Instructional Development (EDER675) February10 , Learners

1. Instructional Development (EDER675)February10,Learners

2. Agenda for tonight 1. Needs Cases.. Group Analyses & Discussion 2. Relevant Learner Characteristics • Selecting, determining and assessing learner assessments. • A look at learning theories.. 3. Case 16: David Jaminez

3. Analyzing the Learner for Instructional Development • Selecting Learner Characteristics for Assessment • What learner characteristics should be assessed? • Determining Methods for Assessing Learner Characteristics • When should learner characteristics be assessed? • How should learner characteristics be assessed? • Learner characteristic profiles • A recent development in learner assessment? Cognitivism. • The importance of the learner • Types of knowledge/using cognitivism • Constructivism • Ethical Action in Learner Assessment

4. Next Week: No Class • Read Rothwell & Kazanas Chapter 6, Analyzing the Characteristics of a Work Setting & skim Rothwell & Kazanas Chapter 7, Performing Job, Task and Content Analyses. Next time we meet: Case 29 page 178 Mary Robbins

5. Selecting Learner Characteristics for Assessment • Ask: “Who is the intended and appropriate learner”? • Specify target population, target group or target audience • Look for “representative learners” (now that we know the learning/training need) • Consider learning disabilities and Human Rights • What learner Characteristics Should be Assessed? “The aim is to understand the customers so well that the product or service fits them and sells itself”. (Drucker) • Define situation related characteristics What are the possible relationships between the pfce problem and the learner? Does the pfc problem suggest unique learner characteristics? Will those characteristics change? • Define decision related characteristics • Define learner related characteristics ( gas plant operator example)

6. What learner Characteristics Should be Assessed? (continued) • What learner Characteristics Should be Assessed? • Decision related characteristics • Who makes decisions about who can learn? • (committees can work well here) • Learner Related Characteristics 2 kinds exist: 1. Prerequisite skills, knowledge and attitudes 2 other traits or abilities needed to do the job • 4 types of prerequisites: 1. Physical traits 2. Previously leaned skills 3. Previously learned knowledge 4. Previously learned attitudes. Discussion: As a human performance improvement professional, what do you do if a learner does not have the prerequisite learner skills?

7. What learner Characteristics Should be Assessed? (continued) • Learner Related Characteristics • Demographics • Physiological characteristics • Experience • Aptitude • Knowledge • Attitudinal • Value systems • Life cycle stage • Organizational culture • Career stages : Dalton, Thompson and Price Model (1994) • Dalton: Apprentice / Colleague / Mentor / Sponsor Why would these matter to a designer/developer ?

8. Determining Methods for Assessing Learner Characteristics When should learner characteristics be assessed? 1. BEFORE instruction (are they ready to learn or get instruction?) 2. DURING: Clarify what assumptions you are making about these learners - and that your methods will work. 3. AFTER: Forecast learner needs into the future - see who needs remediation or growth over time.

9. How Should Learner Characteristics be Assessed? • 1. There are 2 approaches • A. The DERIVED approach (simplest) • Brainstorming to see what learner characteristics are most important to the learner in this performance (gap) situation. • B. The CONTRIVED approach • ID people roll through lists of learner characteristics seeing which one is best.. Developing a Learner Characteristic Profile • a normative, descriptive or historical approach to identify: • 1. Necessary background, knowledge, skill or attitude and phys. Traits for this learner in this intervention ? • Common sense can take over here!

10. “Recent Developments in Learner Assessment” • Cognitivism • Constructivism

11. Cognitivism • Learners create their own interpretations of instruction based on experiences, expectations and beliefs. How can learners be provided with the knowledge they need to perform at the time they need it and when they need it? • 2 Types of Knowledge (Kazanas) • 1. Procedural: How is something accomplished? • Step by step analysis of tasks and decision points. Process. • 2. Declarative: Why do things work the way they do? What is the name of an object or place? • Creative work. Focus on why we do what we do. Often metacognitive.

12. Constructivism How can learners be provided with the opportunity to get the knowledge they need to perform at the time, and to find that knowledge in the way that they best learn it -- and when they need it? Can a training program be constructive?

13. A brief review of learning theories…

14. A conception of the relations among three epistemological traditions or Approaches to Learning Theory(Kowch after Driscoll, 2000) Pragmatism • Knowledge is negotiated • From experience & reason • Reality is interpreted through • signs, internal and external Interpretivism Objectivism • Reality is external, objective (known) • Knowledge is acquired through • Experience. • Reality is internal, relative to a frame • Of reference (subjective) • Knowledge is constructed through both • By interaction socially and internally

15. An Advance Organizer for Theories of Learning Behaviorism: The Black Box Metaphor S->R Environmental Stimuli Observed Behavior Information Processing:The Computer Metaphor Input: Sensory Stimulation Output: Learned Capabilities Human Cognitive processes Interactional Models: Social Context Matters Proximal learning Multiple Intelligences Emotional Intelligence

16. Definitions: Learning : is … a persisting change in performance or performance potential that results from experience and interaction with the world.Learning Theory: …is a set of constructs linking …Results: changes in performanceMeans: Hypothesized structures and processes responsible for learningInputs: Resources or experiences that trigger learning.

