Some Theories and Models

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Some Theories and Models

• IT 8000

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Programmed Instruction

• B.F. Skinner
• Presentation
• Test
• Feedback
• Teaching machines

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(Walter) Dick and (Lou) Carey Model
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Information Processing Theory

• George Miller
• Chunking
• Attention
• Encoding
• Retrieval

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Gagne, R.

• Domains of Learning
• Events of Instruction
• Task Analysis

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Domains of learning

• gaining attention (reception)
• informing learners of the objective (expectancy)
• stimulating recall of prior learning (retrieval)
• presenting the stimulus (selective perception)
• providing learning guidance (semantic encoding)
• eliciting performance (responding)
• providing feedback (reinforcement)
• assessing performance (retrieval)
• enhancing retention and transfer
  (generalization).

Retrieved from http//tip.psychology.org/gagne.ht
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Schema Theory

• Anderson, R. C.
• Schema
• Prior knowledge
• help students build the prerequisite knowledge,
  or
• remind them of what they already know before
  introducing new material.
• The mental representations used during
  perception and comprehension, and which evolve as
  a result of these processes, combine to form a
  whole which is greater than the sum of its parts
  

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Generative Learning Theory

• Wittrock, M.
• Make connections Generative learning is a theory
  that involves the active integration of new ideas
  with the learner's existing schemata.
• The active learner

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Cognitive Flexibility Theory

• Spiro, R.
• focus on the nature of learning in complex and
  ill-structured domains
• provide multiple representations of content
• avoid oversimplification of content domain
• context-dependent knowledge
• emphasize knowledge construction
• highly interconnected knowledge sources

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Anchored Instruction/ Situated learning

• Anchored Instruction
• Bransford, J. Cognition Technology Group at
  Vanderbilt (CGTV)
• Curriculum based around an anchor (realistic
  problem or case study)
• Learner exploration should be allowed
• Closely related to Situated Learning (Lave, J.)
• Knowledge should be presented in an authentic
  context
• Learning requires social interaction and
  collaboration

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Cognitive Apprenticeship

• Cognitive apprenticeship (Brown, et al.)
• Modeling
• Coaching
• Articulation
• Reflection
• Exploration

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Other theories and models

• Learning objects
• Rapid prototyping
• Kirkpatricks assessment model

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Kellers ARCS model

• Attention
• Relevance
• Confidence
• Satisfaction
• What do these mean?
• What would some ID applications of these look
  like?