Index: Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Week 8 | Week 9 | Week 10 | Week 11 | Week 12 Week 13 | Week 14 | Week 15 | Week 16?

Assignments

1. What are the roots of ID?
2. Complete the analogy- biology:medicine as ___________:instructional design
3. If someone asked you “what is the root to your field?” How would you answer this? The science of Psychology deals with the individual while the science of Sociology deals with the group.
4. Find a good definition for these terms, add to Definitions Page, write your name and definition next to the term, and cite your source: Anthropology, Art, Constructivism, Craft, Education, Epistemology, Media, Model, Objectivism, Philosophy, Positivism, Psychology, Science, Social Sciences, System, Technology, Theory, Training
5. Sign up on the IDT list serve at http://idt.memphis.edu/
6. Put a couple of sentences about what you learned on Dr. Martindale’s bookmarks.
7. Sign up for Google Reader
8. Be familiar with the Richard Clark debate about media and learning (http://www.coe.tamu.edu/~mbastian/Clark-Kozma/CK-Ab-Intro.htm)

History of Instructional Media

• There was nothing prior to the 1900s in the area of instructional media.
• The first part of the twentieth century saw the rise of silent films.
• Eventually audio was added to the film/movies.
• The first school museum was opened up in St. Louis, Missouri, in 1905. The school museum was actually part of the school and was viewed as supplementary curriculum materials.
• The use of film picked up during World War II because of the need to train troops and prepare them for combat at a much faster pace than normal. Psychologists and educators were utilized to improve the "instruction" these films offered; for example, they applied what they knew about evaluation to help screen candidates for specialized training (overcoming high failure rates).
• Linda stated that each new form of media was the new hype. With the emergence of new technology/media (sound film, radio, television, etc.), in turn each was considered to be the new "answer" for education's problems. However, after a short stint each seemed to fail to live up to the expectations. Most often, the decline has to do with the limited way the media was implemented (sterile, poor quality, or supplementary) or with the limitations imposed by financial resources or technical difficulties (knowing how to use the equipment, break-downs, etc.). The question remains live for computers--what will be the lifespan and effectiveness of computers on education?
• The 1930s saw a heated debate over the use of “talkies” in the classroom. The commercial arena help to push this method into the mainstream. Dr. Martindale pointed out that sometimes cultural pressure affected what media to include in the classroom,
• Following WWII, the continued efforts of psychologists and eductors transformed "training" into a process involving analysis, design, and evaluation.
• Two hundred and fifty radio frequencies were set aside for instructional purposes but that number was reduced to 25-30 due to the lack of funding and because of the simple fact that they were simply recordings of instructors teaching the class.

Programmed Instruction Movement

Originated in the 1950s
Many of the steps are still used in current design models
Skinner stated that programmed instructional materials should present instruction in small steps, require active responses to frequent questions, provide immediate feedback, and allow for learner self-pacing.

Although Skinner launched the movement in the 1950s, it is important to note that Sidney Pressey was the first person to take a formal attempt at programmed instruction in the late 1920s. (TB)

Programmed instruction led to formative evaluation and to behavioral objectives.

Behavioral Objectives

• Descriptions of desired learner behaviors
• Performed under certain conditions
• Judged by criteria

Sputnik

The launch of the Russian satellite Sputnik? in 1957 led to an increase in Math and Science instruction. Shortly thereafter it became evident that the student’s were not learning as expected. They created numbers of different learning materials many of which turned out to be ineffective.
This led to an increase in formative evaluation of learning.

In the 1960s and 70s, you saw an influx of instructional models developed. Although they were highly effective in business industries and the military, the models had a minimal effect in K-12 and higher education.
Why? There are definitely more accountability and tougher consequences for models that do not work in the military and business.

