Post on 21-Dec-2015
1
© E. Kowch 2002 iD
EDER 673EDER 673Instructional Design Instructional Design
(iD)(iD)
Exploring Different Approaches Exploring Different Approaches Together:Together:
A conversation between scholars.A conversation between scholars.
AndAnd
We begin exploring learning We begin exploring learning theories for instructiontheories for instruction
Date:Date: January 30, 2003 January 30, 2003for the Week of Jan 30 to Feb 6, 2003for the Week of Jan 30 to Feb 6, 2003
Eugene G. KowchEugene G. KowchAssistant Professor of Educational TechnologyAssistant Professor of Educational Technology
via Vclassvia Vclass Audio Conference technology in real-time Audio Conference technology in real-time modemode
2
© E. Kowch 2002 iD
The machines that are first The machines that are first invented to perform any particular invented to perform any particular movement are always the most movement are always the most complex, and succeeding artists complex, and succeeding artists generally discover that, with fewer generally discover that, with fewer wheels, with fewer principles of wheels, with fewer principles of motion, than had originally been motion, than had originally been employed, the same effects may employed, the same effects may be more easily produced. The first be more easily produced. The first systems, in the same manner, are systems, in the same manner, are always the most complex…. always the most complex….
(Adam Smith, (Adam Smith, 1741))
On design and innovation….
3
© E. Kowch 2002 iD
Housekeeping/ AgendaHousekeeping/ Agenda
1.1. Issues and TrendsIssues and Trends - Your Topics and Class Viewpoints - Your Topics and Class Viewpoints– Is Behaviorism Dead?Is Behaviorism Dead?
– Is Educational Technology Failing / Oversold?Is Educational Technology Failing / Oversold?
– Is Constructivism “The Answer?” to Design?Is Constructivism “The Answer?” to Design?
– Is Cognitivism “The AnswerIs Cognitivism “The Answer?” Is?” Is there “An Answer?” there “An Answer?”
– Do you know the difference betweenDo you know the difference between• InstructionInstruction
• Instructional DesignInstructional Design
• Instructional TheoryInstructional Theory
• Learning TheoryLearning Theory
• Instructional Design and Educational Technology?Instructional Design and Educational Technology?
2.2. A preview of A preview of learning theorieslearning theories (next week’s reading). (next week’s reading).
4
© E. Kowch 2002 iD
First, A Masters Student Discussion & First, A Masters Student Discussion & Presentations: Presentations:
A Leadership ExerciseA Leadership Exercise
As we exploring (together) different:As we exploring (together) different:
ET, ET,
iD iD
&&other other
perspectives (“isms”) perspectives (“isms”)
on instruction and instructional design.on instruction and instructional design.
(selected topics from From Gentry & Csete in Anglin, (selected topics from From Gentry & Csete in Anglin, 1995)1995)
5
© E. Kowch 2002 iD
Issues: Student PresentationsIssues: Student Presentations
• Issues: JodyIssues: Jody• The The boundariesboundaries of the educational technology field (and ID) of the educational technology field (and ID)
will remain poorly drawn.will remain poorly drawn.• Issues: John / GeneIssues: John / Gene
– The The curricular corecurricular core of academic and other programs designed to prepare of academic and other programs designed to prepare educational technologists will remain educational technologists will remain ill defined and inconsistentill defined and inconsistent..
• Issues: RosemarieIssues: Rosemarie– The bulk of research in the field will continue to be sporadic and The bulk of research in the field will continue to be sporadic and diffusediffuse..
• Issues: AllanIssues: Allan– There will continue to be only There will continue to be only limited use of primary criterialimited use of primary criteria for for
evaluating instructional development process, product or implementation.evaluating instructional development process, product or implementation.• Issues: CalvinIssues: Calvin
– Undesirable side effects of the entrepreneurial practicesUndesirable side effects of the entrepreneurial practices of individual of individual practitioners of educational technology will continue negatively to affect practitioners of educational technology will continue negatively to affect credibility and effectiveness.credibility and effectiveness.
• Issues: TammyIssues: Tammy– There will continue to be There will continue to be inconsistent supportinconsistent support for educational technology for educational technology
from administrators, educators and trainers.from administrators, educators and trainers.
