dr. ronald j. anderson, texas a&m international university 1 chapter 2 designing opportunities...

Dr. Ronald J. Anderson, Texas A&M International University 1

Chapter 2Chapter 2Designing Opportunities Designing Opportunities

for Learningfor LearningTeaching with Technology: Designing Opportunities to LearnTeaching with Technology: Designing Opportunities to Learn

Priscilla Norton & Karen M. WilburPriscilla Norton & Karen M. Wilbur

EDIT 5300EDIT 5300

Instructional Design and Instructional Design and TheoryTheory

2Dr. Ronald J. Anderson, Texas A&M International University

Social Forces for LearningSocial Forces for Learning

Traditional strategies for the design of learning were developed to meet the needs of an industrialized, print-dependent society.


Efficiency Model and Efficiency Model and Designs for LearningDesigns for Learning

For today’s educator, “efficiency” principles couples with the “science” of exact measurement and precise standards remain central guides for the design of learning. Among the many models based on this approach to instructional design are Instructional Objectives and Mastery Learning.


GoalsGoals

Goals are ideals that you intend to reach, that is, ideals that you would like to have accomplished. Goals may be stated as teacher goals, as student goals, or as course goals.

Example:To help students develop their writing ability


ObjectivesObjectives

Objectives, stated in performance (behavioral) terms, are specific actions and should be written as complete sentences that include the verb “will” to indicate what each student is expected to be able to do as a result of the instructional experience.

Example:On a map, the student will identify specific mountain ranges of North America.


ABCDs of Writing ABCDs of Writing ObjectivesObjectives

AudienceAudience BehaviorBehavior ConditionsConditions Degree (level) of expected Degree (level) of expected

performanceperformance

See Kellough, Richard, A Resource Guide for Teaching K-12http://vig.prenhall.com/catalog/academic/product/0,1144,0131705431,00.html


A for AudienceA for Audience

This is the student.

Objectives may have the phrase “The student will be able to . . .”

TEKS starts objectives as “The student is expected to . . .”


B for BehaviorB for Behavior

This is the expected behavior or performance. It should be written with action verbs so that it is directly observable that an objective has been reached. Avoid vague, ambiguous language, and behavior not clearly measurable.


C for ConditionsC for Conditions

This is the setting in which the behavior will be demonstrated by the student and observed by the teacher. Examples are “on a map,” “at home within a two-month period.”


D for Degree (level) of D for Degree (level) of achievementachievement

This allows assessment of student learning. On many learning tasks you will expect mastery, but on others (basketball free throws, for example) you will expect much less.


Identifying Objectives, Identifying Objectives, Practice 1Practice 1

Using an electronic calculator, the student will correctly solve 8 out of 10 problems involving the addition of two-digit signed numbers.

AudienceBehaviorConditionsDegree of proficiency



In groups of two and using a centigrade thermometer, the student will measure the temperature of two liters of water at a depth of 25 centimeters to within one degree accuracy.




Within 15 minutes and using the reference books provided, the student will find and write correctly the formulae for wattage, voltage, amperage, and resistance.



Cognitive Domain Cognitive Domain HierarchyHierarchy

EvaluationEvaluation SynthesisSynthesis AnalysisAnalysis ApplicationApplication Comprehension Comprehension KnowledgeKnowledge


Affective Domain Affective Domain HierarchyHierarchy

InternalizingInternalizing OrganizingOrganizing ValuingValuing RespondingResponding ReceivingReceiving


Psychomotor Domain Psychomotor Domain HierarchyHierarchy

CreatingCreating CommunicatingCommunicating ManipulatingManipulating MovingMoving


Mastery LearningMastery Learning Emphasis is on mastery of content, or Emphasis is on mastery of content, or

quality learning, rather than coverage of quality learning, rather than coverage of content, or quantity of learning.content, or quantity of learning.

Outcome-Based Education uses a goal-Outcome-Based Education uses a goal-driven curriculum model with instruction driven curriculum model with instruction that focuses on the construction of that focuses on the construction of individual knowledge.individual knowledge.

Mastery of content means that the Mastery of content means that the student demonstrates his or her use of student demonstrates his or her use of what has been learned.what has been learned.


Components of Mastery Components of Mastery LearningLearning

Clearly defined instructional objectives.Clearly defined instructional objectives. Preassessment of the learner’s present Preassessment of the learner’s present

knowledgeknowledge Instruction with choices and options for Instruction with choices and options for

studentsstudents Practice, reinforcement, frequent Practice, reinforcement, frequent

comprehension checks, and corrective comprehension checks, and corrective instructioninstruction

Post-assessment to determine the extent Post-assessment to determine the extent of student mastery of the objectivesof student mastery of the objectives


Relationship of Instructional Relationship of Instructional Events to Learning EventsEvents to Learning Events

Instructional EventsInstructional Events Affective/Cognitive Affective/Cognitive ConditionsConditions

Internal Learning Internal Learning EventsEvents

Gain attentionGain attention Ability to attendAbility to attend AttendAttend

Share goals of Share goals of instructioninstruction

Emotional desire Emotional desire for learningfor learning

ExpectancyExpectancy

Stimulate recallStimulate recall Ability to retrieveAbility to retrieve Recall of related Recall of related infoinfo