The class discussed the question of why are there so many instructional models?
•audiences are different
•different learning styles
•“wired” differently
•Must be able to communicate it or a need to change it arises.
•The human brain is so complex and we do not know how people learn.
“We do not know how the brain works.”
Discussion Point

Psychological Foundations of IDT

What is Learning?
Book's definition: a persisting change in human performance and performance potential
They including potential because on may not have opportunity to perform what they learned immediately or at all

Behavioral Learning Theory

Why is it so popular? "It works." Dr. Martindale
Based on what is an observable change in behavior
Key term: antecedent- a cue that tells student what you want them to do

Cognitive Information Processing Theory

There are internal processes inside the learner that explain learner
Stimuli-->Information processing-->Behavior
The brain is like a computer.
Memory plays a major role in the theory.

• sensory: recognize and code patterns in the environment
• short-term: hold information briefly, make connections, make sense of it
• long-term: remember and apply information

"You've never really forgotten anything." You just can't recall/retrieve it. You have not used the connections.

• A good point was made about working memory in the "Why minimal guidance . . . " paper by Kirschner, Sweller and Clark. " . . . while working memory is being used to search for problem solutions (in problem-based learning), it is not available and cannot be used to learn." This style of learning makes heavy demands on working memory. Patty

Schema Theory/Cognitive Load Theory

Schemata: chunks of knowledge, categorized and stored in long-term memory
Make learning automatic in order to reduce cognitive load
You can only process so much information. Don't want to overload the "hardrive."
Scaffolding helps reduce cognitive load. (Ex. "I do it. We do it. You do it.")

The schema theory was developed by a psychologist named R.C. Anderson, but the term was made popular by Piaget in 1926. When designing instruction the following methods can be used to assist learners with creating schema: discussion (open-ended questions), songs, role play, illustrations, visual aids, and explanations of how a piece of knowledge applies. (TB)

Situated Learning Theory

learning has to occur in the social or cultural context
meaningful
knowing=doing
community of learners: focus on a problem build a communal database to discuss
anchored instruction: specific context to solve a problem

Community of Practice

Robert M. Gagne's Theory of Instruction

Its 2 Foundations:

1. Cognitive Information Processing Theory
2. Observation of effective teacher's classrooms

The theory was inspired by his military training designs.
It was the first taxonomy to include all three learning domains.
It had 3 major components.

1. Taxonomy of learning outcomes

2. Internal and external learning conditions

3. Nine events of instruction

Constructivism

It is not a learning theory. It is more of a philosophy or epistemology.
learning comes from within. The learner takes information and actively places his/her own organization and meaning upon it.

First Principles of Instruction

David Merrill believed to have found 5 principles that all the instructional design theories and models share.

• Learning is facilitated when learners are engaged in solving real-world problems.
• Learning is facilitated when existing knowledge is activated as a foundation for new knowledge
• Learning is facilitated when new knowledge is demonstrated to the learner.
• Learning is facilitated when new knowledge is applied by the learner
• Learning is facilitated when new knowledge is integrated into the learner's world.

It is a problem-centered approach.

Things to Consider/Helpful Links

• Remember to put any helpful sites or software related to assignments under the “Notes and Discussions” links on class homepage.

What is the difference between information and instruction? a library versus a school?
How does feedback play a part?

SCORM

SCORM provides specifications for how a piece of learning should be shaped like. SCORM has experienced a slow but steady growth in the United States.
Here is a nice presentation on SCORM.
http://www.scribd.com/doc/6705962/ELearning-in-Korea

Community of Practice Research and Examples

Jean Lave
Etienne Wenger

Links to the Skinner Box and the Teaching Machine

• http://en.wikipedia.org/wiki/B.F._Skinner
• http://www.skagitwatershed.org/~donclark/hrd/history/skinner.html
• http://www.coe.uh.edu/courses/cuin6373/Idhistory/skinner.html

Clark/Kozma Debate

University of Memphis Focus Areas

Interesting Things Found

An interesting article about Wii in Teaching and Learning

The interesting thing that I found from exploring Dr. Martindale's Web 2.0 presentation links was in the 7 Things You Should Know About... website. I was interested in the 7 Things I Should Know About Ning. Ning allows users to create their own social networking site. I think it would be fascinating to find out how it could be used in classrooms. ~Jeremy Larson

