The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".

1. Learning theories, instructional design theories and instructional design models Kai Pata

5. Role of metaphors in design

6. Role of metaphors in design Implicit metaphors of learning Instructional design theories and models Discussions about what learning is Learning theories

10. Behavioural learning

11. “ Black box” metaphor Skinner (1950) introduced behavioural learning theory: “A science of behavior must eventually deal with behavior in its relation to certain manipulable variables .

12. “ Response strenghtening”metaphor 1900-1950 Learning as response strenghtening Teacher gives punishment and rewards, student reacts with teacher defined behaviour Drill, tutorial, assessment test centered learning

13. Principles of behaviourism Pavlov dog ‘ conditioning reflex’ Pavlov provided the basis of behaviourism highlighting the importance of stimulus for learning. Neutral Stimulus (NS) => No Response (NR) NS + Unconditioned Stimulus (UCS) => Unconditioned Response (UCR) Conditioned Stimulus (CS) => Conditioned Response (CR)

14. Principles of behavioural learning Skinner box Skinner, 1950: 1. Behavio u r that is positively reinforced will reoccur; intermittent reinforcement is particularly effective 2. Information should be presented in small amounts so that responses can be reinforced ("shaping") 3. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning

15. General e ducational i mplications of b ehaviorism Emphasis on behavior : students should be active respondents … … p eople are most likely to learn when they actually have a chance to behave . S tudent learning must be evaluated … … only measurable behavio u r changes can confirm that learning has taken place.

20. Drill programs Language learning Check answer Choose topic Feedback Test

21. Drill programs Music Sounds -feedback from program

22. Drill programs Find correct! Feedback Trials and error method Punishing system Game elements Phases: drilling and testing knowledge Biology

24. Behavioural elements in computer games Gaining experience to proceed in levels Gaining points to earn money to buy new weapons Warrock

25. Behavioural elements in computer games Decisions give resourse- or environment points and you can make the environment better. When your health points decrease you can see that the environmental conditions get worse. www.honoloko.com

27. Cognitive learning

28. “ Information processing” metaphor 1960-1970 learning as information processing (Mayer,1996). Teacher is transmissing knowledge, students are receivers of knowledge Textbooks and other content management systems.

30. “ Brain as the computer” metaphor Computer has information inputs and action outputs similarly as we receive signals from the environment with our sensory organs and react with behavours that emerge in response to the outside signals Information is recorded, decoded and processed both inside the computer and the brain, this processing provides the output behaviours. information reaction

31. Model of cognitive architecture

35. Constructivist learning

36. “ Knowledge construction” metaphor 1980-1990 learning as knowledge construction (Mayer,1996). Student is constructing knowledge on the basis of earlier knowledge in real situations, teacher is guiding the learning process guided inquiry discussions

37. Steven Weinberg “f ree-floating ” metaphor Constructivism has been illustrated by using the “free floating” metaphor that emphasises that the rules to construct individual knowledge as well as the paths of learning are unpredictable in advance. The “free-floating” idea has recently been used in elearning to describe the knowledge- management: “this is the beast that is combining the e-learning practices with the free-floating knowledge created and shared by learning organisations during their activities (Barron, 2000)”

40. “ Inquiry” metaphor

41. Co-lab

43. Rock Cycle game Software http://edu. technion . ac .il/ Faculty / Faculty . asp ?FM= Yaelk

44. Inquiry learning applications http://bio.edu.ee/ BGUILE http:// www . letus .org/ bguile /

45. “ Young Scientist” http://bio.edu.ee/noor/

46. Home water-usage simulaator http:// www . emlab . uow .edu.au/ Lake Illuka

47. Nardoo river PDA for taking water-proofs Algae simulator Investigating highly polluted river http:// learningteam .org/ htmls / nardoo . html

49. Social-constructivist learning

52. CSILE environment Environment for knowledge building in communities

53. “ Negotiations” metaphor Since 1990… The social-constructive learning has been illustrated with the “negotiations” metaphor (Mayer,1996). According to this metaphor knowledge is always built in the dialogue where the actors create shared knowledge of each others’knowledge, that enables shared activity and supports individual knowledge creation.

56. “ Communities of Practice ” Raub, S. (2002). Communities of Practice: A New Challenge for Human Resources Management , Research and Practice in Human Resource Management, 10(2), 16-35.

57. Knowledge creation in organisations Nonaka and Takeuchi (1995)

58. Fle3 DEMO http://fle3.uiah.fi/demo/ Synergy DEMO http://bscl.fit.fraunhofer.de/pub2/bscl.cgi/0/4 demo/demo Collaborative learning environments

59. WISE http://wise. berkeley . edu kai pata2 tihane Collaborative inquiry learning environment

61. Processes within an activity Cole & Engeström, 1993

66. “ Ubiquitous learning” metaphor Ubiquity is the ability to be present everywhere or at several places at once. The term is derived from Latin ubique which means everywhere . Mobile learning has u biquitous ( "anytime, anywhere“ ) nature . Wikipedia

67. Possibilities for ubiquitous learning (Patten et al., 2006)

68. Possibilities for ubiquitous learning (Patten et al., 2006)

69. Possibilities for ubiquitous learning (Patten et al., 2006)

73. Complexity of thinking operations Teaching paradigm transmissing constructing Situativity Basic skills knowledge Complex skills and intergrated knowledge contextualised decontextualised e-content, drill program or tutorial assesment test Cases and problems shared knoweledge construction and expertise inquiry and decision-making Behavioural learning Cognitive learning Social-constructivist learning conditioning

88. The systems approach developed out of the 1950s and 1960s focus on language laboratories, teaching machines, programmed instruction, multimedia presentations and the use of the computer in instruction.

89. ADDIE The principal example of Instructional Systems Design is represented by the ADDIE model.

91. Kemp Instructional Design Plan

98. Linking learning theories with instructional design Oliver´s framework: The representation emphasises the relationships between the ends of the spectrum in the form of an octahedron: • Individual – Social. • Reflection – Non-reflection. • Information – Experience. The representation is useful in terms of helping to identify learning pathways

102. Learning activities in instructional design