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The document discusses several learning theories and instructional design frameworks. It covers cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, Gagne's theory of instruction, and motivation theories including intrinsic and extrinsic motivation. It also discusses cognitive load theory, situated learning, virtual learning environments, and technology-enhanced classrooms.
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Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
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The Possibilities of Transforming Learning
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
Views of learning
The document discusses four learning theories - associationist/empiricist, cognitive, situative, and connectivist - as they relate to eLearning. It describes each theory, its significance, implications for teaching, and provides an example. The associationist/empiricist perspective views learning as building associations through experiences and can be described as behaviorism. The cognitive perspective focuses on how the mind processes information. The situative perspective sees learning as participation within a community of practice. Finally, connectivism describes learning as emerging within networks in the digital age.
Task-Based Learning
This document discusses task-based language learning (TBLL) and how it is implemented in the classroom. It notes that TBLL started gaining popularity in 1996 with Jane Willis' book on the topic. Traditionally, language learning followed a present-practice-perform (PPP) model, but TBLL proposes completing tasks as the basis for learning. Tasks can include information gap activities, problem-solving tasks, and jigsaw activities. The document also discusses the different steps in TBLL, including pre-task, task cycle, and language focus.
Work Based Learning
The document discusses computer-based learning and how it involves interactions between the learner, teacher, and learning materials. It notes that the world wide web and advances in software allow for creating interactive web-based simulations to enhance student learning and mental model formation. Computer simulations have potential to improve student understanding by changing their mental models. The role of simulations in facilitating learning is explored based on theories of mental model development.
Cognitive Classroom Practicum Definition
This document discusses Bloom's taxonomy and its application in education. Bloom's taxonomy categorizes learning into cognitive, affective, and psychomotor domains. It was created to help design educational objectives and assessments. The document also provides an example of how Bloom's taxonomy could be applied to a physical education class, with example questions for each level of learning - remember, understand, apply, analyze, evaluate, and create. Overall, Bloom's taxonomy is an important tool that teachers can use to assess students' learning in different domains and ensure lessons target higher-order thinking.
Markus o'sullivan final
The document discusses emerging learning theories and how they relate to the use of discussion boards in online adult education classes. It examines theories like social constructivism, connectivism, transactional distance, and andragogy. These theories emphasize community building, making connections, bridging gaps in online environments, and understanding how adults learn best. The document also provides best practices for using discussion boards, such as defining goals, building rapport, encouraging public sharing, and providing guidelines for interaction and etiquette.
Running Head RESEARCH PROPOSAL 1 Example R.docx
The proposed study aims to investigate the relative strength of the four traditional sources of self-efficacy beliefs (mastery experiences, vicarious experience, social persuasion, and physiological/affective states) in students enrolled in an asynchronous college math course. Approximately 300 students will be invited to complete a survey measuring their self-efficacy and the sources of their self-efficacy beliefs. Multiple regression analysis will be used to determine how much each source contributes to students' overall self-efficacy. The results are expected to provide guidance on how to best design asynchronous courses to promote student self-efficacy.
SALT 2009 - Faculty Success
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Conceptualizing the theories
The document discusses various theories of instructional design and learning. It outlines several key psychological foundations of learning, including behavioral learning theory, cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, and Gagne's theory of instruction. It then discusses how the theories align with the author's philosophical beliefs about learning, noting that constructivism best fits their view that learning occurs through relating new information to prior experiences and applying it in daily life.
CognitiveLoadPaper
This document discusses how multimedia can be used effectively in online learning by reducing cognitive load on learners. It explores theories from neuroscience, cognitive load theory, and brain-based learning that provide principles for instructional design. Specifically, it outlines Clark and Mayer's seven principles for multimedia learning design, including using words and graphics, locating illustrations near text, splitting information across audio and visual channels, avoiding redundant information, removing extraneous material, using a conversational style, and segmenting complex lessons. Applying these principles can improve learner-content interactions and course quality by engaging learners and facilitating knowledge construction.
Self-determined learning
- The document discusses the concept of heutagogy, which is defined as self-determined learning. It originated from the idea that people are naturally very efficient learners and current education systems do not fully utilize this.
- Heutagogy is based on humanism and constructivism, which emphasize the learner being at the center of the educational experience. It draws from theories like andragogy and focuses on the learner determining the process and taking control of their own learning.
- Recent advances in neuroscience have provided new insights into how learning occurs in the brain, which challenges traditional definitions of learning that focus more on knowledge acquisition than cognitive processes. Understanding brain plasticity and how neuronal pathways are formed supports a model
Applied Behaviourism
The document discusses the learning theory of behaviorism and its application in educational settings. It states that behaviorism is most successful in areas where there is a correct response or easily memorized materials. It provides an example of how positive reinforcement in the classroom, like verbal praise for student contributions, can encourage more discussion. The theory relies heavily on positive reinforcements from the teacher to shape student behavior.
ksklitreview
This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
Part A - Personal Pedagogical Framework - Oral presentation - B Anstey
EDP3333 - Pedagogy and Curriculum 3
Part A
Personal Pedagogical Framework
Oral presentation
Belinda Anstey
Student number: 0061018708
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This study explores the impact of hands-on science experiments on developing skills in science major students. It aims to inform educational practices and help institutions adapt to changing science. The study would help students understand experiment effectiveness and help teachers and administrators enhance student expertise through hands-on learning experiences. Future researchers could use this study's findings and methods in similar investigations. The study focuses on second-year science majors at the University of Cebu and examines how hands-on experiments influence skill development.
