Psychomotor Principles end of Ch.3 Learning Principles beginning of Ch.4

1. Psychomotor Principles end of Ch.3Learning Principles beginning of Ch.4 Tom Luo Jackie Lewis Mario Gunawardena

2. Planning of Transfer

3. 6.1 Variability of Practice Exercises Reproductive skills Variability of practice Productive skills Increased transfer of learning

4. 6.2 Near and Far Transfer • Near and far transfer are enhanced by different practicing approaches • Far-Transfer Motor schemata defining • Near-Transfer Initially with aid of external feedback Internal control

5. 6.5 Multi-step Sequential Task • The primacy-recency effect can be eliminated by “chunking” a multi-step task into shorter sequences

6. 6.6 Over Practice • Over learning or over practice is beneficial in terms of transfer of learning and long-term retention

7. 6.7 Avoiding Information Overload • Overload • Approaches to avoid Accuracy is traded for speed Speed is traded for accuracy Speed is maintained “chunk” the incoming information Help the performer predict what may come up next Pace the performance of the task Establish realistic “threshold levels”

8. 6.8 Part-task Trainers and Simulators • Progressive structuring of training from simple to complex practice can be used to avoid the danger of information overload • Part-task trainers and simulators application

9. Principles for the Design of Part-Task Trainers and Simulators: The Question of Fidelity

10. 7.2 High Fidelity Doesn’t Mean High Effectiveness • Training effectiveness has the precedence over fidelity • Researches show that high fidelity does not necessary pay off in terms of higher training effectiveness

11. 7.3 Physical Fidelity and Functional Fidelity • What is physical fidelity? Reproductive skills • What is functional fidelity? Productive skills

12. 7.4 Technical Fidelity and Perceived Fidelity • What is technical fidelity? (May impede learning if too “information rich”) • What is perceived fidelity? (Determines the training effectiveness)

13. 7.5 For Measurements or for Improvement? • Simulators are often used as testing rather than training devices • Design approach should be different for testing and for training devices

14. 7.7 Factors that influence the progress to full simulation • Context of training The overall instructional design is more important • Content of training Reproductive and productive skills benefit from different levels of physical fidelity and functional fidelity • The trainees Two opposed sets of findings • The stages of training Low levels of fidelity initial training higher levels of fidelity advanced practice

15. Inner Self 8.0 Relaxation Positive Thinking Role Playing Self Talk

16. Relaxation Exercises 8.1 • Then • Warm-up practice • Physical • Now • Warm-up mind • Clear mind of negative thoughts • Breathing exercises • Musical background

17. Positive Thinking 8.2 • Mastery Imagery • Recall successful past instances • Imagine new successes • Used prior to competition • Coping Imagery • Possible mistake • Successful move by an opponent • Weeks or days prior to competition

18. Role Model 8.3 • Video or film • Study techniques • Steps into their shoes and become performer

19. Self Talk 8.4 • Outer game • Against opponent • Inner game • Against yourself • Nervous, self doubt, concentration • 2 selves (Gallway) • Self 1 “I” gives instructions • Self 2 “myself” performs action

20. Pedagogy vs. Technology 1.1 • Debate • Pedagogy • Need good instruction no matter what media is used • Technology • Differences do exist • More concerned about instructional design

21. S > R > Sr 1.2 • S • Stimulus • R • Response • Sr • Praise

22. Repetition cont. • Maintenance • Repeating • Drills • Elaboration • Deeper processing • Relating to prior knowledge • Mnemonics • Roy G Biv Homes

23. Reinforcers cont. • Teacher praise • Family Automobile • Money • Self

24. Prior Knowledge 1.3 • Schemata • Organized networks of prior knowledge • Compare & contrast to be learned info with existing info • Select appropriate strategies • Make judgments

25. Cognitive Engagement 1.4 • Intentional & purposeful processing of lesson content • Memorization vs. Manipulation

26. Memorization cont. • Bad engagement methods • Lectures • Factual information • Teachers teach • Students listen

27. Manipulation cont. • Good methods • Relating personal information to lesson • Role playing • Debating

28. Multiple Modalities 1.5 • Using both text & graphics simultaneously • Text > linguistic coding • Graphics > imagery system • Must reflect each other • Different coding mechanism • Graph & text GOOD • Text & same words in sound BAD

29. 1.5 Multi Model Instruction • Information depicted in each modality must be congruent

30. Drag and Rockets: Functional ResistanceThe flow of air across a solid object creates drag­a type of resistance or friction.The aerodynamic properties of the rocket notonly reduce drag,but use some of the resistanceto stabilize the flight.The cone causes drag to bedistributed evenly throughoutthe body of the rocket. The finsthen direct the air equally aroundthe base to create identical resistance,thereby stabilizing the flight.

31. Installing Rocket Motors The rocket motor requirements for a model rocket are determined by matching the desired flight profile with the corresponding cluster. When installing the motors, make certain that the motors fit snugly into the corresponding motor housing. Be sure to check that each motor has been correctly seated to ensure that no motors eject during the launch. It is essential that the motors be installed correctly!

32. 1.6 Meaningfully learned knowledge • Retrievable, durable, generalizable Select or Perceive Organization In working memory Integrate with existing knowledge yes yes No yes Rote learning Long term Memory

33. 1.7 learning improves when depth processing increases • Semantic processing – Deep • Effective processing depends on elaborations More elaborations More redundancy Recall increases

34. 1.8 Adjunct lesson strategies • Adjunct strategies • organization not inherent within the lesson or obvious

35. 1.8b Learner Differences • Learner preferences, cognitive states, Cognitive styles • Alter lesson strategies dynamically

36. 1.9 Amount of mental effort invested • Perceived demand Characteristic • Personal self-efficacy High perceived self efficacy Low perceived self efficacy

37. Existing knowledge Lesson Content Short Term Memory Processing 2.1 Generative activities • Learner individually mediates meaning

38. 2.1a Learner Centered instruction • Note taking • Encoding • storage – review • Integration with existing information in long-term memory

39. 2.1b Elaborating on lesson content • Improves • Meaningfulness of learning • Retrievability of knowledge

40. 3.1 Concrete and abstract information • Imagability

41. 3.2 Lesson centered • Lesson centered • Promotes mastery of lesson content • When lesson content is unfamiliar • Acquiring new information

42. 3.3 Processing ability Information Short term memory Lost information Long term memory • Depends upon…. • Age and maturity • Prior knowledge

43. 3.4 Organization of text • Segmented - Meaningful coherent phrases (display) • Chunked - Conceptually related blocks

44. Questions A simulation system that "looked and behaved like real thing" will always guarantee the effectiveness of the training.

45. Questions • What is the difference in memorization and manipulation?