Foundations for practice Walt Wager

1. Foundations for practiceWalt Wager What do we know, and why do we believe it?

2. URL • www.fsu.edu/~ids/wager/foundations.ppt • Other presentations are indexed by the presenter’s last name, e.g., Janet Hill’s presentation URL is: • www.fsu.edu/~ids/wager/hill.ppt • www.fsu.edu/~ids/wager/schwier.ppt • www.fsu.edu/~ids/wager/gibbons.ppt • www.fsu.edu/~ids/wager/osguthorpe.ppt

3. Summary • There are many different perspectives of what ID is, and what it should be. • That’s OK • As a profession we have some common goals. • As practitioners we contextualize our knowledge to the role(s) we adopt. • Because of our diverse backgrounds we will favor different orientations to our practice, sometimes too fiercely.

4. Seven (of many) orientations • Behavioral • Cognitive • Constructivist • Instructional • Communications • Social-Psychological • Performance

5. Behavioral Orientation Basic premises – • Behaviors that are rewarded are likely to be repeated. • Behaviors that are not rewarded will extinguish. • Intermittent reinforcement is more resilient to extinction than continuously reinforced behaviors

6. Behavioral related concepts: • SR, SsR • positive reinforcement • negative reinforcement • punishment • shaping • successive approximation • desired behavior • habituated behavior • chaining • backward chaining • linear programmed instruction • Basic orientation - performance-centered

7. Cognitive Orientation Basic Premises: • Perceptual information is filtered and processed before being stored in memory, and perception is influenced by what is already in memory. • A type learned skill called cognitive strategies or metacognitive skills mediate the processes of learning.

8. Cognitive related concepts: • expectations/advance organizers • short term memory • long term memory • knowledge structures - schemata • rehearsal • encoding • instantiation • accommodation • assimilation • information processing theories • mental models • schema theories - enterprise schemas • types/domains of learning outcomes • connectionism • metacognition • constructivism • social cognition/ concepts; • information search • inert knowledge • intrinsic (branched) programmed instruction • Basic orientation, learning-centered

9. Constructivist Orientation Basic premises: • Knowledge is constructed by the learner to make meaning of phenomena, events, data and information in their environment. • Learning is facilitated by supporting the learner within a zone – from where they are to where they can get to with support.

10. Constructivist Related concepts: • knowledge construction • zone of proximal development • scaffolding • collaborative learning/ cooperative learning • cognitive apprenticeship • contextualized learning • authentic tasks • self-regulated learning • Basic orientation, learner-centered

11. Instructional Orientation Basic premises: • Learning is a complex activity, affected by many different types of variables, that can be facilitated in many ways including increasing student motivation, time management, quality of instruction, learning skills. • Learning environments can be improved through the use of assessment and feedback

12. Instructional orientationrelated concepts: • active learning • discovery learning • direct instruction • component display theory • concept elaboration theory • problem-based learning • quality of instruction • systems design models • mediated instruction • mastery learning/ learning objectives • methods-centered • instruction/ events of instruction • principles of effective practice • courses, units, lessons, activities • different types of learning outcomes • conditions of learning • aptitude • motivation • prerequisite skills • cognitive skills - learning skills • learning styles/ predispositions/ multiple intelligences • time on task

13. Communications orientation Basic premises: • Learning is a process of reducing uncertainty through information acquisition. • Information is transmitted in a channel with a medium in one or more modes. • Feedback from the receiver confirms that information was received correctly.

14. Communications related concepts • intention • message • Channel(s) • medium • mode • transmitter • Receiver • redundancy • noise • filters • literacy • synchronous • asynchronous • feedback • message-centered

15. Social-psychological orientation • Basic premises: • Learning is culturally mediated. Curriculum as well as teaching practices are a function of cultural history, expectations and institutionalized norms. • We live in a pluralistic society. In order to communicate effectively, we have to adopt different protocol in different cultures.

16. Social-psychological concepts: • cultural expectations • Stories, schemas • self efficacy • values, attitude, opinions, mores • social hierarchies • role theory • learned helplessness • diversity • motivation theories • social status • need achievement • culture-centered

17. Performance Orientation Basic premises: • There are many ways to increase human performance including training, performance support systems, job engineering, and incentives. • A performance technologist should identify the possible causes of the problem to look all possible solutions.

18. Performance Orientation • EPSS • Knowledge management • Learning organizations • performance systems analysis • stakeholders • diffusion-adoption • profit-centered • user-centered • objectives • Performance assessment • quality assessment • ROI • levels of evaluation needs assessment • Just in time • efficiency

19. Questions for contemplation • Can we determine where we want to be in the future? • Do we want to control (or can we control) the nature of our travel? • How do our orientations affect our trip? • When should we embrace reorientation? • Are we any different from any other professional discipline?

20. Summary • There are many different perspectives of what ID is, and what it should be. • That’s OK • As a profession we have some common goals. • As practitioners we contextualize our knowledge to the role(s) we adopt. • Because of our diverse backgrounds we will favor different orientations to our practice, sometimes too fiercely.