Instructional Design
教學設計
Content Learning Theories Instructional Architecture Hints
What makes good instruction isn't the medium; it's the instructional methods that guide the way the medium is used
How Learning Happens
Behaviorism Cognitive Theories -- The
Information Processing Model Constructivism -- Situated
Learning
行為主義學派
古典制約Classical Conditioning
操作 ( 工具 ) 制約Operant (Instrumental) Conditioning
行為主義Behaviorism
古典制約Classical Conditioning
Unconditioned Stimulus -- Food
Unconditioned Response -- Saliva
Before Training:
After Training:
Conditioned Stimulus -- Bell
Conditioned Response -- Saliva
Training: A bell is rang when the food is given to the dog
操作制約Operant Conditioning
Trial & Error
A
E
B
C
D
Behavior C has more chance to be repeated
Flow of Information in a computer
ROMCPU
RAM
DISK
Information Processing Model
Sensory
Register
Effector
Receptor
Short T
erm M
emory
Long T
erm M
emory
Control
Sensory Register
Receptor Memory
Information
leaves in 1 to 3 seconds
perceived (organized) informationgoes to working memory
Attention
Short-term Memory
Working Memory
Elaborative Rehearsal
Knowledge from long-term memory
Long-term Memory
Decay (forgetting)
Interference (forgetting)
Maintenance rehearsal
Characteristics of Components of Cognitive Storage Systems
Storage Structur
eCode Capacity
Duration
RetrievalCauses of failure to
recall
Sensory "store"
Sensory: features
12-20 items to
huge
250 msec. - 4
sec.Complete
Masking or decay
Short-term
memory
Acoustic, visual,
semantic, sensory features
identified and named
7 +- 2 items
About 12 sec.;
longer with
rehearsal
Complete: with each item being retrieved every 35
msec.
Displacement,
interference; decay
Long-term
memory
semantic, visual know., abstractions,
meaning, images
Enormous, virtually unlimited
Indefinite
Specific and general
information available
given proper cueing
Interference, organic
dysfunctioning,
inappropriate cues
Recall as a function of recall interval where rehearsal was prevented
3 6 9 12 15 180
20
40
60
80
100
Recall interval (sec.)
To Memorize
To Store into the Long Term Memory
Environment
Sensory Register
Short Term Memory
Long Term Memory
all
attention
Elaboration or rehearsal
Thinking – Processing Information
Limited by the capacity of the Working Memory (7±2)Limited by the capacity of the Working Memory (7±2)
Elaboration – linking information in the Working Memory with those in the LTM
Elaboration – linking information in the Working Memory with those in the LTM
How the WM handles complicated information – Chunking
How the WM handles complicated information – Chunking
Chunking
FB IPH DTW AIB M
FBI PHD TWA IBM
Chunking enables STM to handle a large amount of information
Cognitive Load – How chunking helps memorizing
chessboard where 24 pieces are arranged in a game in progress. Could you replicate the arrangement of the pieces after looking at the board for 10 seconds?
Pieces arranged in the form of a game in progress
Experts have better memory powers?
Pieces placed randomly on the board
Which screen do you find most readable and learnable?
Cognitive Overload
Long Term Memory Where the information is
permanently stored Forgetting due to interference Dual encoding Retrieving depends on cues – links
between concepts
Adjusted mean retention scores3.
3 m
o
9.3
mo
1 yr
. 11
mo.
3 yr
. 10
mo.
7 yr
. 5 m
o.
14 y
r. 6
mo.
25 y
r. 10
mo
34 y
r. 1
mo.
47 y
r. 7
mo.
Time after initial experience
0
20
40
60
80
100
Cor
rect
(%)
Name recognition Picture recognition Name matching
Picture matching Picture cueing Free recall
Information is permanently stored
情境認知Situated Learning 知識與情境不可分割 , 因此學習不可脫離
情境 學習者是完整的個體 , 其主動探索可自
我管理的能力 , 是學習成效的重要關鍵
Instructional Architecture receptive directive guided discovery exploratory
Receptive architecture Provides information that the learner
absorbs. Learners absorb the new information as
they receive it. provides relatively little in the way of
learner interaction. Briefings and linear video programs are
typical examples of the receptive architecture.
Example: 愛麗絲夢遊分數王國
Directive architecture short lessons that include rules or definitions,
examples, and practice exercises. Lessons are generally sequenced starting with
easier or prerequisite skills, and build gradually to more complex skills.
Frequent questions with feedback are provided to build patterns of correct associations.
based on behavioral principles of psychology and
served as the predominant architecture of instruction in early computer-based training.
Examples: au(Biology), tense
Guided discovery architecture experiential learning in which
learners are immersed in job-like problems and—with various support options including tutors, reference, and best practice models—
Learners are encouraged to solve the problemsExample: 唐伯虎與秋香
http://www.cse.cuhk.edu.hk/~mhp/all.html
Exploratory architecture a rich layered or networked
resource of information and effective navigational and orientation interfaces provided
learners can acquire the knowledge they need.
Examples: money, gotoairport
Hints on Instructional Design
Helps reducing cognitive load: Avoiding multimedia-induced overload, keep your
screens simple and consistent. directing attention: instructional cueing Adjunct memory support
Helps retrieving from LTM: Integration of graphics and audio
Helps storing into LTM: rote repetition, elaborative rehearsal, organizing
Heuristics for complex problems: Cognitive Apprenticeship: high-fidelity simulations;
systematic sequence of problems for a new troubleshooter to solve
Example: 古從軍行 What are the objectives? There are 4 interactive parts, 對偶句 ,
疊音詞 , 烘托 , 借古諷今 , are these related to what taught in the main part? If not, are they supposed to teach something?
Suitable Use of Multimedia?
Suitable use of Multimedia?
Example: Go to the Airport To teach or to test, An explorative approach
(situational learning)? Good use of multimedia – Snoopy’s
trip Ways to help memorization --
rehearsal
Ways to help memorization -- rehearsal
Other Good Examples http://course.fed.cuhk.edu.hk/2002
_1_EDD5169BD_20/ http://course.fed.cuhk.edu.hk/2002
_1_EDD5169BD_10/ http://course.fed.cuhk.edu.hk/2002
_1_EDD5169BD_22/authorware/Web/phyfinal.htm
END
Instructional cueing
Adjunct Memory Support
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