lesson 2 throwback

Constructivism

~how a person think and understand things by creating meaning from his or her personal experience    (Deep learning).

~it emphasizes on engaging learners to learn by having them to think basing on their own experiences.

~What is Constructivism Learning Theory?

–

Learning occurs when new knowledge is constructed or derived from observations and own experiences. This would involve the learners’ interaction with the society.

–

Constructivist strategies are often called learner centered instruction.

~Key Principles

    

–Active learning (Explore)

    –Learning by doing and practice

    –Learning through scaffolding

    –Learning through collaboration

Top-Down Processing

~The term top-down means that learners begin with complex problems to solve and then work out or discover (with the instructor’s guidance) the basic skills required.

Cooperative Learning

~Learners will more easily discover and comprehend difficult concepts if they can communicate with each other on the problems.

~The emphasis on the social nature of learning and the use of groups of peers to model appropriate ways of thinking and expose and challenge each other’s misconceptions

~In cooperative learning instructional methods, learners work together in small groups to help each other learn.

Discovery Learning

~This is a constructivist approach to teaching in which learners are encouraged to discover principles for themselves.

~These students are encouraged to learn on their own.

Self-Regulated Learning

~Self-regulated learners are ones who have knowledge of effective learning strategies and how and when to use them (Bandura, 1991 )

~Self-regulated learners are motivated by learning itself, not only by grades or others’ approval (Boekaerts, 1995; Corno,1992; Schunk, 1995), and they are able to stick to a long-term task until it is done. 

Cognitive constructivism

#based on the work of educational psychologists like Piaget, who views knowledge as being created through experience.

#Knowledge is actively built by each learner. The internet makes this process much easier than in a non-wired classroom.

Social constructivism

#looks at learning from a social perspective

#stresses learners learn by engaging in discussions and the social interaction they construct their knowledge by considering other people’s opinions and actions

~Examples of application

     #Real world problem solving questions.

    #Group discussions on certain topics of interest.

Connectivism

~It is form with the idea that knowledge exist everywhere and is accessed and organized by the learner.

~It started in the blogosphere back in 2005

~It developed from there into a Learning Theory for Digital Age.

~previous theories do not adequately account for learning when considering the knowledge requirements of the information age.

~is the integration of principles explored by chaos, network, and complexity and self-organization theories.

#It is where learning can reside in non-human appliances (i.e. the network itself)

#The pipe

#have to develop a new series of meta-skills in evaluating usefulness of information and means of managing information.

#Pattern recognition and connection creation also important.

~Application

    #Asynchronous: Learners can access online materials or information at anytime.

    #Synchronous: Real time interaction between learners and instructor.

    

Throw back Lesson 1

Lesson  1
What are the areas involved in the development of instructional content?
–Learning Theories
–Instructional Design Principles / Models
–Involvement of UX Design and Usability of Actual Materials

Instructional Design Principle
*how people learn in order to plan & design the instructional content.
*how to manage instructional design projects, how to plan content of instructions.

UX Design and Usability Principles
*understanding how instructional materials should be designed in terms of increasing learner’s positive perception / experience of using these materials

Learning Theories
*how people learn

*its Application in Instructional Design

       –Behaviorism

       –Cognitivism

       –Constructivism

       –Connectivism

Objective
•To enable you to describe and explain the various learning theories.
•To enable you to relate and apply appropriate theories to the design development of instructions.

What is learning?(Definition)
# is a relatively PERMANENT CHANGE in MENTAL ASSOCIATIONS due to EXPERIENCE. (Ormrod, 2012, p. 4)
# is “the acquisition of knowledge or skills through study, experience, or being taught”.
   (Learning, 2013)
# can be discussed from the study on the origin, nature, methods and the limits of knowledge      (Epistemology).

What is Theory?
# is an explanation for why something occurs or how it occurs(reason). Typically theory is generated by a question or by our curiosity, and offers a response to that question.
# provides a general explanation for observations made over time.
# explains and predicts behavior
# can never be established beyond all doubt.
# may be modified.
# seldom have to be thrown out completely if thoroughly tested but sometimes a theory may be widely accepted for a long time and later disproved.

Learning Theory in ID

* is not just simply on systematically executing various steps within an instructional design model.

* effective instructional design should take into consideration the theoretical bases in which it is grounded to offers clarity, direction and focus throughout the instructional design process.