Assumptions of best practices in urban lutheran schools
The keynote addressed assumptions and best practices in urban Lutheran schools. Dr. Carol Leli discussed evidence-based best practices that promote high achievement, including incorporating a balanced literacy approach and building on student schema. Dr. Nancy Gibson addressed assumptions about response to intervention, noting it is not a program or initiative but involves ongoing assessment, tiered instruction, and parent involvement. Technology assumptions were also discussed, along with trends like the importance of digital literacy and collaboration in the workplace. Presenters emphasized the importance of an authentic caring classroom environment through sustained, trusting teacher-student relationships.
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CapstoneFinal
1) The study explores how adding game elements ("gamification") to a college classroom affects self-reported student participation. Gamification provides an engaging framework that seeks to increase learner agency and incentivize behaviors.
2) Literature suggests current assessment focuses too much on performance and grades, diminishing learning. Alternative approaches like cooperative learning and problem-based learning increase engagement by emphasizing mastery over completion.
3) For learning to occur, students must take on "virtual identities" related to course material. Gamification allows students to manipulate identities, leading to increased effort and participation.
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Salinasp Slideshow
- 1. Foundations and Framework of Instructional Design Pablo Salinas
- 5. Cognitive Information Processing The environment plays an important role in learning. Graphic adapted from (Pastor, 2009, p. 1)
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- 27. References Brennan, T., & Glover, J. (1980). AN EXAMINATION OF THE EFFECT OF EXTRINSIC REINFORCERS ON INTRINSICALLY MOTIVATED BEHAVIOR: EXPERIMENTAL AND THEORETICAL. Social Behavior & Personality: An International Journal , 8 (1), 27. Retrieved August 27, 2009, from Academic Search Complete database. Bullock, C., & Ory, J. (2000, Fall2000). Evaluating Instructional Technology Implementation in a Higher Education Environment. American Journal of Evaluation , 21 (3), 315. Retrieved August 27, 2009, from Academic Search Complete database. Bye, D., Pushkar, D., & Conway, M. (2007, February). MOTIVATION, INTEREST, AND POSITIVE AFFECT IN TRADITIONAL AND NONTRADITIONAL UNDERGRADUATE STUDENTS. Adult Education Quarterly , 57 (2), 141-158. Retrieved August 28, 2009, from Academic Search Complete database. Cheng, Y., & Yeh, H. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology , 40 (4), 597-605. Retrieved August 27, 2009, from Academic Search Complete database. Tiu, S., Johnson, P., Qumsieh, M., & Salinas, P. (2009). Demographics of Students Enrolled in Online Classes (University of Houston – Clear Lake Fact Book ). Retrieved from University of Houston – Clear Lake , Office of Institutional Effectives website: http://prtl.uhcl.edu/portal/page/portal/OIE/IR_PUBLICATIONS/FACT_BOOK/Fact%20Book%202008.pdf Dempsey, J. (2006). Cognitive Load Theory (2006). In Instructional Design Workbook: Theories . Retrieved from: http://www.southalabama.edu/htdocs/oll/chikatla/iddtheorywb/htmlcognitiveload/terms5.htm Dick, W., Carey, L., Carey, J.O. (2005) The Systematic Design of Instruction (6 th ed.). Boston, MA: Pearson Allyn and Bacon. Hampton, S., & Reiser, R. (2004). Effects of a Theory-Based Feedback and Consultation Process on Instruction and Learning in College Classrooms. Research in Higher Education , v45 (n5), p497. Retrieved August 28, 2009 from the ERIC database. Kerssen-Griep, J., Hess, J., & Trees, A. (2003). Sustaining the Desire to Learn: Dimensions of Perceived Instructional Facework Related to Student Involvement and Motivation to Learn. Western Journal of Communication , 67 (4), 357-381. Retrieved August 28, 2009 from the Academic Search Premier database. Lee, H., Plass, J., & Homer, B. (2006). Optimizing Cognitive Load for Learning From Computer-Based Science Simulations. Journal of Educational Psychology , 98 (4), 902-913. Retrieved August 28, 2009 from the PsycARTICLES database.
- 28. References Locke, E., & Latham, G. (2006). New Directions in Goal-Setting Theory. Current Directions in Psychological Science , 15 (5), 265-268. Retrieved August 27, 2009 , from Academic Search Complete database. Pastor, M. (2009). Short-Term Memory . Retrieved August 28, 2009, from SDSU Department of Educational Technology website http://coe.sdsu.edu/eet/Articles/stmemory/start.htm Reeve, J. (2005). Understanding motivation and emotion (4th ed.). New York: John Wiley & Sons. Reiser, R. A. & Dempsey, J.V. (2007). Trends and Issues in Instructional Design (2 ND ed). Upper Saddle River, NJ: Merrill Prentice Hall. Technology-Enhanced Classroom. (2009). In Eductech Wiki . Retrieved August 28, 2009 from: http://edutechwiki.unige.ch/en/Technology-enhanced_classroom Why Study Motivation. (2009). In Csupomana.edu . Retrieved August 28, 2009 from: http://www.csupomona.edu/~msharifzadeh/chapter3.html Woolf, N., & Quinn, J. (2009, February). Learners’ perceptions of instructional design practice in a situated learning activity. Educational Technology Research & Development , 57 (1), 25-43. Retrieved August 28, 2009, from Academic Search Complete database.