Present in all Present in all modalitiesmodalities

Auditory and visual Auditory and visual processing abilityprocessing ability

PerceptionPerception


Relationship of Instructional Relationship of Instructional Events to Learning EventsEvents to Learning Events

Instructional EventsInstructional Events Affective/Cognitive Affective/Cognitive ConditionsConditions

Internal Learning Internal Learning EventsEvents

Provide meaningful Provide meaningful frameworksframeworks

Learner schema Learner schema relevant to new relevant to new conceptconcept

Encoding in long-Encoding in long-term memory in term memory in meaningful waysmeaningful ways

Monitor and adjustMonitor and adjust Feeling of getting itFeeling of getting it Oh, I see, I get it.Oh, I see, I get it.

Require applicationRequire application Intellectual Intellectual confidenceconfidence

Secure schemaSecure schema

ClosureClosure SatisfactionSatisfaction RetentionRetention


Efficiency Model CriticsEfficiency Model Critics

Critics of the efficiency model express concern that the principles of learning associated with the model may actually detract from learners’ ability to fully participate in today’s society. Educators who plan to design learning experiences for today’s students must design for the whole of learning. They must recognize that students are not vessels to be filled but constructors of their knowledge. They must create environments that promote problem solving, cooperation, communication, critical thinking, and learning how to learn.


Learning in School and Learning in School and Learning Outside of SchoolLearning Outside of School

School learning depends on individual cognition School learning depends on individual cognition while learning outside of school depends on while learning outside of school depends on shared cognition.shared cognition.

School learning centers on pure mentation while School learning centers on pure mentation while learning in broader social contexts depends on learning in broader social contexts depends on tool manipulation.tool manipulation.

School learning centers on symbol manipulation School learning centers on symbol manipulation while learning in broader social contexts depends while learning in broader social contexts depends on reasoning with “stuff”.on reasoning with “stuff”.

School learning focuses on generalized learning School learning focuses on generalized learning while learning in broader social contexts centers while learning in broader social contexts centers on situation-specific competencies.on situation-specific competencies.


Constructivist PrinciplesConstructivist Principles

Posing problems of emerging Posing problems of emerging relevance to students.relevance to students.

Structuring learning around primary Structuring learning around primary concepts.concepts.

Seeking and valuing students’ points Seeking and valuing students’ points of view.of view.

Adapting curriculum to address Adapting curriculum to address students’ suppositions.students’ suppositions.

Assessing student learning in the Assessing student learning in the context of teaching.context of teaching.


Efficiency Learning vs. Constructivist LearningEfficiency Learning vs. Constructivist Learning

Teachers present; students Teachers present; students listen.listen.

Teachers facilitate; students Teachers facilitate; students do, present, think, construct.do, present, think, construct.

Working together is cheating.Working together is cheating. Working together facilitates Working together facilitates learning and problem solving.learning and problem solving.

Subjects are presented Subjects are presented separately.separately.

Subjects are integrated into a Subjects are integrated into a learning whole.learning whole.

Learning is fact-centered.Learning is fact-centered. Learning is problem-centered.Learning is problem-centered.


Efficiency Learning vs. Constructivist LearningEfficiency Learning vs. Constructivist Learning

The teacher is the source of The teacher is the source of all knowledge.all knowledge.

There are many rich resources There are many rich resources for learning.for learning.

Print is the primary source of Print is the primary source of information.information.

Concepts are explored using a Concepts are explored using a variety of communication variety of communication tools.tools.

Assessment is based on how Assessment is based on how much is memorized and can much is memorized and can be given back to the teacher.be given back to the teacher.

Assessment is based on each Assessment is based on each student’s developing abilities student’s developing abilities to solve problems, to solve problems, communicate ideas, present communicate ideas, present information, and learn how to information, and learn how to learn.learn.

Schools are isolated and Schools are isolated and separate from the rest of the separate from the rest of the community.community.

Technology connects the Technology connects the world to the classroom and world to the classroom and the classroom to the world.the classroom to the world.


Guiding QuestionsGuiding Questions

What foundations of learning do What foundations of learning do today’s students most need to learn?today’s students most need to learn?

What activities should designers What activities should designers choose to ensure that students choose to ensure that students become actively engaged in learning become actively engaged in learning through construction?through construction?

What contents, ideas, and/or What contents, ideas, and/or concepts afford a context for student concepts afford a context for student learning?learning?


Guiding QuestionsGuiding Questions

What tools might a designer choose What tools might a designer choose to best support and enhance student to best support and enhance student learning?learning?

What system of assessment might a What system of assessment might a designer construct to appropriately designer construct to appropriately assess student learning?assess student learning?

How might learning environments be How might learning environments be constructed to complement the constructed to complement the overall learning design?overall learning design?

dr. ronald j. anderson, texas a&m international university 1 chapter 2 designing opportunities...

Documents

student goals

international universityd

international universityb

international universityc

assessment of student

instructional objectives

design of learning

instructional design