Discussion Week 9
1. What learning theories are intended by the author's of this "Instructional Design for IT Model".
There are three learning theories presented in this article; namely, behaviorism, cognitivism and constructivism.The behaviorist learning theory is present when the objectives or goals of the lesson require the students to demonstrate a specific behavior. An example from the article is getting students to calculate an average or identify a sonnet in a poem. The cognitive learning theory is presented when the objectives or goals cannot easily be specified in a single sentence such as interpreting a graph or writing an essay. These require higher order thinking skills from the students.When the students use tools, such as the computer and the WWW to find their own data to analyze, they are constructing the own knowledge and the constructivist learning theory is presented. It really depends upon the objectives set forth in Step 1 of your instructional design plan that determines which learning theory is intended.
2. Of the ten components of the NTeQ Model,which do you see are the most valuable to Instructional Design for Information Technology?
I think that all the steps presented in the article are valuable to Instructional Design for Information Technology. In my humble opinion, all steps work together to design a well thought out lesson that the students will enjoy and learn from. Step 1, specifying the objectives,has to be a part of any lesson plan no matter what curriculum one is teaching.The students need to know what they will be expected to know after the completion of the lesson, in order to succeed. Step 2, computer functions is important to the design because students need to know how they will be using the computer to attain the objective or goal of the lesson. Step 3, specify the problem is equally important to the success of the lesson because it helps students develop the thinking skills and gain knowledge specified in the objectives (p.43). Step4, data manipulation is directly connected to the computer functions and objectives set in the prior steps. Students need to know they are required to do with the data that they have collected it. Step 5, results presentation is also related to the other steps. Students need to be aware of what is expected at the end of the lesson, how will they show what they are learned. Steps 6through 9, activities, are equally valuable to Instructional design for Information Technology. Students and teachers will need to know which activities they will be doing during the unit, whether the activities take place before, during or after the information technology lesson. Last but not least, step 10, assessment is another valuable step that cannot be left out of the design. At the end of the day, as teachers we need to know what the knowledge and skills the students have learned from participating in the lesson. The analogy of a puzzle represents the instructional design very well, because if a piece gets left out the puzzle will be incomplete. The same can be said for lesson planning, regardless of content area. If a step is left out, it is my opinion that the lesson planning will be incomplete.
3. Of the ten components of the NTeQ Model,which do you see as unnecessary or redundant?
As I previously stated, I do not believe that either component of the NTeQ Model is unnecessary or redundant. I do think that perhaps, Steps 6 through 9 can be condensed under one step called activities.
Which new ideas from this model may be beneficial for the construction of your own group project ID model for IT? (It is not necessary to consult with your partner(s) for this question.)
I would probably incorporate the ThinkSheets in our own model. I think they would help with student success and teachers could use it for assessment purposes.
Cheers, Lisa
Discussion Week 6
I apologize for the lateness of my response and the repetitiveness but sometimes "life" doesn't care that you have a posting to do.
1. Briefly summarize the taxonomy found in Table 1 of the Gustafson and Branch article.
The taxonomy found in Table 1 can be summarized into three different perspectives; classroom, product and system. The classroom perspective assumes that the lowest amount of instructional time and resources will be used when developing an instructional model for the classroom. Normally, it will be an individual designing the model with minimal skills as an instructional developer and they will predominantly use existing materials in the design process. In comparison, product and system orientation require developing higher amounts of instruction, perhaps several hours or days and courses, respectively. These perspectives will use a wider range of resources by a team of highly trained individuals. These individuals will be expected to develop an original model that will be tested, reviewed and revised before being accepted.
2. ID has its basis in behaviorism. After reading the articles, how can the seemingly conflicting learning theories of behaviorism, cognitivism and constructivism co-exist in Instructional Design?
All seemingly conflicting learning theories can co-exist in Instructional Design because learning is individual and all learners do not learn the same way. The most beneficial instructional model is the one that reaches the highest number of learners at their own level.