6
© E. Kowch 2002 iD
Issues: Student Presentations: Continued: Issues: Student Presentations: Continued:
• SimonSimon– There will continue to be a There will continue to be a divisiondivision between educational between educational
technologists and other educators over the theories of learning to technologists and other educators over the theories of learning to which they adhere.which they adhere.
• Issues: KarenIssues: Karen– There will continue to be There will continue to be inadequate responseinadequate response to the critics of to the critics of
educational technology.educational technology.
• Issues: MichelleIssues: Michelle– Confusion over the definitionConfusion over the definition of and the need for technological of and the need for technological
literacy will continue.literacy will continue.
• Issues: KennethIssues: Kenneth– The The predilectionpredilection of educational technologists and other educators of educational technologists and other educators
to reinvent the wheel will not significantly lessen:to reinvent the wheel will not significantly lessen:
7
© E. Kowch 2002 iD
Trend: Student Presentations: Trend: Student Presentations: • JenniferJennifer– The The creationcreation of technology - based teaching / learning products is based of technology - based teaching / learning products is based
largely upon instructional design and development largely upon instructional design and development principlesprinciples..
• Trends: Trends: SeanSean • EvaluationEvaluation has taken on greater importance as the concept has taken on greater importance as the concept
of performance technology has been further developed.of performance technology has been further developed.• Trends: AndrewTrends: Andrew
– The number of educational technology The number of educational technology case studiescase studies is growing and is growing and provides general guidance for potential users.provides general guidance for potential users.
• Trends: RichardTrends: Richard– Distance educationDistance education is evident at almost is evident at almost every level in almost every every level in almost every
sector.sector.• Trends: Leo Trends: Leo “The Lion” :-)“The Lion” :-)
– The field of educational technology has more and The field of educational technology has more and better information better information about itselfabout itself than ever before than ever before..
• Trends: Joanne Trends: Joanne (ID Spelunker)(ID Spelunker)
– Computers are pervasiveComputers are pervasive in the schools. Virtually every school in the in the schools. Virtually every school in the United States has microcomputers.United States has microcomputers.
8
© E. Kowch 2002 iD
Trends Continued: Student Trends Continued: Student PresentationsPresentations
-Trends: Dean -Trends: Dean (Soccer IS a design metaphor)(Soccer IS a design metaphor)
• Telecommunications is the linkTelecommunications is the link that is connecting that is connecting education to the world.education to the world.
• Trends: RayTrends: Ray– The The teacher’s roleteacher’s role in the teaching and learning process in the teaching and learning process is is
changingchanging as new technologies are introduced to the classroom. as new technologies are introduced to the classroom.• Trends: MichaelTrends: Michael
– There is There is increasing pressure for the schoolsincreasing pressure for the schools to consider the to consider the adoptionadoption of technology while, at the same time, concern is of technology while, at the same time, concern is expressed for the impact of technology expressed for the impact of technology on childrenon children in the society in the society at large.at large.
• Trends: Simon. Trends: Simon. …gentle readers.. Simon, a victim of accounting error, was asked to do …gentle readers.. Simon, a victim of accounting error, was asked to do two topics … 3 Cheers for Simon!!two topics … 3 Cheers for Simon!!
– Professional educationProfessional education of educational technologists has of educational technologists has stabilized stabilized in size and scope.in size and scope.
9
© E. Kowch 2002 iD
BeyondBeyond the Trends: Captain the Trends: Captain JamesJames Kirk…Kirk…
• Ed tech is being shaped more by external forces than by Ed tech is being shaped more by external forces than by internal influence of its own professionals.internal influence of its own professionals.
• The causes of traditional media resources has become routine The causes of traditional media resources has become routine in most elementary classroomsin most elementary classrooms
• There is little evidence to show that the computer has made There is little evidence to show that the computer has made major contributions to learning in the classroom.major contributions to learning in the classroom.
• The self contained classroom is the greatest single barrier to The self contained classroom is the greatest single barrier to the use of educational principles and practices.the use of educational principles and practices.
• The field is shifting from the use of media and technology for The field is shifting from the use of media and technology for enrichment to technology for replacement.enrichment to technology for replacement.
• Idevelopment is being practiced more in nonschool settings Idevelopment is being practiced more in nonschool settings than in schools.than in schools.