Three Main Learning Theory

Behaviorism

# Proposes a stimulus
 
 # response approach to designing instruction for learners.
   
# learning emphasizing methodically time-controlled events and constructed environmental    conditions intended to bring about particular behavioral responses
   
# It is a theory that beliefs a person’s behavior changes in response to the stimuli set in an environment and learning occurs as a result of the person’s acquisition of new behavior through the environment (Westwood, 2004, p. 17).

  # This theory discounts mental activities.
 
 # The main conditionings:
       -Classical Conditioning
• Explains some learning of involuntary emotional and physiological responses.
•Example:
–Dog drooling when it smells food and later when it hears a bell (Pavlov)

        -Operant Conditioning

•  conditioning voluntary, controllable behaviors, not the automatic physiological responses in Classical Conditioning
•   With Operant Conditioning the Response comes before the Stimulus
• developed by Burrhus Frederic Skinner

#The main understanding that we get from Behaviorism is that: 

                      –When an action or response produces a positive or rewarding outcome, that behavior is likely to be repeated.
                   –when an action or response produces a negative outcome, that behavior is likely to diminish or stop.
                  –the more the response is repeated the more it is enhanced
This is according to Edward Thorndike’s Law of Effect and Law of Exercise (Westwood, 2004, p. 17).
#Keypoint
• Deterministic- The way you act is determined by external stimuli provided by the culture in which you live.
• Observable- Over time the individual develops a “behavioral repertoire” (Steinberg, 1980) that can be used to predict behavior.
• Controllable- Desirable behaviors can be brought about by incentives; undesirable behaviors can be eradicated by consequences or punishment

# getting learners to learn in respond to stimuli.
# Examples of web-based resources and tools that could be used here are such as:
       –Drill and Grill games
       –Online quizzes
       –Online flashcards

Cognitivism

–Cognitive theories grew out of Gestalt psychology (Ormrod, 2012. p. 141).
–This theory is concern at how a person think, remember and understand things.
–It is about how learners process new information into something that is meaningful to them to solve problems (Process, remember, organize and retrieve information for later use).

•Learning occurs when learners are able to connect existing information with new ones and stored (long-term) into memory in an organized and meaningful manner.
•One assumption of cognitivism is that an existing knowledge structure must be present in order to compare and process new information for learning
•In instructional design, there is a need to thoroughly analyze and consider the appropriate tasks needed in order for learners to effectively and efficiently process the information received.
•Cognitivism directs instructional designers to consider the learner as the focus of the design process.
•Keypoints
 #Focus attention and stimulate curiosity and interest.
 #Organise the new information into logical systems.
 #Elaborate the new information by adding to it with examples.
 #Provide 'real life' contexts and analogies for the new information.
 #Give learners time to develop metacognitive skills.

Instructional systems design(week 5)

ISD 
is about designing a system of instruction – concerning all the various components, in a systematic way through principles and procedures.

ISD
provides guidance in the creation of instruction, standards and measures for quality. It is replicable and founded in research

Type of Model 
——ISD Models   ——ID Models

ISD Models ——  is a human construct to help practitioners better understand real world systems.
                     ——  to guide the process of developing and implementing

ID Models ——Procedural and conceptual models

                   —— Based on theory or practice

                   ——Media, production, cookbook, design and systems models

      

Common Features of ID models

• Improving learning and instruction by following a systematic approach.

• Improving management of instructional design and development procedures.

• Improving evaluation processes (including learner performance).

• Testing or building learning or instructional theory by means of theory-based design within a systematic instructional model.

Instructional Design

Instructional design BLENDS what we know about:
– the LEARNERS
– the SUBJECT MATTER
– HOW PEOPLE LEARN
– the capabilities of an INSTRUCTIONAL MEDIUM (Tools or materials)

Instructional design al so divided to type
– Instructional Design As a Process
– Instructional Design As a Science
– Instructional Design As a Discipline
– Instructional Design As a Reality

Basic element of  ID
——the needs   ——the outcomes
——appropriate and meaningful assessment criteria and procedures
——Establishing   ——Testing and evaluating
——Implementing, adjusting and maintaining


The goals of ID is to ensure:
–Learning events are well-designed and internally consistent (logical).
–Quality instructional materials are developed systematically.
–Learning events are implemented using appropriate strategies or approaches.