EDER 673 Instructional Design (iD) Exploring Different Approaches Together: A conversation between scholars. And We begin exploring learning theories for instruction Date: January 30, 2003 for the Week of Jan 30 to Feb 6, 2003 Eugene G.

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EDER 673Instructional Design (iD)Exploring
Different Approaches TogetherA conversation
between scholars.AndWe begin exploring
learning theories for instructionDate January
30, 2003for the Week of Jan 30 to Feb 6,
2003Eugene G. KowchAssistant Professor of
Educational Technologyvia Vclass Audio
Conference technology in real-time mode
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On design and innovation.
The machines that are first invented to perform
any particular movement are always the most
complex, and succeeding artists generally
discover that, with fewer wheels, with fewer
principles of motion, than had originally been
employed, the same effects may be more easily
produced. The first systems, in the same manner,
are always the most complex. (Adam
Smith, 1741)
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Housekeeping/ Agenda

• Issues and Trends - Your Topics and Class
  Viewpoints
• Is Behaviorism Dead?
• Is Educational Technology Failing / Oversold?
• Is Constructivism The Answer? to Design?
• Is Cognitivism The Answer? Is there An
  Answer?
• Do you know the difference between
• Instruction
• Instructional Design
• Instructional Theory
• Learning Theory
• Instructional Design and Educational Technology?
• A preview of learning theories (next weeks
  reading).

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First, A Masters Student Discussion
Presentations A Leadership ExerciseAs we
exploring (together) different ET, iD
other perspectives (isms) on instruction
and instructional design.(selected topics from
From Gentry Csete in Anglin, 1995)
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Issues Student Presentations

• Issues Jody
• The boundaries of the educational technology
  field (and ID) will remain poorly drawn.
• Issues John / Gene
• The curricular core of academic and other
  programs designed to prepare educational
  technologists will remain ill defined and
  inconsistent.
• Issues Rosemarie
• The bulk of research in the field will continue
  to be sporadic and diffuse.
• Issues Allan
• There will continue to be only limited use of
  primary criteria for evaluating instructional
  development process, product or implementation.
• Issues Calvin
• Undesirable side effects of the entrepreneurial
  practices of individual practitioners of
  educational technology will continue negatively
  to affect credibility and effectiveness.
• Issues Tammy
• There will continue to be inconsistent support
  for educational technology from administrators,
  educators and trainers.

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Issues Student Presentations Continued

• Simon
• There will continue to be a division between
  educational technologists and other educators
  over the theories of learning to which they
  adhere.
• Issues Karen
• There will continue to be inadequate response to
  the critics of educational technology.
• Issues Michelle
• Confusion over the definition of and the need for
  technological literacy will continue.
• Issues Kenneth
• The predilection of educational technologists and
  other educators to reinvent the wheel will not
  significantly lessen

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Trend Student Presentations

• Jennifer
• The creation of technology - based teaching /
  learning products is based largely upon
  instructional design and development principles.
• Trends Sean
• Evaluation has taken on greater importance as the
  concept of performance technology has been
  further developed.
• Trends Andrew
• The number of educational technology case studies
  is growing and provides general guidance for
  potential users.
• Trends Richard
• Distance education is evident at almost every
  level in almost every sector.
• Trends Leo The Lion -)
• The field of educational technology has more and
  better information about itself than ever before.
• Trends Joanne (ID Spelunker)
• Computers are pervasive in the schools. Virtually
  every school in the United States has
  microcomputers.

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Trends Continued Student Presentations

• -Trends Dean (Soccer IS a design metaphor)
• Telecommunications is the link that is connecting
  education to the world.
• Trends Ray
• The teachers role in the teaching and learning
  process is changing as new technologies are
  introduced to the classroom.
• Trends Michael
• There is increasing pressure for the schools to
  consider the adoption of technology while, at the
  same time, concern is expressed for the impact of
  technology on children in the society at large.
• Trends Simon. gentle readers.. Simon, a victim
  of accounting error, was asked to do two topics
  3 Cheers for Simon!!
• Professional education of educational
  technologists has stabilized in size and scope.

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Beyond the Trends Captain James Kirk

• Ed tech is being shaped more by external forces
  than by internal influence of its own
  professionals.
• The causes of traditional media resources has
  become routine in most elementary classrooms
• There is little evidence to show that the
  computer has made major contributions to learning
  in the classroom.
• The self contained classroom is the greatest
  single barrier to the use of educational
  principles and practices.
• The field is shifting from the use of media and
  technology for enrichment to technology for
  replacement.
• Idevelopment is being practiced more in nonschool
  settings than in schools.
• Distance education has become an operation analog
  of ET.
• Cognitive science provides the best source of
  theoretical principles that underlie
  instructional design.
• Evaluation is valued but infrequently used.
• Educational Technology continues to be perceived
  as a field concerned more and more with hardware
  and software than with learning.

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Break in TransmissionPLEASE STAND BYwhile
Gene loads Slide Set 2 for.. A PREVIEW OF
LEARNING THEORY
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EDER 673Instructional Design (iD)Part
IIIntroduction to Learning TheoriesDate
January 30, 2003Eugene G. KowchAssistant
Professor of Educational Technologyvia Vclass
Audio Conference technology in real-time mode
MINIMAL GRAPHICS VERSON
After Driscoll, M. P (200). Psychology for
Instruction (2nd Ed.). Allyn Bacon
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A conception of the relations among three
epistemological traditions (Kowch after
Driscoll, 2000)
Pragmatism

• Knowledge is negotiated
• From experience reason
• Reality is interpreted through
• signs, internal and external

Interpretivism
Objectivism

• 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 through
• Experience.

