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S573: Education of Information UsersWeek 5

+Five Standards of Authentic Instruction (Newmann & Wehlarge, 1993)Higher-order thinking

Depth of knowledge

Connectedness to the world beyond the classroom

Substantive conversation

Social support for student achievement

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+Psychology of Learning Schools

Behaviorism

Cognitive psychology Constructivism

Humanist psychology

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+Psychology of Learning Schools: BehaviorismB. F. Skinner’s contribution as well as

Thorndike, Tolman, and Watson

Observable behaviors

Immediate feedback through active participation

Programmed instruction

Reward & reinforcement

Administer mastery learning

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+Psychology of Learning Schools: Cognitive Psychology Piaget’s stages of intellectual development

http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages

No sense of Object permanence

No mental manipulation of symbols

Mental manipulationof concrete objects

Abstract thinking(e.g., what-ifs)

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+Psychology of Learning Schools: Cognitive PsychologyThe learner’s job is to organize the

world and make sense of it E.g., Chunking (baby adult)

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+Cognitive Schema with Scripts

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+Mental Models

Using analogies for conceptual frameworks E.g., shopping cart for e-commerce

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+Psychology of Learning Schools: Constructivism Vygotsky’s zone of proximal development

(ZPD)

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+Psychology of Learning Schools: ConstructivismChanges in learner’s perception about

the world occur through interactions with the environment

At any age or level of development

Stress the role of affect =~ the Humanist approach

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+Psychology of Learning Schools: Cognitive Psychology Discovery method

Meaningful learning Advance organizers (Ausubel, 1960) Situated cognition (Brown, Collins, & Duguid, 1989)

Metacognition Thinking about thinking E.g., evaluation, planning, regulation & self-

questioning, self-awareness, reflection, etc. Cf., Bloom’s taxonomy for your own teaching

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Instructional event Internal mental process

Gain attention Stimuli activates receptors

Inform learners of objectives Creates level of expectation for learning

Stimulate recall of prior learning

Retrieval and activation of short-term memory

Present the content Selective perception of content

Provide “learning guidance” Semantic encoding for storage long-term memory

Elicit performance (practice) Responds to questions to enhance encoding and verification

Provide feedback Reinforcement and assessment of correct performance

Assess performance Retrieval and reinforcement of content

as final evaluation Enhance retention & transfer to the job

Retrieval and generalization of learned skill to new situation

Between Behaviorism & Cognitive Psychology: Gagne’s Nine Events of Instruction

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+Between Behaviorism & Cognitive Psychology: Merrill’s Principles of Instruction1. Activation of prior experience

2. Demonstration of skills

3. Application of skills

4. Integration of these skills into real-world activities

“Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning” (Merrill, 2002, p. 44)

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+Psychology of Learning Schools: Humanist PsychologyStudent-centered

have students decide their own goals & objectives

Everyone has the ability to learn

Acquisition of new information as well as individual personalization of the material

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Psychology of Learning Schools: Humanist Psychology Bandura’s self-efficacy

Keller’s ARCS model (Keller, 1987)Categories Definitions Major Process

Questions

Attention Capturing the interest of learners; stimulating the curiosity to learn

“How is this learning valuable & stimulating to my students?”

Relevance Meeting the personal needs/goals of the learner to effect a positive attitude

Confidence Helping the learners believe / feel that they will succeed and control their success

“How can I (via instruction) help students succeed & allow them to control their outcomes?

Satisfaction Reinforcing accomplishment with rewards (internal & external)

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Learning Styles

+Learning Styles

Physiological styles Learning environments (e.g., illumination, temperature,

noise) Health & nutrition Time of day preferences

Cognitive styles Perceptual modality preference (e.g., visually, aurally, &

kinesthetically) Bottom-up vs. top-down Decision-making speed

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+Learning Styles

Affective styles Attitudes, feelings, values Competition/cooperation Internal/external locus of control (c.f., intrinsic vs. extrinsic

motivation)

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+Kolb’s Experiential Learning Model

Abstract Concrete

Activeexperimentation

Reflectiveobservation

Accomodator

Divergers

Convergers

Assimilators

Strong in practical application of ideas

Greatest strength is doing things

Good at generating ideas & seeing things from differentperspectives

Strong ability to create theoretical models

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+Learning Styles

The identification and categorization of learning styles have been questionable Reliability Validity Generalizability

People are different

Instructors must know themselves

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Invented Dialogues

You are assigned to a group and a topic A: doing (behaviorism) B: thinking (cognitivism/constructivism) C: thinking (humanism)

Fill out the worksheet

By using the overall schema, “technology’s unintended consequences,” write a short dialogue—no more than 10-12 exchanges long—on the topic based on your answers on the worksheet

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Invented Dialogues

Need to decide: Setting Theme Characters

Select and weave together actual quotes from primary sources

May invent reasonable quotes that fit the character of the speakers and the context

Add a conclusion with main points

+Best Instructional Strategies?

Eclectic approach

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