3. Briefly explain Rapid Prototyping (found in Gustafson and Branch). Is Rapid Prototyping used in the classroom?
Rapid Prototyping is defined as “the generalizable process now commonly used in the software application development field to create new products and interfaces quickly and cost effectively.” I think that Rapid prototyping in used in classrooms on a daily basis, or at least in my classroom. How many of you have heard this saying- don’t reinvent the wheel, just borrow it. As teachers, we don’t have the privilege of time to design instruction, that’s why I love my curriculum guides, they sometimes include everything but the kitchen sink. When I think of Notebook software and Smart Exchange, for example, where lessons are already created for teachers to use in the classroom on IWB, I think about Rapid Prototyping.
4. Explain what Dick is saying in the fourth last paragraph of the Gustafon and Branch article (found on page 5 of Part 2). 'Dick (1996) summarized this perspective well when commenting on the possible obsolescence of the ID model he and Lou Carey have made so popular when he concluded, "There is, in the best of situations, a blending of the analysis and evaluation of the objectivist approach with the simulation and individualized progress of constructivists approaches(p . 62).'
Going back to question 2, Dick is saying that by incorporating all different types of learning theory and ideas into an instructional design, the model will have a greater benefit for the learner. Criticism of ID should provide for a better instructional model to be developed.
5. Is Information Technology changing ID? Explain your answer with respect to learning theory.
Informational technology is indeed changing ID. With the advancements in access to information from “anywhere and anytime”, instruction must now include 21st century tools and resources. Students of today are “digital natives”, they don’t know a world without technology, and as a result they live, eat, breathe and sleep (literally) with technology. They need to be engaged in learning, they are used to fast paced videos, updates in seconds on social networks and shopping online. Instruction has to reflect this to be effective because if it isn’t our students will not appreciate what is being taught.
Check out this video about appreciating technology on YouTube .
Lisa
Discussion Week 5
I find I am having great difficulties in writing down what I think I understand, and the more I read everything over and gather more information from the WWW, the more confused I become. With that said, here is my contribution to this weeks discussion.
1. Compare and contrast types of Instructional software with respect to constructivist and directed instruction theories.
Drill and Practice and Tutorials are basically direct instruction where students are sitting in front of a computer following directions. All other types of instructional software, in my opinion are based more on the constructivist instructional theory. Software such as simulations, micro worlds, information retrieval systems, productivity tools and communication tools. When using these software applications, students are not just following instructions but applying previous knowledge to create new products or knowledge (usually).
2.Under what context would you use various types of instructional software?
Discussion Week 5
I find I am having great difficulties in writing down what I think I understand, and the more I read everything over and gather more information from the WWW, the more confused I become. With that said, here is my contribution to this weeks discussion.
1. Compare and contrast types of Instructional software with respect to constructivist and directed instruction theories.
Drill and Practice and Tutorials are basically direct instruction where students are sitting in front of a computer following directions. All other types of instructional software, in my opinion are based more on the constructivist instructional theory. Software such as simulations, micro worlds, information retrieval systems, productivity tools and communication tools. When using these software applications, students are not just following instructions but applying previous knowledge to create new products or knowledge (usually).
2.Under what context would you use various types of instructional software?
| Software | Tool | Subject/Grade Level | Setting | Ability |
Drill and Practice
|
Typing tutor
(Sense-lang.org)
| Language Arts/Technology Gd. 3 - 6 | Computer lab or classroom | Mixed |
| Tutorial | Visual math | Math Gd 4-6 | Computer lab or classroom | Mixed |
| Simulations | 123-Games.net | Math, Science Gd. 3 - 6 | Computer lab or classroom | Mixed |
| Information retrieval systems | The Canadian Encyclopedia | Social Studies, Religion, Science Gd. 3-6 | Computer lab or classroom | Mixed |
| Communication Tools | Skype in the classroom | All subject areas All grades | Computer lab or classroom | Mixed |
3. What learning theories are at play for the software applications that have been mentioned?
Typing Tutor and Visual Math are based upon the behaviourist learning theory. The rest of the software is based upon both cognitive and constructivist learning theories. But, it really depends upon the project that you would use the tool for. For example, when using Skype, you could be collaborating on a weather project with students from different countries and could be gathering data from all over the world. What you do with this data determines what learning theory you are using. Spitting back the information in a chart is not constructivist but comparing and contrasting different types of wardrobes that each country would wear based on average temperatures would be.