• Distance education has become an operation analog of ET.Distance education has become an operation analog of ET.• Cognitive science provides the best source of theoretical Cognitive science provides the best source of theoretical
principles that underlie instructional design.principles that underlie instructional design.• Evaluation is valued but infrequently used.Evaluation is valued but infrequently used.• Educational Technology continues to be perceived as a field Educational Technology continues to be perceived as a field
concerned more and more with hardware and software than concerned more and more with hardware and software than with learning.with learning.
10
© E. Kowch 2002 iD
Break in Transmission…Break in Transmission…
PLEASE STAND BYPLEASE STAND BY
while Gene loads Slide Set 2 for.. while Gene loads Slide Set 2 for..
A A PREVIEW OF PREVIEW OF LEARNING THEORYLEARNING THEORY
11
© E. Kowch 2002 iD
EDER 673EDER 673
Instructional Design Instructional Design (iD)(iD)
Part IIPart IIIntroduction to Learning TheoriesIntroduction to Learning Theories
Date:Date: January 30, 2003 January 30, 2003
Eugene G. KowchEugene G. KowchAssistant Professor of Educational TechnologyAssistant Professor of Educational Technology
via Vclassvia Vclass Audio Conference technology in real-time mode Audio Conference technology in real-time mode
MINIMALMINIMAL GRAPHICS VERSONGRAPHICS VERSON
After Driscoll, M. P (200). Psychology for Instruction (2nd Ed.). Allyn & Bacon
12
© E. Kowch 2002 iD
A conception of A conception of the relations among three epistemological the relations among three epistemological
traditionstraditions
(Kowch after Driscoll, 2000)(Kowch after Driscoll, 2000)Pragmatism
Objectivism Interpretivism
•Knowledge is negotiatedFrom experience & reason•Reality is interpreted through signs, internal and external
•Reality is internal, relative to a frame Of reference (subjective)•Knowledge is constructed through both By interaction socially and internally
•Reality is external, objective (known)•Knowledge is acquired throughExperience.
13
© E. Kowch 2002 iD
An Advance Organizer for Theories of Learning
EnvironmentalStimuli
ObservedBehavior
Input: Sensory
Stimulation
Output: Learned
Capabilities
Behaviorism: The Black Box Metaphor
Information Processing:The Computer Metaphor
Human Cognitiveprocesses
Interactional Models: Social Context Matters
Multiple IntelligencesProximal learning
Emotional Intelligence
S->R
14
© E. Kowch 2002 iD
Definitions:Definitions:
Learning : is … a persisting change in performance or performance potential that results
from experience and interactionwith the world.
Learning Theory: …is a set of constructs linking …
Results: changes in performanceMeans: Hypothesized structures and
processes responsiblefor learning
Inputs: Resources or experiences that trigger learning.
15
© E. Kowch 2002 iD
Radical BehaviorismRadical Behaviorism
Radical Behaviorism
involves
The experimental Analysis of
behavior
Principles ofBehavior
Management
Skinner
Leads to
Applications
Is most closelyAssociated with
S -> R
Performance Anal. &Support
Instructional Objectives
Behavior Modification
16
© E. Kowch 2002 iD
Cognitive Information Processing (Gagne &
Briggs)
CognitiveInformation Processing
Stage theory - processing beginsWith sensory input
Sensory Memory-Visual
-auditory
Instructional Implications1. Provide organized instruction2. Arrange extensive and variable practice3. Enhance learner’s self-control of