17. Radical Behaviorism S -> R Is most closely Associated with Radical Behaviorism Skinner involves The experimental Analysis of behavior Principles of Behavior Management Leads to Behavior Modification Applications Instructional Objectives Performance Anal. & Support

18. Cognitive Information Processing (Gagne & Briggs) Cognitive Information Processing Stage theory - processing begins With sensory input • Short-Term Memory (temporary working memory) • Rehearsing • Chunking • Sensory Memory • Visual • auditory Encoding Retrieval Long-Term Memory Instructional Implications Provide organized instruction Arrange extensive and variable practice Enhance learner’s self-control of information processing Semantic Networks Models of Memory Storage Feature comparisons Parallel Processing

19. Gagne & Briggs: We Remember….

20. Situated Cognition: Living To Learn Ecological Approach To Perception Are antecedents to Situated Cognition Critical Pedagogy Knowledge is Conceived as Lived practices Learning is Participation in communities of practice Everyday Cognition Which leads to Which involves and Implications for instruction Implications for instruction Implications for instruction • Including Cognitive Apprenticeships • Anchored Instruction • Learning Communities • Assessment in-Situ

21. Cognitive and Knowledge Development • Sensorimotor • Preoperational • Concrete operational • Formal operational Four Stages of Development Three Developmental Processes • Assimilation • Accommodation • Equilibrium Evidence Countering Piaget Piaget’s Genetic Epistemology Not all cultures reach formal operations Reasoning is not always consistent within a stage Children learn more in a stage than P thought. Reasoning is domain specific Theories of Cognitive Development Most established theory Alternative Information Processing Approaches Neo-Piagetian View A computational model A componential analysis A framework theory approach A new agenda Children’s thinking is endlessly variable and endlessly changing Development is the process of a novice becoming an expert Biological maturation affects STM operational capacity Generalization is primary mechanism of development Intuitive theories develop with experience in specific domains

22. Interactional Theories of Cognitive Development Interactional Theories of Development Vygotsky Bruner Vygotsky’s Developmental Method • Mediation through signs • Emphasized culture • Based in human activity Three Models of Representing Understanding • Enactive • Iconic • Symbolic Social Origins of Thinking Cognitive Growth • internalization • Zone of proximal development (next slide) • intersubjectivity Discovery, Learning and Inquiry Teaching influences • Implications: • Learning pulls development • Instruction should be scaffolded in the zone of proximal development • Intersubjective interaction is important Culture

23. Detail from the last slide: Vygotsky’s Zone of Proximal Development Undeveloped Capabilities Developing Capabilities Developing Capabilities Zone of Proximal Development What the child can do unassisted What the child can do With assistance What the child cannot do yet Zone of Proximal Development (with appropriate instruction in the Zone of Proximal Development, the boundaries of the zone SHIFT).

24. Biological Bases of Learning & Memory - Chemistry and Physical Science Explanations…Recall our WebCT Discussion Thread“She was born with it” Biological Bases of Learning & Memory Ultimate causes Proximate causes Evolution Neuropsychology Attention and the brain Learning, memory and the brain Conditioning Cognition Cognitive development and the brain • Implications of Evolution • Humans my be predisposed to certain fears • Behaviors for which there is no predisposition to learn may be difficult to overcome • Actions associated with decreased fitness in ancestral populations may be difficult to establish • Implications of Neuropsychology • Cognitive functions are differentiated • The brain is relatively plastic in nature • Language may be biologically pre programmed • Learning disabilities may have a neurological basis

25. Behaviorism: The Black Box Metaphor Environmental Stimuli Observed Behavior Information Processing:The Computer Metaphor Input: Sensory Stimulation Output: Learned Capabilities Human Cognitive processes Interactional Models: Social Context Matters Proximal learning Multiple Intelligences Recall: The Advance Organizer for Theories of Learning Radical Behaviorist Theories Biological Theory Cognitive Theories Situated Cognition Theories Interaction Theories Emotional Intelligence

26. Learner Characteristics: More ID Resources: • A quick Guide to Gagne & Briggs (Cognitivism: How to Carefully Deconstruct the Learner, Types of Learning and ways to investigate Instructional Events to assure cognitive learning success): • http://www.ucalgary.ca/~ekowch/673/resources/gagnebriggsindex.html • What if your learner has multiple intelligences or learning styles, and you can design gap improvements for that? • Learning Style Tests: Website URL: http://www.stanford.edu/group/Urchin/TA7IB.htm • Multiple Intelligences Test: http://www.ldpride.net/learningstyles.MI.htm • Multiple Intelligences Info: http://www.thomasarmstrong.com/multiple_intelligences.htm • Multiple Intelligences and Learning Styles http://www.ldpride.net/learningstyles.MI.htm

27. Adieu for this week, EDER 675Readings for The Next Two Weeks:Analyzing Characteristics of a Work Setting: Chapter 6 Rothwell & KazanasPerforming Job, Task and Content Analysis (skim): Chapter 7, Rothwell & KazanasCase: To be decided as a groupEugene G. KowchAssistant Professor of Educational Technology This person is reading….. ;-)