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An Advance Organizer for Theories of Learning
Behaviorism The Black Box Metaphor
S-gtR
Environmental Stimuli
Observed Behavior
Information ProcessingThe Computer Metaphor
Input Sensory Stimulation
Output Learned Capabilities
Human Cognitive processes
Interactional Models Social Context Matters
Proximal learning
Multiple Intelligences
Emotional Intelligence
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Definitions
Learning is a persisting change in
performance or performance potential that
results from experience and interaction with
the world.Learning Theory is a set of
constructs linking Results changes in
performance Means Hypothesized structures
and processes responsible for
learning Inputs Resources or experiences
that trigger learning.
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Radical Behaviorism
S -gt R
Is most closely Associated with
Radical Behaviorism
Skinner
involves
The experimental Analysis of behavior
Principles of Behavior Management
Leads to
Behavior Modification
Applications
Instructional Objectives
Performance Anal. Support
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Cognitive Information Processing (Gagne Briggs)
Cognitive Information Processing
Stage theory - processing begins With sensory
input

• Short-Term Memory (temporary working memory)
• Rehearsing
• Chunking

• Sensory Memory
• Visual
• auditory

Long-Term Memory
Encoding Retrieval

• Instructional Implications
• Provide organized instruction
• Arrange extensive and variable practice
• Enhance learners self-control of information
  processing

Semantic Networks
Models of Memory Storage
Feature comparisons
Parallel Processing
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Gagne Briggs We Remember.
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Situated Cognition Living To Learn
Ecological Approach To Perception
Situated Cognition
Are antecedents to
Critical Pedagogy
Knowledge is Conceived as Lived practices
Learning is Participation in communities of
practice
Everyday Cognition
Which involves
and
Which leads to
Implications for instruction
Implications for instruction
Implications for instruction

• Including Cognitive Apprenticeships
• Anchored Instruction
• Learning Communities
• Assessment in-Situ

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Cognitive and Knowledge Development

• Sensorimotor
• Preoperational
• Concrete operational
• Formal operational

Four Stages of Development
Three Developmental Processes

• Assimilation
• Accommodation
• Equilibrium

Evidence Countering Piaget
Piagets Genetic Epistemology

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

Theories of Cognitive Development
Most established theory
Alternative Information Processing Approaches
A computational model
Neo-Piagetian View
A new agenda
A componential analysis
A framework theory approach
Childrens thinking is endlessly variable and
endlessly changing
Development is the process of a novice becoming
an expert
Biological maturation affects STM operational
capacity
Intuitive theories develop with experience in
specific domains
Generalization is primary mechanism of development
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Interactional Theories of Cognitive Development
Interactional Theories of Development
Vygotsky
Bruner
Vygotskys Developmental Method

• Mediation through signs
• Emphasized culture
• Based in human activity

Three Models of Representing Understanding

• Enactive
• Iconic
• Symbolic

Social Origins of Thinking
Cognitive Growth

• internalization
• Zone of proximal development (next slide)
• intersubjectivity

Discovery, Learning and Inquiry Teaching
influences

• Implications
• Learning pulls development
• Instruction should be scaffolded in the zone of
  proximal development
• Intersubjective interaction is important

Culture
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Detail from the last slide Vygotskys Zone of
Proximal Development
Undeveloped Capabilities
Developing Capabilities
Developing Capabilities
Zone of Proximal Development
What the child can do With assistance
What the child can do unassisted
What the child cannot do yet
Zone of Proximal Development
(with appropriate instruction in the Zone of
Proximal Development, the boundaries of the zone
SHIFT).
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Biological Bases of Learning Memory - Chemistry
and Physical Science ExplanationsRecall our
WebCT Discussion ThreadShe was born with it
Biological Bases of Learning Memory
Proximate causes
Ultimate causes
Evolution
Neuropsychology
Attention and the brain
Learning, memory and the brain
Conditioning
Cognition
Cognitive development and the brain

• Implications 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

• Implications 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

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Recall The Advance Organizer for Theories of
Learning
Radical Behaviorist Theories
Biological Theory
Cognitive Theories
Situated Cognition Theories
Interaction Theories
Emotional Intelligence
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1. Adieu for this week, EDER 673Instructional
   Design (iD) Introduction to Learning
   TheoriesReadings for This WeekSee the Course
   Web Site http//www.ucalgary.ca/ekowch/673/673ho
   me.htmlBednar et al. In Anglin (1995)
   (Cognitive) Theory Into Practice Ch. 8 (pp. 100 -
   112)Aronson Briggs (1999). Contributions of
   Gagne and Briggs to a Prescriptive Model of
   Instruction. In C. Reigeluth (Ed.), Instructional
   Design Theories and Models - An Overview and
   Current Status (pp. 75-101).Eugene G.
   KowchAssistant Professor of Educational
   TechnologyNext Week Asynchronous Class on
   WebCT See Home Page by 700 PM MST Feb
   6th.