Week 9: Instructional Strategies Leading to Problem-Solving & Affective Learning

1. Problem representation:
• Problem Identification
• Analysis
• Synthesis/Reorganization

Solution planning:

· Idea Generation

Solution planning/Evaluation:

· Idea Evaluation

Solution Implementation:

· Implementation planning

Solution Implementation/Evaluation:

· Solution Appraisal

2. The cognitive requirements (conditions) for problem-solving learning are:
• Problem Representation
• Solutions planning
• Solutions implementation
• Solution evaluation
3. Attitudes can be identified as desirable educational goals
4. The 3 components to attitude learning are:
• Knowing why
• Knowing how
• Practicing the behviour
5. According to Gagne (1985), the steps in a procedure for the use of human models in attitude learning are: (see 6 – note: conditions)
• Establish the appeal and credibility of the model.
• Stimulate the learner's recall of relevant knowledge and concepts.
• Demonstration or communication of desired action by the model.
• Demonstration or communication or reinforcement of the model as a result of the action taken.
6. The key instructional conditions for attitude learning are:
• Demonstration of the desired behaviour by a respected role model.
• Practice the desired behaviour through role-play.
• Provide reinforcement for the desired behaviour
7. The cognitive process for solving problems are:
• Problem finding
• Analysis
• Synthesis/reorganization
• Idea generation
• Idea evaluation
• Implementation planning
• Solution appraisal
8. The following are other strategies for teaching problem-solving:
• Socratic dialogue (no info is given but keep asking qns)
• Expert systems
• Simulations
• Microworlds
• Problem-based learning

These are common macro instructional strategies that are synonymous with problem-solving instruction.

9. Below are characteristics of ill-structured problems:
• May not have general rules to follow
• Not all information present, goals unclear

Week 8: E-Instructional Strategies for Procedures & Principles Learning

1. The acquisition of a principle involves the ability to apply that principle to a variety of previously unencountered situation is NOT a declarative knowledge but intellectual skill.
2. The ability to state the steps of a procedure is a declarative knowledge; the ability to execute a procedure is an intellectual skill.
3. Simulations, Gizmos, Java applets are examples of E-learning applications that are effective for teaching principles.
4. Examples of knowledge of principles:
• When interest rate goes down, investment goes up cetris paribus.
• When the density of an object exceeds the density of the fluid upon which it is placed, the object sinks.
• When the change in price is greater than the change of quantity, we say the demand or supply is inelastic.
5. The instructional strategies for teaching principles are:
• State the principle.
• State when the principle applies.
• Present the variables/factors through illustrations and explainations.
• Make the connection between context and conditionals (if-then) through practice and feeback.

These instructional events can take the form of a simulation or java applet

6. The instructional events for teaching procedures are:

• State when to use the procedure
• State the steps to complete the procedure
• Demonstrate the steps of the procedure with worked examples - showing whole-to-part or part-to-whole.
• Practice the steps - by listing the steps; executing the steps while receiving feedback
7. Following statements are not a principle knowledge:
• Ecosystem: Mangrove rain forests are characterised by biotic and abiotic factors.
• State and Capitals: London is the capital of England.
8. Principles can be defined as:
• t he relationships among two or more concepts.
9. Procedures are also called algorithms

Week 7: Instructional Strategies for Fact & Concept Learning

1. An iPod, microwave oven, and an interactive TV as computer is an example of abstracting the concept of a "computer."
2. According to Smith & Ragan (2005, p. 172) concrete concepts are known by their physical characteristics, which can be discerned by the five senses
3. A good way to teach concepts is to point out examples and non-examples, and to isolate the critical attributes in examples.
4. In concept learning, an intrinsic attribute is an invariant property of observable thing; a functional relates to how something works and what its use might be; a relational attribute is a quality a concept may possess defined in terms of something else.
5. In declarative knowledge, "labels and names" requires learners to make an indirect link between two elements. – FALSE
6. Example(s) of abstract concept:
• Industrialization
• Bull market
• Profit
• Intellect
• Conscience
• E-learning
7. There are two kinds of concept – Concrete and Abstract
8. The three ways to teach factual information are:
• Organizing
• Linking
• Elaborating
9. According to Smith & Ragan (2005), there are three strands of declarative knowledge. These are:
• Labels and names
• Facts and list
• Organized discourse
10. Fact learning is also known as:
• Declarative knowledge
• Verbal information
• “Knowing that”
• Factual information

Week 6: Domains of learning and writing Learning Objectives

1. Writing behavioural/performance/learning objectives follows the convention of Audience, Behaviour, Condition and Degree.

2. Performance objectives are sorted terminal and enabling objectives in the curricular map.

3. The horizontal line that indicates the prior knowledge is drawn across the curricular map.

4. The curricular map is the output of needs assessment following the Innovations model and Problem model and serves and the input to learning design authoring (LDA). The curricular map is serves as the input to LDA irregardless of whether needs assessment is performed under the Discrepancy Model or Innovation Model.

5. Following the innovations model, instructional/learning designers also list /flowchart the steps of a task under the goal but they do not identity problematic steps in the list /flowchart because there is not need to do that.

6. The following two behavioural/performance/learning objectives are wrongly written:

· The CNM student understands the communication theory.

· The mechanical and electrical engineer can design and calculate an air-conditioning design and BTU load independently.

7. The verbs "understand" or "know" cannot be used in behavioural/performance/learning objectives.

8. Cognitive Domain -- Given the colour wheel, the art student can choose colour blends for the poster design.
Affective -- The Yong Siew Toh Conservatory student appreciates the 3rd movement of Bach in D minor.
Cognitive -- The FASS student can design a 2X2X2 between subjects experimental design.
Psychomotor -- The ballet student can execute an arabesque 90% of the time.

9. Affective, cognitive and psychomotor are the three domains of learning