Cheers, Lisa
Discussion Week 4
Hello everyone,
I hope this make sense because I had as much fun writing my answer as I did reading the article on Cognitive Flexibility Theory. My brain isn't as flexible as it needs to be....so I guess you could say that I am still under construction as well (right, Roger).
1. What do you understand about how the concepts of mindtools or cognitive tools and cognitive flexibility theory can be tied together?
Both Mindtools/ Cognitive tools and Cognitive Flexibility Theory are based up the constructivist theory. When I think of Mindtools or cognitive tools I tend to think of the active participation required from a student when participating in technological activities. I think about the software program Inspiration that allows one to be very creative with a concept map. It enables students to broaden their understanding of a particular concept by noting relationships among the different aspects of a subject. Students don’t just sit in front of a computer and enter data; they have to relate to it. When I think of the Cognitive Flexibility theory I also think about the active participation from students and how they need to relate personally to new concepts in order to apply what they have learnt to new situations. Both use pre-existing knowledge to build understandings of unfamiliar concepts.
1. What do you understand about how the concepts of mindtools or cognitive tools and cognitive flexibility theory can be tied together?
Both Mindtools/ Cognitive tools and Cognitive Flexibility Theory are based up the constructivist theory. When I think of Mindtools or cognitive tools I tend to think of the active participation required from a student when participating in technological activities. I think about the software program Inspiration that allows one to be very creative with a concept map. It enables students to broaden their understanding of a particular concept by noting relationships among the different aspects of a subject. Students don’t just sit in front of a computer and enter data; they have to relate to it. When I think of the Cognitive Flexibility theory I also think about the active participation from students and how they need to relate personally to new concepts in order to apply what they have learnt to new situations. Both use pre-existing knowledge to build understandings of unfamiliar concepts.
2. Are these theories compatible or are they really talking of different ideas?
Mindtools like a computer are tools that can be used to help develop cognitive flexibility for 21st century students. If these students are expected to become critical thinkers and problem solvers, they need to be engaged in meaningful learning situations to ensure success. Computers, offer another way in which the students of today can diversify their personal learning which in turn promotes cognitive flexibility. Mindtools are not a separate entity, they need to go hand in hand with cognitive flexibility in order to produce successful, critical problem solvers of tomorrow.
Cheers,
Lisa
Discussion Week 1-2
Please read The Medium is Not the Message and post your thoughts.
The most important sentence from this reading is as follows “It is not the media that teach; it is the design of the content that determines whether distance learning is successful.” As teachers, we have a wealth of resources at our hands to teach the mandated curriculum. One of the earliest decisions we have to make when planning a lesson is how we are going to deliver it. The “how we teach” is flexible, the “what we teach” is not. As teachers in the 21st century, we need to provide more than one “how” in order to reach all ability levels in our diverse classrooms. Whether a course is delivered in a face to face session, through the Internet or in a virtual world, what matters the most is how the course is designed to allow for the greatest success of the students enrolled in it.
1. If you were to choose one particular learning theory that best fits direct instruction, which would it be and why?
I believe that behaviorism best demonstrates the processes and ideas of direct instruction. Direct instruction involves a very step by step, detailed lesson of a particular concept. The teacher is the giver of knowledge and that knowledge will change what the students knew before the lesson. One of the fastest ways to teach concepts is to show students all the steps and get them to practice what was just taught. The expected result is that students will now acquire the new knowledge. This is very similar to behaviorism where the stimulus is controlled to achieve the expected response.
2. If you were to choose one particular learning theory that best fits the constructivist approach, which would it be and why?
The constructivist theory of learning best fits the constructivist approach. Both believe that learners interacting and participating in their own building of knowledge will learn more quickly. Constructivist believe that individuals all learn independently and when they reconstruct knowledge through hands on discovery methods, learning becomes personal and more relevant.
Direct instruction has worked in my classroom when student behaviors are below expectations and I have to teach the students how to be safe when participating in Science experiments or Physical activity. I have also used direct instruction in Math to teach concepts that require the same answer from all students.
4. By drawing upon past life and/or teaching experiences, where has the constructivist style worked for you?
The constructivist style has worked in my classroom during Writer’s workshop, Literature Circles, Web Quest, Problem Solving and Math Centers. At these times, students independently learn new concepts by participating in various tasks that have been prearranged. I work as a facilitator, keeping discussions going and students on task.
Lisa
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