When exploring Dr. Martindale's presentations link, I looked into the 7 Things You Should Know About...RSS. The interesting thing I learned (which I think most people already knew) was that you can have the information sent to you via a reader. I even suggested this to my husband for his need for the most up to date sports. It is an efficient way to find/receive the most up-to-date information that interests you. -Logan

I explored Dr. Martindale's Web 2.0 presentation links and I browsed the 7 Things You Should Know About... website. I was interested in the 7 Things You Should Know About...Second Life. I learned that churches have set up virtual congregations where they hold worship services. Many higher-ed faculty teach distance courses "in-world". The article prompted me to learn more. I discovered that there is even an Edubloggers Cafe where noted edubloggers often meet and exchange ideas. -Donna

This has been an eye opening experience thus far.I am taking this class as an elective and have really enjoyed all the tech tools that have confused me over the last couple of years. I was very interested particularly in reading the 7 things you should know about ning and wikis.I only knew of wikipedia and did not know there were others or that you could create one yourself. As I teach children from all over the country and try to follow their curriculum from their classes, having a wikki for each student would be a wonderful tool. Teachers or fellow students could add to it throughout the day so that I could keep up with assignments and notes in real time,
rather than waiting until the end of the week when the teacher may have time to sit and compose an e-mail and make a phone call. - Justin

I liked Patterns in the clouds: Some thoughts on not being completely wrong about PLEs
30-May-2006, especially the title. It's one of Dr. Martindale's Delicious Bookmarks. It's very positive about the future of Personal Learning Environments. Every so often, our field has to take a punch (see the Clark-Kozma debate); so just keep getting back up! David

I really like the Common Craft videos because it presents materials in a fun, meaningful format. I really like the video on Google Docs.I am charged with teaching a workshop on Google Docs and after watching the video I feel much more comfortable about doing that. Also, viewing these bookmarks allow me to see more of what's out there and it also allows me to view many teaching strategies. (George)

I agree with George. Having taken the web 2.0 course with Dr. Mims over the summer, I am familiar with its tools. However, because I do not use them extensively, I like to always refer to the Common Crafts videos for a refresher. They're quick, easy to follow and to the point. Very well designed. (Suha).

The article "7 Things about Wii" was insightful. It is amazing how different higher education institutions have taken this device, transformed it into a learning tool and using it to target a specific group of students. Usually, when I think of a Wii I think of a “game”. The article proved to me that Wii is not only a game, but it is being used to enhance the lives of other through teaching, learning, and even physical therapy! I also found it interesting that the surgeons who used Wii proved to have better hand-eye coordination with surgical techniques than their peers. Wii as homework!!! TB Check out this article: Wii to Train Surgeons

Wiki Founder Interview

The interview with Wales, founder of the Wikipedia was very interesting. I learned that Wiki is Hawaiian for "quick" and now I can tell me daughter "Wiki", "Wiki", do it "Wikily?". It is also interesting that most of the Wiki community frowns upon negative information being added to the Wiki. The number of participants is astounding. This site provides so much information on so many diverse topics, but it also provides an opportunity for those who have a passion about a specific topic to really research it and to offer information that some of us would otherwise never know.(Dot)

Clickers

My exploration of "Clickers" was a new learning experience for me. I was not aware that these devices were being used outside of game show type environments. I found that some of the benefits of clickers include getting assessment results at a faster rate, checking attendance, polling audiences on various issues, discussion responses in a classroom environment. In searching for institutions that use clickers I found that The Ohio State University has an excellent web site at: http://telr.osu.edu/clickers/]]
that includes helpful informaiton and tips about the benefits of using clickers. It also includes some of the downsides of clickers, i.e. clickers might reduce real time instruction in a classroom environment if questions that require critical thinking are being proposed to students. Overall I think the benefits of clickers far outway the downside. (Dot)