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© 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 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
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….. ;-)