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Edp332 assignment 3.1
- 1. BY: TORI KREUZ ShiftingPerspectives of Instructional Design
- 2. OLD MODEL Evaluation determinedbefore grading Evaluation criteria clearly defined Evaluation criteria matches objectives IS THERE SUCH THING AS A GENERIC LEARNER? NO! Top down, hierarchal model Traditional thinking includes following an ordered linear process and implementing a solution This RARELY happens in real life learning.
- 3. PROVEN The actual waythat experts problem solve is different than this. Research is all over the place. Back and forth between process and solution.
- 4. Why don’t werecognize how people actually learn? It’s not so neat and organized...
- 5. Bransford Research Experts do notknow everything but they know where they can find the information they need. They know how to learn about a subject and solve a problem.
- 6. FLEXIBLE DESIGN MODEL Designingfor understanding Open learning environments
- 7. Open Learning Environment Divergent thinkingand multiple perspectives Not a food friend of standardized tests Personal inquiry, experiences, hands on and relevant problem solving Externally imposed- poses difficult problems and how they pursue solutions are at his or her discretion Does NOT tell them how to solve the problem, but gives them the resources and means
- 8. Great Solar System Rescue •Find and rescue probes lost in the solar system • Role playing science experts • Chemistry and other subjects involved • Teamwork + science = success
- 9. Ocean Rescue Four challengingrescue missions that virtually lead students deep into the ocean
- 10. More Open Learning Environments Externallyinduced – prompts generate problems to be solved Jasper Woodbury problem solving series Individually generated – personal interests establish unique learning needs and strategies Tools – elicit cognitive activities Processing tools – seek, collect and organize data; search engines, word processing, graphs Manipulation tools – test validity of beliefs and theories; simulations and spreadsheets Communication tools – exchange of ideas among learners; email, discussion groups
- 11. SCAFFOLDING Process through whichlearners efforts are supported while engaged in OLE Conceptual – guides learners in what to consider while the problem task is in process Metacognitive – guides learner how to think during learning Procedural – utilize OLE features Strategic- analyze and approach learning tasks and problems
- 12. Constructivist Learning Environment Problembased learning Learning defined by ill-defined problems Goal to foster problem solving and conceptual development Students learn domain TO tackle difficult problems
- 13. METHODS 1. Select appropriate problemfor learning 2. Ill-structured problem – unstated goals, multiple solutions, and learners make and defend judgments about the problem 3. Provide related cases or worked examples 4. Provide learner with selectable information 5. Provide conversation and collaboration tools 6. Provide contextual support model, coach, scaffold
- 14. HOW DO YOULEARN BEST IN LIFE?!
- 15. BYOT Bring your owntechnology - Students bring their own personal technology to school to use during instructional time in class
- 16. Technology for Instruction Teachers encourage studentsto take their technology out in class that they would usually try to hide in their desks Encourages participation and interaction Better communication with the teacher Increases responsibility of devices Points students in the right direction, gives them the tools they need, and they can do so much more with them Parents were skeptical at first but they have seen positive results
- 17.