Foundations for practiceWalt Wager

What do we know, and

why do we believe it?

URL

• www.fsu.edu/~ids/wager/foundations.ppt• Other presentations are indexed by the

presenter’s last name, e.g., Janet Hill’s presentation URL is:

• www.fsu.edu/~ids/wager/hill.ppt• www.fsu.edu/~ids/wager/schwier.ppt• www.fsu.edu/~ids/wager/gibbons.ppt• www.fsu.edu/~ids/wager/osguthorpe.ppt

Summary

• There are many different perspectives of what ID is, and what it should be.

• That’s OK• As a profession we have some common goals.• As practitioners we contextualize our knowledge

to the role(s) we adopt.• Because of our diverse backgrounds we will

favor different orientations to our practice, sometimes too fiercely.

Seven (of many) orientations

• Behavioral

• Cognitive

• Constructivist

• Instructional

• Communications

• Social-Psychological

• Performance

Behavioral Orientation

Basic premises – • Behaviors that are rewarded are likely to

be repeated. • Behaviors that are not rewarded will

extinguish.• Intermittent reinforcement is more resilient

to extinction than continuously reinforced behaviors

Behavioral related concepts:

• SR, SsR• positive reinforcement• negative reinforcement• punishment• shaping• successive approximation• desired behavior• habituated behavior• chaining• backward chaining• linear programmed instruction• Basic orientation - performance-centered

Cognitive Orientation

Basic Premises:• Perceptual information is filtered and

processed before being stored in memory, and perception is influenced by what is already in memory.

• A type learned skill called cognitive strategies or metacognitive skills mediate the processes of learning.

Cognitive related concepts:

• expectations/advance organizers

• short term memory• long term memory• knowledge structures -

schemata• rehearsal• encoding• instantiation• accommodation• assimilation• information processing

theories• mental models

• schema theories - enterprise schemas

• types/domains of learning outcomes

• connectionism

• metacognition

• constructivism

• social cognition/ concepts;

• information search

• inert knowledge

• intrinsic (branched) programmed instruction

• Basic orientation, learning-centered

Constructivist Orientation

Basic premises:

• Knowledge is constructed by the learner to make meaning of phenomena, events, data and information in their environment.

• Learning is facilitated by supporting the learner within a zone – from where they are to where they can get to with support.

Constructivist Related concepts:

• knowledge construction• zone of proximal development• scaffolding• collaborative learning/ cooperative learning• cognitive apprenticeship• contextualized learning• authentic tasks• self-regulated learning• Basic orientation, learner-centered

Instructional Orientation

Basic premises: • Learning is a complex activity, affected by many

different types of variables, that can be facilitated in many ways including increasing student motivation, time management, quality of instruction, learning skills.

• Learning environments can be improved through the use of assessment and feedback

Instructional orientationrelated concepts:

• instruction/ events of instruction• principles of effective practice• courses, units, lessons, activities• different types of learning

outcomes• conditions of learning• aptitude• motivation • prerequisite skills• cognitive skills - learning skills• learning styles/ predispositions/

multiple intelligences • time on task

• active learning

• discovery learning

• direct instruction

• component display theory

• concept elaboration theory

• problem-based learning

• quality of instruction

• systems design models

• mediated instruction

• mastery learning/ learning objectives

• methods-centered

Communications orientation

Basic premises: • Learning is a process of reducing

uncertainty through information acquisition.

• Information is transmitted in a channel with a medium in one or more modes.

• Feedback from the receiver confirms that information was received correctly.

Communications related concepts

• intention

• message

• Channel(s)

• medium

• mode

• transmitter

• Receiver

• redundancy

• noise

• filters

• literacy

• synchronous

• asynchronous

• feedback

• message-centered

Social-psychological orientation

• Basic premises:• Learning is culturally mediated.

Curriculum as well as teaching practices are a function of cultural history, expectations and institutionalized norms.

• We live in a pluralistic society. In order to communicate effectively, we have to adopt different protocol in different cultures.

Social-psychological concepts:

• cultural expectations

• Stories, schemas

• self efficacy

• values, attitude, opinions, mores

• social hierarchies

• role theory

• learned helplessness

• diversity

• motivation theories

• social status

• need achievement

• culture-centered

Performance Orientation

Basic premises: • There are many ways to increase human

performance including training, performance support systems, job engineering, and incentives.

• A performance technologist should identify the possible causes of the problem to look all possible solutions.

Performance Orientation

• user-centered• objectives• Performance

assessment• quality assessment• ROI• levels of evaluation

needs assessment• Just in time• efficiency

• EPSS

• Knowledge management

• Learning organizations

• performance systems analysis

• stakeholders

• diffusion-adoption

• profit-centered

Questions for contemplation

• Can we determine where we want to be in the future?

• Do we want to control (or can we control) the nature of our travel?

• How do our orientations affect our trip?• When should we embrace reorientation?• Are we any different from any other

professional discipline?

Summary

• There are many different perspectives of what ID is, and what it should be.

• That’s OK• As a profession we have some common goals.• As practitioners we contextualize our knowledge

to the role(s) we adopt.• Because of our diverse backgrounds we will

favor different orientations to our practice, sometimes too fiercely.