Instructional Design 10/31/07

Visuals
reduce the effort to interpret

1. darken room
2. use variety
3. rehearse
4. avoid irrelevant visuals
   

The Z reading pattern :

Golden Mean

Why pictures are helpful

• clarify and simplify


• easier to remember


• provokes emotional responses


• enhance ability to interpret and create visuals


• provides concrete refrences


• and a couple others I didn't get

Decoding - reading the visual

Encoding - writing the visual

Culture can make a difference, same with visual preferences

6231 Blocton Avenue
Lipscomb, Alabama

address for our fictitious company for feedback from

Learning Theories 10/25/07

We're going on a field trip to the library in order to research "Genetic epistemology" in respec to Jean Piaget's theories. Then we're going to write an article on in in Wikipedia.

good links and info re: Piaget

http://hubcap.clemson.edu/~campber/piaget.html

• knowledge has a biological function, and arises out of action
• knowledge is basically "operative"--it is about change and transformation
• knowledge consists of cognitive structures
• development proceeds by the assimilation of the environment to these structures, and the accommodation of these structures to the environment
• movement to higher levels of development depends on "reflecting abstraction," which means coming to know properties of one's own actions, or coming to know the ways in which they are coordinated

[06] Piaget didn't normally describe himself as a psychologist. He called his research program genetic epistemology. Nowadays, the term "genetic" has been restricted to the mechanisms of heredity in the English-speaking world; cashing Piaget's phrase out in contemporary terms would give us developmental theory of knowledge. Genetic epistemology (which, for Piaget, included the history of scientific ideas, as well as the study of development in individuals) is consistent with Objectivism in its biocentric concerns. But its focus is very different; enough so to make comparisons more difficult than they ought to be.

LTD Parts.

Instructional Design 10/24/07

Joe Richards substituting for Johnny Boy.

Presentation on Web 2.0 - all web resources used for calloboration. Not a specific program, but any programs that fall under this category. "Web 2.0" because the second version of programs is usually referred to as "Blah-blah 2.0"

• 
  
  Level 3 - applications that are the most "Web 2.0"-oriented, which could only exist on the Internet, deriving their power from the human connections and network effects that Web 2.0 makes possible, and growing in effectiveness the more people use them
  Examples: eBay, craigslist, Wikipedia, del.icio.us, Skype, dodgeball and Adsense
  


• 
  
  Level 2 - applications that can operate offline but which gain advantages from going online
  Examples: Flickr (which benefits from its shared photo-database and from its community-generated tag database)
  


• 
  
  Level 1 - applications that are also available offline but which gain features online
  Examples: Writely (now part of Google Docs & Spreadsheets) and iTunes (because of its music-store portion)
  


• 
  
  Level 0 - applications which would work as well offline as they do online
  Examples: MapQuest, Yahoo! Local and Google Maps (Note: Mapping-applications using contributions from users to advantage can rank as "level 2")

1. Social Bookmarking - bookmarks online - have them wherever you go & share them with people.


2. Social Networking - Myspace and places like that


3. Peer to Peer - Photobucket, Flikr, Youtube


4. Chatting / IM


5. Blogs / Podcast


6. Other - eBay, second life, Google Earth

Don't forget Zamzar - to get videos off youtube.

Backward Design :

• Identify desired results.


• Determine acceptable evidience.


• Plan learning experiences and instruction.

Instructional Strategy Decisions

1. Metacognition - thinking about our own thinking.


2. Job Analysis / Task Analysis - analyzing what is required to perform a task. Job analysis is the same - except that a job involves several tasks.


3. Cognitve Task Analysis - describes the thought processes that underly the performance of a task or tasks at various levels.


4. Critical Decision Method - analyze critical decisions that caused either success or failure to be examined by other people.


5. Situation Awareness - understanding of things in a specific situation - not always transferrable or understandable in other situations.


6. Situated Cognition - understanding in real world situations - with real world complications.


7. Cognitive Engineering - design and development of human centered systems - http://mentalmodels.mitre.org/cog_eng/ce_methods_overview.htm


8. Pedagogy - strategies of instruction - the science of being a teacher.


9. Content Knowledge - knowledge in the content you are teaching or learning


10. Pedagogical Content Knowledge - knowing how teach the subject knowledge


11. Technological Pedagogical Content Knowledge - knowing how to teach the subject knowledge using technology.

10/18/07

Encore :

Cognitive Apprenticeships :

Anchored Instruction : instruction through simulations. oftentimes computer generated - Oregon Trail. build instruction around some simulated situation

Learning Communities : learning through collective activities. learning community is focused on social interactions and conversations. taking different experiences and knowledge that the participants have and integrating them together for learning.

Assessment In-Situ

Diagnosis - assessment for deciding future instruction
Summary Statistics - follow students learning trends
Portfolios - works put together. projects that show their progress through the learning process.

Foundations of Learning 10/18/07

Another happy day in academia.....

Situated Cognition Theory

learning is : transfer of knowledge from an expert in the field of study.

how do you know it has been learned : learner can perform or have discourse on the subject.

the environment and social context have an effect on the way you do things.

Community of Practices that I have or do belong to :

Teaching

Junior High School Teaching

High School Teaching
Pizza restaurant

Documents Analysis

Family

Extended family

Math community

Green Team community

Religious

http://www.google.com/calendar/embed?src=srossinet%40gmail.com

that's my web calendar page.

consider not only the learning the individual accomplishes - but also what the community itself learns - defines as it's norms and practices.

introduction of the newcomers - takes a while for them to become aware of all the resources the community offers - for example as a new student to the U, I am still learning about things that the school offers.

how do those communities change and why? change at the group level.

take the newcomer - when they are first introduced into the community the interactions are usually very formal, somewhat detached. As they become more familiar with the community, the interactions become more intimate.