information processing
Models of Memory Storage
Semantic Networks
Short-Term Memory (temporary working
memory)•Rehearsing•Chunking
Long-TermMemory
Encoding
Retrieval
Feature comparisons
Parallel Processing
18
© E. Kowch 2002 iD
Situated Cognition: Living To LearnSituated Cognition: Living To Learn
Situated Cognition
Which involves
Everyday CognitionKnowledge isConceived as
Lived practices
Critical Pedagogy
Ecological ApproachTo Perception Are antecedents
to
Learning is Participation in
communities of practice
Implications for instruction
Implications for instruction
Implications for instruction
andWhich leads to
•Including Cognitive Apprenticeships•Anchored Instruction
•Learning Communities•Assessment in-Situ
19
© E. Kowch 2002 iD
Cognitive and Knowledge Development
A computational model
Neo-Piagetian View
A new agendaA componential analysis
A framework theory approach
Alternative Information Processing Approaches
Theories of Cognitive Development
Piaget’s Genetic Epistemology
Evidence Countering Piaget
Four Stages of Development
Three Developmental Processes •Assimilation
•Accommodation
• Equilibrium
1. Not all cultures reach formal operations
2. Reasoning is not always consistent within a stage
3. Children learn more in a stage than P thought.
4. Reasoning is domain specific
Most established theory
•Sensorimotor
•Preoperational
•Concrete operational
•Formal operational
Biological maturation
affects STM
operational capacity
Children’s thinking is endlessly
variable and endlessly changing
Intuitive theories
develop with experience in
specific domains
Development is the
process of a novice
becoming an expert
Generalization is
primary mechanism
of developmen
t
20
© E. Kowch 2002 iD
Interactional Theories of Cognitive Development
Interactional Theories of Development
Discovery, Learning and
Inquiry Teaching
Bruner Vygotsky
•Enactive
•Iconic
•Symbolic
Cognitive Growth
Three Models of Representing
Understanding
Culture
Vygotsky’s Developmental
Method
Social Origins of Thinking
Implications:
•Learning pulls development
•Instruction should be scaffolded in the zone of proximal development
•Intersubjective interaction is important
•Mediation through signs
•Emphasized culture
•Based in human activity
•internalization
•Zone of proximal development (next slide)
•intersubjectivity
influences
21
© E. Kowch 2002 iD
Detail from the last slide: Vygotsky’s Zone of Proximal Development
Developing Capabilities
What the child can doWith assistance
Developing CapabilitiesUndevelopedCapabilities
What the child can dounassisted
What the child cannot do yet
Zone of Proximal Development
Zone of Proximal Development
(with appropriate instruction in the Zone of Proximal Development, the boundaries of the zone SHIFT).
22
© E. Kowch 2002 iD
Biological Bases of Learning & Memory - Chemistry and Physical Science Explanations…
Recall our WebCT Discussion Thread“She was born with it”
Conditioning
Evolution
Cognition
Proximate causes
Biological Bases ofLearning & Memory
Cognitive development and the brain
Learning, memory and the brain
Attention and the brain
Neuropsychology
Implications of EvolutionImplications 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
Ultimate causes
Implications of NeuropsychologyImplications 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
23
© E. Kowch 2002 iD
Recall: The Advance Organizer for Theories of Learning
Emotional Intelligence
EnvironmentalStimuli
ObservedBehavior
Input: Sensory
Stimulation
Output: Learned
Capabilities
Behaviorism: The Black Box Metaphor
Information Processing:The Computer Metaphor
Human Cognitiveprocesses
Interactional Models: Social Context Matters
Multiple Intelligences
Proximal learning
Biological Theory
Interaction Theories
Cognitive Theories
Situated CognitionTheories
Radical BehavioristTheories
24
© E. Kowch 2002 iD
1.1. Adieu for this week, EDER 673Adieu for this week, EDER 673
Instructional Design Instructional Design (iD) (iD)
Introduction to Learning TheoriesIntroduction to Learning TheoriesReadings for This WeekReadings for This Week
See the Course Web Site: See the Course Web Site: http://www.ucalgary.ca/~ekowch/673/673home.html
Bednar et al. In Bednar et al. In AnglinAnglin (1995 (1995) (Cognitive) Theory Into Practice) (Cognitive) Theory Into Practice Ch. 8 (pp. Ch. 8 (pp. 100 - 112)100 - 112)
Aronson & Briggs (1999). Aronson & Briggs (1999). Contributions of Gagne and Briggs to a Contributions of Gagne and Briggs to a Prescriptive Model of InstructionPrescriptive Model of Instruction.. In C. In C. ReigeluthReigeluth (Ed.), Instructional Design (Ed.), Instructional Design
Theories and Models - An Overview and Current Status (pp. 75-101).Theories and Models - An Overview and Current Status (pp. 75-101).
Eugene G. KowchEugene G. KowchAssistant Professor of Educational TechnologyAssistant Professor of Educational Technology
Next Week: Next Week: AsynchronousAsynchronous Class on WebCT: Class on WebCT: See Home Page by 7:00 PM MST Feb 6th See Home Page by 7:00 PM MST Feb 6th..