Learners and Learning

1. Learners and Learning A Quick Tour of Instructional Design Models and Learning Theories

2. Designing Instruction… Or not… http://wejew.com/media/977/Seinfeld_History_Lesson/ http://www.dailymotion.com/video/xa83cm_snl-seinfeld-school-sketch_fun

3. Big Bang Theory: Sheldon Teach

4. Our Roadmap… • Models: • Bloom & Gagné • Cybergogy • 6-C’s of Motivation • Message design • SOI of meaningful learning (Mayer)…. • Theories: • Behaviorism • Cognitivism • Constructivism • Technology: • all kinds

5. Many other Models & Principles Database of Design Principles Emerging Perspectives on Learning, Teaching & Tech EDTEC’s EET; and EDTEC Student Portfolios

6. Bloom’s Taxonomy Cognitive and Affective Domain A Review!

7. Bloom’s Taxonomy Cognitive and Affective Domain http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

8. Bloom’s Taxonomy Cognitive and Affective Domain Q: How would you change the design of your instruction to match each of these classifications? Q: What do you want your students to do? We’ll revisit Bloom next week. http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

10. Bloom’s Taxonomy Links to learn more … • http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy • http://coe.sdsu.edu/eet/Articles/bloomrev/ • http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm Applying Bloom’s Taxonomy (sample verbs, questions stems, potential activities and products)http://www.teachers.ash.org.au/researchskills/dalton.htm Advice on Bloom’s, verb selection, effective questioning techniques from St. Edward’s University Center for Teaching Excellence http://www.stedwards.edu/cte/files/BloomPolygon.pdf Question cues for test items based on Bloom’s Taxonomy from University of Victoriahttp://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html

11. Gagné Nine Events of Instruction Also, a Review and Reinforcement!

12. Gagné’s Nine Events of Instruction – Why Gagné? • Provide a framework for planning and delivering instruction • Works across differing types of learning outcomes • Intellectual skill • Cognitive strategy • Verbal information • Attitude • Motor skill

13. Gagné’s Nine Events of Instruction • Getting Started: • 1. Gaining Attention • 2. Informing the Learner of the Objective(s) • 3. Stimulating Recall of Prior Learning • Delivering the Goods: • 4. Presenting Stimuli • 5. Guiding Learning

14. Gagné’s Nine Events of Instruction • Checking for Comprehension: • 6. Eliciting Performance • 7. Providing Information • Taking it to The Next Level • 8. Assessing Performance • 9. Enhancing Retention and Transfer

15. Gagné’s Nine Events of Instruction • Throughout the semester • look for how the 9 events • fit different models of instruction and instructional design.

16. Cybergogy for Engaged Learning (Wang & Kang, 2006; 2007) http://edutechwiki.unige.ch/en/Cybergogy • Pedagogy: teaching methods for k-12 • Andragogy: for adults • Cybergogy: for online

17. What is Engaged Learning? http://edutechwiki.unige.ch/en/Cybergogy

18. Emotive presence • expressing feelings of self, others, learning About Presence (the Lana example) • Social presence/visibility • presenting oneself as a “real person” in a virtual learning environment • Cognitive presence • sharing information and resources, and constructing new knowledge

19. Sample Strategies • Designing engaging instruction • interactive, collaborative or solo and competitive • Facilitating online communication • Cultivating a better sense of self

20. Course Design Framework Cognitive Factors • Prior knowledge/Experience • Achievement of goals • Learning activity • Cognitive/learning style Cognitive Factors Cognitive Load Theory Behaviorism Engaged Learning Emotive Factors • Feeling of self • Feeling of community • Feeling of learning atmosphere • Feeling of learning process Emotive Factors Social Factors Social Factors • Personal attributes • Context • Community • Communication Online Learning Environment Keller’s ARCS Constructivism Adult Learning Theory Social Constructivism

21. Behaviorism Skinner, Pavlov

22. Behaviorism Pavlov & Skinner • Overt behaviors that can be measured • Sequence of cues teach objectives • Use of positive and negative feedback • Common applications: • Behavior Modification • Reinforcement Schedules • Automaticity: Focus on repeating new behavior patterns until they become automatic

23. Behaviorism Pavlov & Skinner Strengths Weaknesses • Teaching facts, simple procedures, concepts, and rules • Most successful when learning cues are same as the desired performance • Difficult to transfer to novel situations • Unpredictable result when stimulus is absent • No problem solving strategies

24. Behaviorism Pavlov & Skinner • Give a scenario • where you would use • a Behaviorist approach.

25. Please don’t readthe following slide.

26. Why can’t youstop yourself?

27. The answer is: automaticity

28. Cognitivism Mental Maps

29. Cognitive Overload

30. sensorybuffers Working Memory Long Term Memory forgotten Memories rehearsal 6.9% 7.3% 1,829 1,568 cognitive artifact, medium, tool

31. Cognitivism Mental Maps • How we think is important is to how we learn. • There is an objective reality—a best way to do something • We create a mental map of reality and use that map to make decisions • To learn, we build mental maps (schemas) that are consistent with and modeled after those of an expert • Focus on internal knowledge structure, information processing, short term, long term memory

32. Cognitivism Mental Maps Strengths Weaknesses • Skill transfer • Effective to teach • Complex behaviors • The best way to perform a task • Single way to perform within a specific population (company, military) • Rules or ways to think • Creates uniform behaviors • Assumes behavior is the only or best way

33. Cognitivism Mental Maps • Give an example • of cognitivist teaching and • learning situations in your world.

34. Constructivism Piaget, Dewey, Vygotsky

35. Constructivism Piaget, Dewey, Vygotsky • Common terms: • Inquiry-based, learning by doing, hands-on, collaborative • Assumptions: (based on Merrill) • Constructed from experience • Learning is personal interpretation and an active process • Situated in realistic settings • Share, common knowledge

36. Constructivism Piaget, Dewey, Vygotsky Strengths Weaknesses • Effective to teach: • “real life” situations • solve novel problems • problem solving skills with multiple solutions • Supports development of metacognitive skills • Inefficient to teach: • Recall of facts • Memorization • Situations where there is a single way to perform • Difficult to evaluate learning objectively

37. Constructivism Piaget, Dewey, Vygotsky • How do you use • Constructivist techniques now? • How might you in the future?

38. Constructivism Piaget, Dewey, Vygotsky Sample Answers: • Authentic, real scenario • Ill-defined problems • Collaborative problem-solving • Simulated problem-solving • Producing “real” products • Anchored instruction • Jasper Woodbury Adventure Series http://peabody.vanderbilt.edu/projects/funded/jasper/default.html

39. Pop Quiz! What’ the underlying learning theory? • Increase automaticity • Modeling thinking aloud • Debriefing • Use visuals to reinforce memorization • Use computer as a 1-to-1 tutor • Brainstorming, mapping, advance organizers • Student teaching; Intern with Starbucks, ER

40. COMETeers M.A.’s • http://www.msloomis.com/ • http://jeaninethomas.weebly.com/ • http://web.me.com/vderkara1/ePortfolio/Welcome.html • http://www.lyfordrome.com/eportfolio/ • http://watersportfolio.wordpress.com/ • http://www.bartoszroman.com/portfolio.html • http://www.mannyoliverez.com/portfolio/ • https://sites.google.com/site/lanasedtecportfolio/ Sample Portfolios: View and Discuss

41. How do they Connect Theories to Practice? Pay attention to the 572 projects.

42. Think About This: As you select your project where will you use Behaviorist, Cognitivist or Constructivist strategies? In what aspects of your instruction? How would you use these strategies online or face to face?