Learners and Learning

A Quick Tour of Instructional Design Models

and Learning Theories
Designing Instruction
http://wejew.com/media/977/Seinfeld_History_Lesson/
http://www.dailymotion.com/video/xa83cm_snl-seinfeld-school-sketch_fun


Or not
Big Bang Theory: Sheldon Teach
Our Roadmap
Models:
Bloom & Gagn
Cybergogy
6-Cs of Motivation
Message design
SOI of meaningful learning
(Mayer).
Technology:
all kinds
Theories:
Behaviorism
Cognitivism
Constructivism
Many other Models &
Principles
Database of Design Principles

Emerging Perspectives on Learning, Teaching &
Tech

EDTECs EET; and EDTEC Student Portfolios
Blooms Taxonomy
Cognitive and Affective Domain
A Review!
Blooms Taxonomy
Cognitive and Affective Domain
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Blooms Taxonomy
Cognitive and Affective Domain
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Q:
How would you change
the design of your
instruction
to match each of these
classifications?

Q:
What do you want your
students to do?

Well revisit Bloom next
week.
Blooms Taxonomy
Links to learn more
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://coe.sdsu.edu/eet/Articles/bloomrev/

http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm

Applying Blooms Taxonomy (sample verbs, questions stems,
potential activities and products)
http://www.teachers.ash.org.au/researchskills/dalton.htm

Advice on Blooms, verb selection, effective questioning techniques
from St. Edwards University Center for Teaching Excellence
http://www.stedwards.edu/cte/files/BloomPolygon.pdf

Question cues for test items based on Blooms Taxonomy from
University of Victoria
http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html
Gagn
Nine Events of Instruction
Also, a Review and Reinforcement!
Gagns
Nine Events of Instruction Why Gagn?
Provide a framework for planning and delivering instruction

Works across differing types of learning outcomes
Intellectual skill
Cognitive strategy
Verbal information
Attitude
Motor skill

Gagns
Nine Events of Instruction
Getting Started:
1. Gaining Attention
2. Informing the Learner of the
Objective(s)
3. Stimulating Recall of Prior Learning

Delivering the Goods:
4. Presenting Stimuli
5. Guiding Learning

Gagns
Nine Events of Instruction
Checking for Comprehension:
6. Eliciting Performance
7. Providing Information

Taking it to The Next Level
8. Assessing Performance
9. Enhancing Retention and Transfer

Gagns
Nine Events of Instruction
Throughout the semester
look for how the 9 events
fit different models of instruction and
instructional design.

Cybergogy for Engaged
Learning
(Wang & Kang, 2006; 2007)

http://edutechwiki.unige.ch/
en/Cybergogy
Pedagogy: teaching
methods for k-12
Andragogy: for adults
Cybergogy: for online
What is Engaged Learning?
http://edutechwiki.unige.ch/en/Cybergogy
Emotive presence
expressing feelings of self, others, learning
Social presence/visibility
presenting oneself as a real person in a virtual learning environment
Cognitive presence
sharing information and resources, and constructing new knowledge
About Presence (the Lana example)
18
Sample Strategies
Designing engaging instruction
interactive, collaborative or solo and competitive
Facilitating online communication
Cultivating a better sense of self

19
w 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
Engaged
Learning
Cognitive
Factors
Online Learning
Environment
Feeling of self
Feeling of community
Feeling of learning
atmosphere
Feeling of learning
process
Emotive Factors
Personal attributes
Context
Community
Communication
Social Factors
Prior knowledge/Experience
Achievement of goals
Learning activity
Cognitive/learning style
Cognitive Factors
Emotive
Factors
Social
Factors
Course Design
Framework
Cognitive Load Theory
Behaviorism
Social Constructivism
Kellers ARCS
Constructivism
Adult Learning Theory
Behaviorism
Skinner, Pavlov
Behaviorism
Pavlov & Skinner
Overt behaviors that can be measured
Sequence of cues teach objectives
Use of positive and negative feedback

Common applications:
Behavior Modification
Reinforcement Schedules

Automaticity: Focus on repeating new behavior patterns
until they become automatic
Behaviorism
Pavlov & Skinner
Strengths
Teaching facts,
simple procedures,
concepts, and rules

Most successful when
learning cues are
same as the desired
performance

Weaknesses
Difficult to transfer to
novel situations

Unpredictable result
when stimulus is
absent

No problem solving
strategies



Give a scenario
where you would use
a Behaviorist approach.

Behaviorism
Pavlov & Skinner
25
Please dont read
the following slide.
26
Why cant you
stop yourself?
27
The answer is:
automaticity
Cognitivism
Mental Maps
29
Cognitive Overload
30
Memories
rehearsal
sensory
buffers
Working
Memory
Long
Term
Memory
forgotten
cognitive artifact, medium, tool
Cognitivism
Mental Maps
How we think is important is to how we learn.

There is an objective realitya best way to do
something

We create a mental map of reality and use that map to
make decisions

To learn, we build mental maps (schemas) that are
consistent with and modeled after those of an expert

Focus on internal knowledge structure, information
processing, short term, long term memory
Cognitivism
Mental Maps
Strengths
Skill transfer
Effective to teach
Complex
behaviors
The best way to
perform a task
Single way to
perform within a
specific population
(company, military)
Rules or ways to
think

Weaknesses
Creates uniform
behaviors
Assumes behavior
is the only or best
way




Give an example
of cognitivist teaching and
learning situations in your world.

Cognitivism
Mental Maps
Constructivism
Piaget, Dewey, Vygotsky
Constructivism
Piaget, Dewey, Vygotsky
Common terms:
Inquiry-based, learning by doing, hands-on, collaborative

Assumptions: (based on Merrill)
Constructed from experience
Learning is personal interpretation and an
active process
Situated in realistic settings
Share, common knowledge
Strengths
Effective to teach:
real life
situations
solve novel
problems
problem solving
skills with multiple
solutions

Supports
development of
metacognitive skills

Weaknesses
Inefficient to teach:
Recall of facts
Memorization
Situations where
there is a single
way to perform
Difficult to evaluate
learning objectively




Constructivism
Piaget, Dewey, Vygotsky
How do you use
Constructivist techniques now?
How might you in the future?

Constructivism
Piaget, Dewey, Vygotsky
Sample Answers:
Authentic, real scenario

Ill-defined problems

Collaborative problem-solving

Simulated problem-solving

Producing real products

Anchored instruction
o Jasper Woodbury Adventure Series
http://peabody.vanderbilt.edu/projects/funded/jasper/
default.html
Constructivism
Piaget, Dewey, Vygotsky
Pop Quiz!
What the underlying learning theory?
Increase automaticity

Modeling thinking aloud

Debriefing

Use visuals to reinforce memorization

Use computer as a 1-to-1 tutor

Brainstorming, mapping, advance organizers

Student teaching; Intern with Starbucks, ER

Sample Portfolios: View and Discuss
COMETeers
http://www.msloomis
.com/
http://jeaninethomas
.weebly.com/
http://web.me.com/v
derkara1/ePortfolio/W
elcome.html
http://www.lyfordrom
e.com/eportfolio/

M.A.s
http://watersportfolio
.wordpress.com/
http://www.bartoszro
man.com/portfolio.ht
ml
http://www.mannyoli
verez.com/portfolio/
https://sites.google.c
om/site/lanasedtecpo
rtfolio/
How do they Connect
Theories to Practice?
Pay attention to the 572 projects.
As you select your project
where will you use
Behaviorist, Cognitivist or Constructivist
strategies?

In what aspects of your instruction?

How would you use these strategies
online or face to face?
Think About This: