The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.

1. Achieving Learning Outcomes,
Incorporating Technology
Ann E. Kovalchick Ph.D., Education/Instructional Design
Chief Information Technology Officer
17 January 2013

2. • Describe your students
• Describe your students’ primary learning challenge
• Describe your instructional “problem”: What concept, idea, process, behavior do your students
continually fail to grasp
• How many times have you taught the course?
• Estimate what % of the course you revised & what % you redesign

3. “Despite massive technology expenditures over the last decade or
so, the widespread availability of substantial computing power at
increasing reasonable prices, and a growing “comfort level” with
this technology among college and university faculty, information
technology is not being integrated into the teaching and learning
processes nearly as much as people have regularly predicted
since it arrived on the educational scene three or four decades
ago. There are many isolated pockets of successful technology
implementations. But it is an unfortunate fact that these individual
successes, as important and encouraging as they may be, have
been slow to propagate beyond their initiators; and they have by
no means brought about the technologically inspired revolution in
teaching and learning so long anticipated by instructional
technology advocates.”
Geoghegan, W.H. (1994). Whatever happened to instructional technology? Paper presented at the 22nd
Annual Conference of the International Business Schools Computing Association, Baltimore, Maryland
July 17-20, 1994.

4. IMPACT
TASK
SELF
• Taking Charge of Change by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall,
1987
• From http://www.educationaltechnology.ca/couros/publication_files/unpublishedpapers/change_theory.pdf;
adapted from Sweeny, B. (1997). The "Stages of Concern" from The Concerns-Based Adoption Model
(CBAM). Retrieved November 25, 2003, from http://www.isdc.org/CBAM.html
Stages of Concern

5. What Do I Want My Students To Learn?
A Model of Learning Objectives
[http://www.celt.iastate.edu/teaching/RevisedBlooms1.html]
students come to the
classroom with
preconceptions about
how the world works.
If their initial
understanding is not
engaged, they may
fail to grasp the new
concepts and
information that are
taught, or they may
learn them for
purposes of a test but
revert to their
preconceptions
outside the
classroom.
key finding #1
How People Learn. Bransford, J. D. [et al].
(2000). How people learn : brain, mind,
experience, and school. Committee on
Developments in the Science of Learning and
Committee on Learning Research and
Educational Practice, Commission on
Behavioral and Social Sciences and Education,
National Research Council.

6. to develop
competence in an
area of inquiry,
students must: a)
have a deep
foundation of
factual knowledge,
b) understand facts
and ideas in the
context of a
conceptual
framework, and c)
organize
knowledge in ways
that facilitate
retrieval and
application
key finding #2
expert learners novice learners
• large knowledge base of
domain specific patterns
• rapidly recognize when
patters appear
• patterns not
recognized
• focus on unknowns
Chase, W. G., and Simon, H. A. (1973)
How people learn, National
Research Council (2000)
Recall improves when patterns are
meaningful rather than random

7. Identify Best Teaching Approaches for
the Learning You Want
Teaching Goals Inventory
http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl

8. Learner-centered Psychological Principles
• Cognitive and Metacognitive Factors
• Motivational and Affective Factors
– Deep V Surface Learning
• Developmental and Social Factor
– Perry, Belenky: Scheme of Intellectual and Ethical
Development
• Individual Differences
– Kolb’s Styles of Learning
Designing Significant Learning Experiences

9. APPROACH MOTIVE STRATEGY
Surface Surface Motive is instrumental:
Main purpose is to meet
requirements minimally; a
balance between working too
hard and failing
Surface Strategy is reproductive;
limit target to bare essentials and
reproduce through rote learning
Deep Deep Motive is intrinsic: Study
to actualize interest and
competence in particular
academic subject area
Deep Strategy is meaningful; read
widely, interrelate with previous
relevant knowledge
Achieving Achieving Motive is based on
competition and ego-
enhancement; obtain highest
grade, whether or not
materials interesting
Achieving Strategy is based on
organizing one’s time and wotking
space; behave as model student
Designing Significant Learning Experiences
Deep learning v Surface learning

10. Deep learning v Surface learning
Designing Significant Learning Experiences
…a student’s ability to maintain materials in memory while taking
notes end even to process and think about relationships between
one idea and other ideas depends upon the knowledge or cognitive
structures the student has available for organizing and relating the
material.” McKeachie, 1994, Teaching Tips: Strategies, research and theory for
college and university teachers.

11. Payne, CB and Bird, AD, Teaching clinical biomechanics in the context of uncertainty, JAPMA 89(10) 525-530, 1999
• Perry, William G. Jr. (1970), Forms of Intellectual and Ethical
Development in the College Years: A Scheme (New York: Holt,
Rinehart, and Winston).
• Belenky, M. F., Clinchy, B. M., Goldberger, N. R., and Tarule, J. M.
(1997). Women's ways of knowing: The development of self, voice
and mind. Tenth anniversary edition. New York: Basic Books.
Perry’s Scheme of Intellectual and Ethical Development

12. Kolb Styles: Characteristics of People
http://www.eduweb.com/practice_teach_full.html

13. Kolb’s Cycle
of Learning
1. Create a concrete
experience
1. Reflect on
experience, analyze
it
3. Integrate experience
and reflections into
concepts
4. Examine and develop
concepts
5. Practice with givens
and add something of
oneself
6. Work on defined
concepts and givens
7. Apply learning
by doing it and
share with
others
8. Analyze application, judge
results or experimentation
for relevance & usefulness
Reflective
Observation
Active
Experimentation
Concrete Experience
Abstract Conceptualization
Imaginative
Learners
WHY?
Analytic
Learners
WHAT?
Common Sense
Learners
HOW?
Dynamic
Learners
WHAT IF?

14. BEHAVIORIST COGNITIVE SCIENCE CONSTRUCTIVIST
Learning is Change in overt behavior
due to conditioning
Programming of a new
rule for information
processing
Personal discovery based
on insight
Goals Predetermined,
behavioral
Predetermined,
Statements of purpose
Not pre-determined,
negotiated, personal
Types of Learning Discrimination,
Generalization,
Association, Chaining
Short-term sensory
storage, short-term
memory, long-term-
memory
Problem-solving
Instructional Strategies Present and provide for
practice and feedback
Plan for cognitive
learning strategies
Provide for active, self-
regulating, reflective
learner
Assessment Of product and process Diagnostic, mental
representation and
processing
Of process and product,
personalized
Media Strategies Variety of traditional
media
Computer-based
(branching) instruction
Responsive environments
Key Concepts Reinforcement Elaboration Autotelic principles
(Intrinsic motivation)
From “The Instructional Design Movement in Educational Technology.” by B. Seels, in Educational Technology, 44(3), p.13.
1995. Educational Technology Publications
Instructional Design Paradigms

15. Instructional Problem:
BEHAVIORISM COGNITIVE SCIENCE CONSTRUCTIVIST
Goals
? ? ?
Assessment
? ? ?
Strategies
? ? ?
Delivery Systems

16. Structuring the Learning and Choosing
the Technology
Consider the Constraints: Time and Spaces
• Riser & Dick Model
• Laurelled Model
• Principle of First Exposure

17. Riser and Dick Instructional Design Model
From Instructional Planning: A Guide for Teachers (p. 5), by R.A. Reiser and W. Dick, 1996, Needham Heights, Massachusetts: Allyn and
Bacon. 1996.

18. D. Laurrilard: A Conversational Framework

20. Structuring the Learning and Choosing
the Technology
• Distributed intelligence (see handout)
• Types of Educational Technologies (see handout)
– Basic
– Progressive
• 7 Things You Should Know
[http://www.educause.edu/research-and-publications/7-things-you-should-know-about]

21. What’s Changed?