ID Learning Theories

8/18/2019 ID Learning Theories

1/40

Learners and LearningLearners and Learning

1

A Quick Tour of Instructional Design Modelsand Learning Theories


2/40

Designing Instruction…Designing Instruction…

http://wejew.com/media/!!/"einfeld#$istor%#Lesson/http://www.dail%motion.com/&ideo/'a()cm#snl*seinfeld*school*sketch#fun

Or not…Or not…2

http://wejew.com/media/977/Seinfeld_History_Lesson/http://www.dailymotion.com/video/xa83cm_snl-seinfeld-school-sketch_funhttp://www.dailymotion.com/video/xa83cm_snl-seinfeld-school-sketch_funhttp://wejew.com/media/977/Seinfeld_History_Lesson/


3/40

Big Bang Theory: Sheldon Teach

3

http://www.cbs.com/shows/big_bang_theory/http://www.cbs.com/shows/big_bang_theory/


4/40

Our Roadmap…Our Roadmap…Models:

• +loom , -agn• %0ergog%• 1*2s of Moti&ation• Message design

• "3I of meaningful learning4Ma%er56.

Technology:• all kinds

Theories:• +eha&iorism• ogniti&ism• onstructi&ism

4


5/40

Many other Models & Principles

Database of Design Principles

Emerging Perspectives on Learning, Teaching & Tech

E DTEC’s EET ; and EDTEC Student Portfolios

5

http://www.edu-design-principles.org/dp/designHome.phphttp://www.coe.uga.edu/epltt/index.htmhttp://www.coe.uga.edu/epltt/index.htmhttp://www.coe.uga.edu/epltt/index.htmhttp://www.etc.edu.cn/eethttp://www.etc.edu.cn/eethttp://www.etc.edu.cn/eethttp://www.coe.uga.edu/epltt/index.htmhttp://www.coe.uga.edu/epltt/index.htmhttp://www.coe.uga.edu/epltt/index.htmhttp://www.edu-design-principles.org/dp/designHome.php


6/40

Blooms Ta!onomyBlooms Ta!onomy

Cognitive and Affective Domain

A Review!

"


7/40

Bloom’s TaxonomyBloom’s Taxonomyogniti&e and Affecti&e Domain

http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

#

http://www.odu.edu/educ/llschult/blooms_taxonomy.htmhttp://www.odu.edu/educ/llschult/blooms_taxonomy.htm


8/40

Bloom’s TaxonomyBloom’s Taxonomyogniti&e and Affecti&e Domain

http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

Q:$ow would %ou changethe design of %ourinstructionto match each of theseclassifications7

Q:8hat do %ou want %our

students to do7

8e2ll re&isit +loom ne'tweek.

$

http://www.odu.edu/educ/llschult/blooms_taxonomy.htmhttp://www.odu.edu/educ/llschult/blooms_taxonomy.htm


9/40

%


10/40

Bloom’s TaxonomyBloom’s TaxonomyLinks to learn more 6

http://projects.coe.uga.edu/epltt/inde'.php7title9+loom;!s#Ta'onom%

http://coe.sdsu.edu/eet/Articles/0loomre&/

http://coe.sdsu.edu/eet/Articles/+loomsLD/inde'.htm

Appl%ing +loom2s Ta'onom% 4sample &er0s< =uestions stems<potential acti&ities and products5http://www.teachers.ash.org.au/researchskills/dalton.htm

Ad&ice on +loom2s< &er0 selection< effecti&e =uestioning techni=ues

from "t. >dward2s ?ni&ersit% enter for Teaching >'cellencehttp://www.stedwards.edu/cte/files/+loom@ol%gon.pdf

Question cues for test items 0ased on +loom2s Ta'onom% from?ni&ersit% of ictoriahttp://www.coun.u&ic.ca/learning/e'ams/0looms*ta'onom%.html

1

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomyhttp://coe.sdsu.edu/eet/Articles/bloomrev/http://coe.sdsu.edu/eet/Articles/bloomrev/http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy


11/40

'agn('agn(

Nine Events of Instruction

Also, a Review and Reinforcement!

11


12/40

Gagn’sGagn’sBine >&ents of Instruction C !hy Gagn"

• @ro&ide a framework for planning and deli&ering instruction

• 8orks across differing t%pes of learning outcomes• Intellectual skill• ogniti&e strateg%• er0al information• Attitude

• Motor skill

12


13/40

Gagn’sGagn’sBine >&ents of Instruction

Getting #tarted: . -aining Attention

;. Informing the Learner of the30jecti&e4s5). "timulating Eecall of @rior Learning

Deli$ering the Goods: F. @resenting "timuli G. -uiding Learning

13


14/40


%hec&ing 'or %omprehension: 1. >liciting @erformance

!. @ro&iding Information

Ta&ing it to The (ext )e$el (. Assessing @erformance

. >nhancing Eetention and Transfer

14


15/40


Throughout the semester

loo& 'or ho* the + e$ents'it di''erent models o' instruction andinstructional design,

15


16/40

)y*ergogy +or ,ngaged

Learning-.ang & /ang0 2" 2#

httpedutechwi"i#unige#ch

enC$bergog$

• Pedagog$ teaching

methods for "%&'• Andragog$ for adults• C$bergog$ for online

1"