The fifth discipline - how to become a learning organization.

Apprenticeship - the ultimate expression of this theory.

pg 168 - 5 types of learning trajectories :

• Peripheral - no explicit mechanisms to keep learner in the community.


• Inbound - beginning to enter the community - headed towards full participation.


• Insider - learner that is a full participant in the community


• Boundary - participation in two communities and essentially broker interactions between them.


• Outbound - when you're leaving the community

Semiosis - symbols and their meanings. - why symbols acquire meanings and how these meanings evolve.

Learning is essentially the understanding of symbols - learning symbols and making use of them.

Instructional Design 10/17/07

Assignments : he likes them both paper and electronically.

Multimedia - group presentation.

Why do kindergartners learn the computer faster than adults?

• kids play on computers
• adults worry about failing, losing the document they worked on for the last 3 hours

3 steps kids use when learning the computer

• click on stuff,
• see what happens
• remember it.

http://www.itools.com/

First use of computers in schools -

• went to the english departments - word processors
• went to business department - can do accounting

Swedish Horses

http://svt.se/hogafflahage/hogafflaHage_site/Kor/hestekor.swf

Zamzar is a website that allows you to get video off of youtube. It is really easy to do.

http://www.zamzar.com/

this one is for the adults to give you a good laugh!

http://www.jibjab.com/

Next stage of the assignment is due November 2, 2007

Developing Assessment Instruments

3 essential questions of Instructional Design

1. Where are we going?
2. How are we going to get there?
3. How are we going to know we got there?

Instructional Designers would argue that "teaching to the test" is what we should be doing.

Focus concretely on desires outcomes, right after setting goals, set up how you are going to know you acheived those goals.

1. Entry Behavior Tests - make sure they know the stuff you are not going to test, what they must know to continue with the instruction.
2. Pre-Test - access current knowledge - if everyone passes pre-test your job is done - don't need to do the instruction.
3. Practice Tests - check progress, see if ready to continue to next level.
4. Post-Test - see if goal was acheived. What is mastery? Depends on the ask, what is expected, what is being taught and what deisgners thing mastery ought to be - defined case by case.

Assessment - with every test there are some incongruency. ie : True or False = 50/50 chance, and if you know even a little bit about the subject being tested, that T/F test gives you a great advantage.

If someone were really going to know this, how will we know?

Utah driver test vs. European drivers test.

Utah - if you can read a book and match it to the questions you can pass.

Europe - courses cost a lot of money and most people fail the first time.

1. a 1 minute paper
2. what's the muddiest point?
3. misconception - preconception check
4. pro / con grid
5. 1 sentence summary
6. concept map
7. what's the principle?
8. directed paraphrasing
9. student generated test questions
10. chain notes
11. RSQC2 - recall, summarize, question, comment, connect

Parsimony, parsimonious - extreme unwillingness to spend. For example you should be parsimonious on instructions - stingy on the instructions.

Authentic Assessment

Instructional Design : 10/03/07

Presentation on Online Learning went well.

Online learning - competency basis, you don't continue if you do not pass with a specific level of competency, at same token you don't have to wait until the end of the term to get the credit for the class - if you can show competency.

Goal Statement
Break down
Look for sub skills - he will look for signs that we really looked into breaking down the process.
Learners - entry behaviors
Context analysis - where are they going to learn this and where are they going to perform it.

I am the balance of the universe - right from the mouth of the professor.

OBJECTIVE :
(bread and butter of instructional design
The objective is for us to understand about objectives.

Key terms: (concepts)

Goals vs. objectives - goals are the "terminal objective" - describes what a learner will be able to do at the end of the instruction. Objective describes the kinds of knowledge, skills or attitudes that the students will be learning. Goal has to be measurable, objectives need not be measurable. I thought of objectives being the stepping stones to the goal - the thing we measure at the end.

Mastery - being able to know or perform the goal, and objectives, to a level that is acceptable to the instructional designer. Mastery is understanding the subject or thing to a high level - always set by the instructional designer. They decide what is reasonable and acceptable. Not a universal concept. What is mastery in one subject is not the same in another - ie: Pharmacy v. Pizza making. Is it as important to make sure you don't put sausage on a pepperoni pizza as it is to make sure you don't mix up Penicillin with Viagra?

Observable or ??? (if not observable what is it?) - have to have some way to measure if the goal is being met, or why bother doing it? How will you know when you're done, if you have achieved your goal. turn something that is not observable into behaviors that are observable. What behaviors would show the concept of patriotism?

Learning Objectives
BCS, PCC or ABCD

Behavior
Conditions
Standard

Performance
Conditions
Criteria

Audience
Behavior
Conditions
Degree

Collection of words and/or pictures or diagrams intended to let others know what you intend for your learners to achieve.
- related to intended outcomes - NOT processes.
- is specific and measurable.

Objectives - foundation will be laid before the walls go up, Sheetrock will be smooth before painting.

Goal - house will have 2 fireplaces, 3 bathrooms and a 2 car garage.

Use verbs that are measurable - write, identify, compute instead of things that cannot be measured - understand, know, believe.

Performance
- be able to read a book
- be able to type a paper
Conditions
- given a product and prospective coustomer be able to describe the key features of the product
**Add enough description to make it clear to everyone what is expected of the learner at the end of the instruction.
Criterion -
** speed - given tools, references and a malfunctioning celtrufugal pump, be able to clear the malfunction withing fifteen minutes. - make sure the criterion is necessary to the goal - why should they be done in fifteen minutes?
** accuracy
** quality - all information is factual, information is pertinent to the questions

Describe outcomes
Use specific language
Describe what students will do
Three characteristics
-performance
-conditions
-criteria

Cannot have criterion without observable behavior.