums, people can lean with each other. This changes the teach curriculum completely.
Recommended Reading: The World is Flat – Thomas Friedman
- http://en.wikipedia.org/wiki/The_World_is_Flat
Exercise: Compare Timelines and Present
- We got into small groups and compared our timelines.
- We then looked to see how we could present each era as a group.
- Each group will present for 5 mins.
- Each group will use a unique way to present a delivery method
End Thought:
How can we use new technologies more for education rather than entertainment? This will be our job to see how we can meld education and technology and help improve the progress of instructional technology.
Reading for next week:
Theory in Application (Handout)
-also refer to the ilearn page for other assignments and reference material.
Assignment:
Create a matrix to organize information based on the handout reading
- Different Categories (reference page 36 in the reading)
We started off the Tuesday session talking about this blog.
Blog Writing
- Dr. Foreman has encouraged that two people per class period write in the class
blog. After reading each week’s blog entry, students should leave comments.
Exercise: Name Remembering
- After a week away from class it was difficult to remember everyone’s name. Faces are easy to remember as an association may have been applied. We then tried a strategy to remember. We associated an animal with the person’s name. (i.e. Brian the Baboon) This exercise proved to be able to help with learning names from the associated animal name. Erica was able to successfully name all students in the room. Go Erica! Angela was also able to name all of the students in the class with the help of people telling her their animal choices.
Reading and Taking Notes
- It is helpful to create a title when taking notes. It will keep you from taking too many notes and trying to remember too much information. By writing a title and getting the overview of an article, you can ask certain questions that might trigger memories. Just reading material only allows a 5% retention.
- Survey: A quick scan of reading the outline or titles.
- Question: After surveying, you ask questions.
- 3 R’s: Read, Rehearse, and Reflect
- Read: Read the material
- Rehearse: Take notes on the material
- Reflect: After taking notes, re-read the notes
- This is one way to organize material to help retain material.
- Graphic Organization: Drawing graphics will also help with remembering.
- Matrix: 2-dimensional (i.e. spreadsheet)
Web 1.0 vs. Web 2.0
- Web 1.0 was about one way learning. Teachers prepared material which was taught.
- Web 2.0 is about two way learning. With the use of open forums, people can lean with each other. This changes the teach curriculum completely.
Recommended Reading: The World is Flat – Thomas Friedman
- http://en.wikipedia.org/wiki/The_World_is_Flat
Exercise: Compare Timelines and Present
- We got into small groups and compared our timelines.
- We then looked to see how we could present each era as a group.
- Each group will present for 5 mins.
- Each group will use a unique way to present a delivery method
End Thought:
How can we use new technologies more for education rather than entertainment? This will be our job to see how we can meld education and technology and help improve the progress of instructional technology.
Reading for next week:
Theory in Application (Handout)
-also refer to the ilearn page for other assignments and reference material.
Assignment:
Create a matrix to organize information based on the handout reading
- Different Categories (reference page 36 in the reading)
Friday, August 31, 2007
Week 1: ITEC 800 TH August 30, 2007
Hello and welcome to another fun semester of ITEC 800!
On this rather hot day, Dr. Kim Foreman introduced us to her link on iLearn, discussing the course syllabus, expectations, and the importance of group interaction. "Know your audience and how they learn!," she said. Kim mentioned she's like one or more of us each week to post on this blog about what the class had discussed. We then had the opportunity to introduce ourselves, and tell the group our name, where we're from, background, and something interesting about ourselves.
From this, we learned that different information is stored in different parts of the brain:
*Short-term memory (30 seconds)
*Long-term memory
*7 + or - 2 principal by David Miller detailing learning research and how the mind works.
As a broad overview the class discussed the following topics which will be covered throughout the semester in this class as well as ITEC 801:
*Instructional Technology and ID
*Different Learning Perspectives (Behaviorist/Cognitivist/Constructivist)
*Learning Principals and ID
*Instructional Principals and ID Design
*Research and Implement technologies: Online tools: blogs, Wiki, podcasts, Skype, Breeze, Centra, etc.
After a short break, Kim mentioned a great website to take a look at: AECT.org.
The group then went a bit deeper into how much do we remember, which included the group guessing and then Kim reviewing Dale's Cone of Expertise. Subject areas included:
*Read-10%
*Hear-20%
*See(view images, watch videos, etc.)-30%
*Hear & See (exhibits, sites, demo, etc.)-50%
*Discuss (participate in hands-on work, group work, design a lesson): 70%
*Experience(design/teach): 90%
*Teaching
During the discussion, Kim also mentioned ADDIE, which stands for:
Analyze Design Develop Implement (Use It!) and Evaluate
Finally, the group was divided into several teams to try and define what "educational technology" means. For my group, we defined educational technology as the "use of technology to develop and deliver education and access to learning."
For our next class, we're to read "A Brief History of Instructional Development" and create a time line that highlights the major events and theorists in the history of instructional development. We're to include events from our own lives or something from another aspect in history. The time line can be drawn or done on a computer with pictures and/or symbols. Have fun!
Happy Labor Day Weekend!
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!
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
Subscribe to:
Posts (Atom)