17/40


18/40

w i n e k n o ww i n e k n o w

l e a r n . d r I n k . s h a r e

f o r t h e m o d e r n w I n e n o v I c e

,ngaged

Learning

)ognitie

actors

nline Learning

,nironment

• eeling o+ sel+ • eeling o+ comm6nity• eeling o+ learning

atmosphere• eeling o+ learning

process

,motie actors

• Personal attri*6tes• )onte!t• )omm6nity• )omm6nication

Social actors

• Prior 7no8ledge9,!perience• chieement o+ goals• Learning actiity• )ognitie9learning style

)ognitie actors

,motie

actors

Social

actors

Course DesignCourse DesignFrameworkFramework

)ognitie Load Theory

Behaiorism

Social )onstr6ctiism

/ellers ;)S

)onstr6ctiism

d6lt Learning Theory


19/40

BehaiorismBehaiorism

("inner, Pavlov

1%


20/40

Beha$iorismBeha$iorism@a&lo& , "kinner

•3&ert 0eha&iors that can 0e measured•"e=uence of cues teach o0jecti&es

•?se of positi&e and negati&e feed0ack

•ommon applications:•+eha&ior Modification•Eeinforcement "chedules

.utomaticity: Hocus on repeating new 0eha&ior patterns

until the% 0ecome automatic

2


21/40


#trengths

• Teaching facts


22/40

Gi$e a scenario*here you *ould use

a Beha$iorist approach,


22


23/40

Please don’t read

the following slide.


24/40


25/40

The answer is:

automaticity


26/40

)ognitiism)ognitiism

)ental )aps

2"


27/4027

Cognitive Overload


28/4028

Memories

1,829

rehearsal

sensory

bufers

Working

Memory

Long

Term

Memory

orgotten

6.9 %1,68!." %

#ogniti$e artia#t, me%ium,tool


29/40


30/40

%ogniti$ism%ogniti$ismMental Maps

#trengths

• "kill transfer• >ffecti&e to teach

• omple'0eha&iors• The 0est wa% toperform a task• "ingle wa% toperform within aspecific population4compan%<militar%5• Eules or wa%s tothink

!ea&nesses

• reates uniform0eha&iors

• Assumes 0eha&ioris the onl% or 0estwa%

3


31/40

Gi$e an exampleo' cogniti$ist teaching and

learning situations in your *orld,

%ogniti$ism%ogniti$ismMental Maps

31


32/40

)onstr6ctiism)onstr6ctiism

Piaget, Dewe$, *$gots"$

32


33/40

%onstructi$ism%onstructi$ism@iaget< Dewe%< %gotsk%

• %ommon terms:• In=uir%*0ased< learning 0% doing< hands*on< colla0orati&e

• .ssumptions: 40ased on Merrill5

•onstructed from e'perience

• Learning is personal interpretation and an acti&e

process

•"ituated in realistic settings

•"hare< common knowledge33


34/40

#trengths

• >ffecti&e to teach:• Jreal lifeKsituations• sol&e no&elpro0lems• pro0lem sol&ingskills with multiplesolutions

• "upportsde&elopment ofmetacogniti&e skills

!ea&nesses

• Inefficient to teach:C Eecall of facts

C Memoriation

C "ituations wherethere is a single

wa% to perform• Difficult to e&aluate

learning o0jecti&el%


34


35/40

/o* do you use%onstructi$ist techni2ues no*"/o* might you in the 'uture"


35


36/40

#ample .ns*ers:• Authentic< real scenario

• Ill*defined pro0lems

• olla0orati&e pro0lem*sol&ing

• "imulated pro0lem*sol&ing

• @roducing JrealK products• • Anchored instruction

o Jasper Woodbury Adventure Series http://pea0od%.&ander0ilt.edu/projects/funded/jasper/default.html


3"


37/40

3op Qui453op Qui458hat2 the underl%ing learning theor%7

• Increase automaticit%

• Modeling thinking aloud

• De0riefing

• ?se &isuals to reinforce memoriation

• ?se computer as a *to* tutor

• +rainstorming< mapping< ad&ance organiers

• "tudent teaching Intern with "tar0ucks< >E

3#


38/40

Sample Port+olios: msloomis>com9

http:99?eaninethomas>8ee

*ly>com9

http:998e*>me>com9der7ara19ePort+olio9.elcome>ht

ml

http:99888>ly+ordrome>co

m9eport+olio9

)#A#-s

http:998atersport+olio>8or

dpress>com9 http:99888>*artos@roman

>com9port+olio>html

http:99888>mannyoliere

@>com9port+olio9 https:99sites>google>com9

site9lanasedtecport+olio9

3$


39/40

Ao8 do they )onnect

Theories to Practice

Pa$ attention to the ./' pro0ects#

3%


40/40

.s you select your pro6ect

*here *ill you useBeha$iorist1 %ogniti$ist or %onstructi$iststrategies"

In *hat aspects o' your instruction"

/o* *ould you use these strategiesonline or 'ace to 'ace"

Thin& .0out This:Thin& .0out This:

4

Documents

ID Learning Theories