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Activity Structures

Learn about Judi Harris' Activity Structures Theory empowering teachers to create dynamic internet-based curricula, fostering critical thinking and collaborative projects. Explore the theory's three main components - Collaborative Problem-Solving Projects, Information Collections, and Interpersonal Exchanges, enhancing student engagement and learning outcomes.

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Activity Structures

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  1. Activity Structures Eliana Moore Jenni Utt Tina Ream

  2. What does the theory mean? • Empowers teacher to create Internet-based curriculum tied experiences  A "thinkingtool" which helps teachers become Instructional Designers

  3. Who created the Theory? Judi Harris Department of Curriculum and Instruction, University of Texas at Austin

  4. Judi Harris’ work • Used Logo • Determined role that computers play in critical thinking for students • Shared experiences and researching while getting her PhD • Defined 3 main parts of Activity Structures

  5. 3 Main Parts of Activity Structures: • Collaborative Problem Solving Projects • Information Collections • Interpersonal Exchanges

  6. Collaborative Problem-Solving Projects: • Promotes critical thinking • Includes information searches and peer feedback • Example: WebQuests

  7. Information Collections • Students collect, compile, and compare different types of interesting information • Students participate in information exchanges, databases, electronic publishing, telefieldtrips • Positively Trashy

  8. Interpersonal Exchanges • Students communicate electronically with other individuals • Communicate with groups • Example: Flat Stanley

  9. Activity Structures Contrast to other Learning Theories

  10. Learning Occurance Behaviorism • viewed through a change in observable frequency of performance • learner utilizes cues to change behavior • influenced through stimili

  11. Learning Occurance Cognitivism • viewed through the knowledge of the student • learner becomes an activeparticipant in acquiring information

  12. Learning Occurance Constructivism • meaning created through experience of the learner • students requiredareason to find meaning • interactionmust occur between the learner & environment

  13. Learning Occurance Activity Structure • Learner is able to create their own activity

  14. Techniques in Instruction Design Behaviorism • Drills & Practice of Routine information • Use of Objectives and goals with a reward upon completion Cognitivism • Based upon feedback of student • Mental connections related back to instructor

  15. Techniques in Instruction Design Constructivism • Tailored to individual student response • encourage students to analyze, interpret & predict information • Discussion

  16. Techniques in Instruction Design ActivityStructure • Discussion & exchange of information • Communication • Collection & analysis of Data • Work to solve/attain a specific goal

  17. How to Evaluate Success Behaviorism • Predetermined set of criteria • Graded equally & evenly Cognitivism • Set of activities accomplished toward a specific goal • Criteria and Objective based

  18. How to Evaluate Success Constructivism • Elimination of Grades • Student judges own progress ActivityStructure • Compilation of the above fore mentioned

  19. Activity Structures Historical Perspective

  20. Learning Theories and their Key Players Behaviorism: • Pavlov (1849-1936) • Watson ( 1878-1958) • Thorndike ( 1874-1949) • Skinner (1904-1990)

  21. Learning Theories and their Key Players Cognitivism: • Piaget (1896-1980) • Vgotsky (1896-1934)

  22. Learning Theories and their Key Players Constructivism: • Bruner (1915- ) Situated Learning - 1968 • Lave • Etienne Wenger

  23. Learning Theories and their Key Players Activity Structure - 1995 • Judy Harris

  24. Learning Theories Timeline http://online.sfsu.edu/~foreman/itec800/finalprojects/joelantipuesto/timeline.html http://hagar.up.ac.za/catts/learner/andres/timeline.htm

  25. Activity Structure Examples www.figg.com/ired320/sessions/astructure.htm http://www.geocities.com/Athens/Rhodes/6470/index.html

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