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© E. G. Kowch iDevelopment 675 Instructional Development (EDER675) February10, Learners

© E. G. Kowch iDevelopment 675 Instructional Development (EDER675) February10, Learners

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© E. G. KowchiDevelopment 675

Instructional Development

(EDER675)

February10,

Learners

© E. G. KowchiDevelopment 675

Agenda for tonight

1. Needs Cases.. Group Analyses & Discussion

2. Relevant Learner Characteristics• Selecting, determining and

assessing learner assessments.• A look at learning theories..

3. Case 16: David Jaminez

© E. G. KowchiDevelopment 675

Analyzing the Learner for Instructional Development

1. Selecting Learner Characteristics for Assessment• What learner characteristics should be assessed?

2. Determining Methods for Assessing Learner Characteristics• When should learner characteristics be assessed?• How should learner characteristics be assessed?• Learner characteristic profiles

3. A recent development in learner assessment? Cognitivism.• The importance of the learner• Types of knowledge/using cognitivism• Constructivism

4. Ethical Action in Learner Assessment

© E. G. KowchiDevelopment 675

Next Week: No Class

1. Read Rothwell & Kazanas Chapter 6, Analyzing the Characteristics of a Work Setting & skimskim Rothwell & Kazanas Chapter 7, Performing Job, Task and Content Analyses.

Next time we meet: Case 29 page 178

Mary Robbins

© E. G. KowchiDevelopment 675

1. Selecting Learner Characteristics for Assessment

1. Ask: “Who is the intended and appropriate learner”?• Specify target population, target group or target audience• Look for “representative learners” (now that we know the learning/training

need)• Consider learning disabilities and Human Rights• What learner Characteristics Should be Assessed?“The aim is to understand the customers so well that the product or service fits

them and sells itself”. (Drucker)• Define situation related characteristics

What are the possible relationships between the pfce problem and the learner?Does the pfc problem suggest unique learner characteristics?Will those characteristics change?

• Define decision related characteristics• Define learner related characteristics ( gas plant operator example)

© E. G. KowchiDevelopment 675

What learner Characteristics Should be Assessed? (continued)

• What learner Characteristics Should be Assessed?• Decision related characteristics• Who makes decisions about who can learn?• (committees can work well here)• Learner Related Characteristics

2 kinds exist:1. Prerequisite skills, knowledge and attitudes2 other traits or abilities needed to do the job

• 4 types of prerequisites:1. Physical traits2. Previously leaned skills3. Previously learned knowledge4. Previously learned attitudes.

Discussion:

As a human performance improvement professional, what do you do if a learner does not have the prerequisite learner skills?

© E. G. KowchiDevelopment 675

• Learner Related Characteristics• Demographics• Physiological characteristics• Experience• Aptitude• Knowledge• Attitudinal• Value systems• Life cycle stage• Organizational culture• Career stages : Dalton, Thompson and Price

Model (1994)• Dalton: Apprentice / Colleague / Mentor /

Sponsor

Why would these matter to a designer/developer ?

What learner Characteristics Should be Assessed? (continued)

© E. G. KowchiDevelopment 675

Determining Methods for Assessing Learner Characteristics

When should learner characteristics be assessed?1. BEFORE instruction (are they ready to learn or get instruction?)2. DURING: Clarify what assumptions you are making about these

learners - and that your methods will work.3. AFTER: Forecast learner needs into the future - see who needs

remediation or growth over time.

© E. G. KowchiDevelopment 675

How Should Learner Characteristics be Assessed?

• 1. There are 2 approaches

• A. The DERIVED approach (simplest)• Brainstorming to see what learner characteristics are most important to the

learner in this performance (gap) situation.

• B. The CONTRIVED approach • ID people roll through lists of learner characteristics seeing which one is best..

Developing a Learner Characteristic Profile- a normative, descriptive or historical approach to identify:- 1. Necessary background, knowledge, skill or attitude and phys. Traits for this

learner in this intervention ?

- Common sense can take over here!

© E. G. KowchiDevelopment 675

“Recent Developments in Learner Assessment”

• Cognitivism• Constructivism

© E. G. KowchiDevelopment 675

Cognitivism

• Learners create their own interpretations of instruction based on experiences, expectations and beliefs.

How can learners be provided with the knowledge they need to perform at the time they need it and when they need it?

• 2 Types of Knowledge (Kazanas)• 1. Procedural: How is something accomplished?

• Step by step analysis of tasks and decision points. Process.

• 2. Declarative: Why do things work the way they do? What is the name of an object or place?

• Creative work. Focus on why we do what we do. Often metacognitive.

© E. G. KowchiDevelopment 675

Constructivism

How can learners be provided with the opportunity to get the knowledge they need to perform at the time, and to find that knowledge in the way that they best learn it -- and when they need it?

Can a training program be constructive?

© E. G. KowchiDevelopment 675

A brief review of learning theories…

© E. G. KowchiDevelopment 675

A conception of A conception of the relations among three epistemological traditions orthe relations among three epistemological traditions or

Approaches to Learning Theory Approaches to Learning Theory (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.

© E. G. KowchiDevelopment 675

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

© E. G. KowchiDevelopment 675

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.

© E. G. KowchiDevelopment 675

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

© E. G. KowchiDevelopment 675

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

© E. G. KowchiDevelopment 675

Gagne & Briggs: We Remember….

© E. G. KowchiDevelopment 675

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

© E. G. KowchiDevelopment 675

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

© E. G. KowchiDevelopment 675

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

© E. G. KowchiDevelopment 675

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).

© E. G. KowchiDevelopment 675

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

© E. G. KowchiDevelopment 675

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

© E. G. KowchiDevelopment 675

Learner Characteristics: More ID Resources:

• A quick Guide to Gagne & Briggs (Cognitivism: How to Carefully Deconstruct the Learner, Types of Learning and ways to investigate

Instructional Events to assure cognitive learning success):• http://www.ucalgary.ca/~ekowch/673/resources/gagnebriggsindex.html

• What if your learner has multiple intelligences or learning styles, and you can design gap improvements for that?

• Learning Style Tests: Website URL: http://www.stanford.edu/group/Urchin/TA7IB.htm• Multiple Intelligences Test: http://www.ldpride.net/learningstyles.MI.htm

• Multiple Intelligences Info: http://www.thomasarmstrong.com/multiple_intelligences.htm• Multiple Intelligences and Learning Styles http://www.ldpride.net/learningstyles.MI.htm

© E. G. KowchiDevelopment 675

Adieu for this week, EDER 675Adieu for this week, EDER 675

Readings for The Next Two Weeks:Readings for The Next Two Weeks:

Analyzing Characteristics of a Work Setting:Analyzing Characteristics of a Work Setting: Chapter 6 Chapter 6 Rothwell & KazanasRothwell & Kazanas

Performing Job, Task and Content AnalysisPerforming Job, Task and Content Analysis (skim): (skim): Chapter 7, Rothwell & KazanasChapter 7, Rothwell & Kazanas

Case:Case: To be decided as a group To be decided as a group

Eugene G. KowchEugene G. KowchAssistant Professor of Educational TechnologyAssistant Professor of Educational Technology

This person is reading….. ;-)