Friday, February 27, 2009
Learning Design (Revised)
Previously, I did (or rather improvised) a learning design model with my group mates during tutorial. In the end, I decided to do a new one myself because I didn't quite contribute to the one we did! Anyway, just in case, the one we discussed in class is here. The one I just did is below:
Thursday, February 26, 2009
Summary of The ADDIE Model
An instruction design is a strategic planning of a course. It assists teachers and learners to connect all the dots to form a full and clear picture of teaching and learning events.
The ADDIE model consists of five stages - Analysis, Design, Development, Evaluation and Implementation. It is a tool that help people to think through a course's design. Although it appears linear, it does not necessarily have to be followed rigidly in a linear method. Following is a quick guide to the ADDIE model.
Analyze
Pre-planning; thinking about the course
Design your course on paper
Develop course materials and assemble the course
Begin teaching
Look at the course outcomes with a critical eye
The ADDIE model consists of five stages - Analysis, Design, Development, Evaluation and Implementation. It is a tool that help people to think through a course's design. Although it appears linear, it does not necessarily have to be followed rigidly in a linear method. Following is a quick guide to the ADDIE model.
Analyze
Pre-planning; thinking about the course
- Design of course
- Audience
- Goal
- Objectives
- Identify contnet
- Identify Environment and Delivery
- Instructional Strategies
- Assessment Strategies
- Formative Evaluation
- Constraints
Design your course on paper
- Name the learning units of Instruction
- Identify content and strategies for an individual unit of instruction
- Write instructions for the learning unit
- Name the menu items for a learning module
Develop course materials and assemble the course
- Based on design phase
- Build content, assignments, assessments
- Build course structure
- Upload content
Begin teaching
- Overview of course
- Expectations
- Initiate instruction
- Interaction
- Ask for feedback early on (formative evaluation)
Look at the course outcomes with a critical eye
- Did the students achieve expected learning outcomes?
- What have you learned?
- How can you make the course better?
The domains of learning
I was researching more on the domains of learning and managed to find more information.
Just to share! (summarized)
Cognitive Domain - knowing & thinking
It is knowledge or mind based and has three practical instructional levels including fact, understanding, and application. The fact level is a single concept; typical verbs include define, identify, and list. The understanding level places two or more concepts together; typical verbs include describe, compare andcontrast. The application level places two or more concepts together to form something new; typical verbs include explain, apply, and analyze. The mode of delivery in cognitive domain is usually a lecture/presentation and the evaluation contains both subjective and objective test items.
Psychomotor Domain - doing
It is skill based where the student produces a product. The three practical instructional levels include imitation, practice, and habit. This domain is steeped in a demonstration and delivery. The imitation level is a duplication of the demonstration under the instructor's supervision. The practice level is a proficiency constructing experience that is performd by the student without direct watch of the instructor. The habit level is attained when the student is able to perform the skill in twice the time the instructor or an expert takes. The delivery mode is demonstration and proficiency construction. A skill test is used for the evaluation. The knowledge to perfom the skill is cognitive.
Just to share! (summarized)
Cognitive Domain - knowing & thinking
It is knowledge or mind based and has three practical instructional levels including fact, understanding, and application. The fact level is a single concept; typical verbs include define, identify, and list. The understanding level places two or more concepts together; typical verbs include describe, compare andcontrast. The application level places two or more concepts together to form something new; typical verbs include explain, apply, and analyze. The mode of delivery in cognitive domain is usually a lecture/presentation and the evaluation contains both subjective and objective test items.
Psychomotor Domain - doing
It is skill based where the student produces a product. The three practical instructional levels include imitation, practice, and habit. This domain is steeped in a demonstration and delivery. The imitation level is a duplication of the demonstration under the instructor's supervision. The practice level is a proficiency constructing experience that is performd by the student without direct watch of the instructor. The habit level is attained when the student is able to perform the skill in twice the time the instructor or an expert takes. The delivery mode is demonstration and proficiency construction. A skill test is used for the evaluation. The knowledge to perfom the skill is cognitive.
Affective Domain - feelings & attitudes
It is based upon behavioral aspects and is possibly labeled as beliefs. The three levels are awareness, distinction, and integration. The verbs are generally restricted to words like display, exhibit, and accept and they apply for all levels. The first two levels are cognitive. Integration is behavioral and it requires the learner to evaluate and synthesize. The content normally involves discussions. The testing in the first two levels will be cognitive, whereas the third level will require an affective checklist.
E-Timeline!
Visit Dipity at http://www.dipity.com to create an interactive and audiovisual timeline of the topic with your own title. Text, photos, or videos, either your own or from different online services such as embedded You Tube videos, Twitter, RSS feeds, Blogger, Flickr, Picasa, Last FM, and more.
I created a timeline of my own, you can view it at:
http://www.dipity.com/timeline/The-Automated-Household-Machinery
To use timelines in critical and creative way is not simple because it is a new medium and most of us don't have experience with creating such presentations. The multimedia element in the timeline makes the whole thing even more complicated which proves again how difficult it is to do critical work (written, theory based, summary) with interactive presentation (timeline).
I created a timeline of my own, you can view it at:
http://www.dipity.com/timeline/The-Automated-Household-Machinery
To use timelines in critical and creative way is not simple because it is a new medium and most of us don't have experience with creating such presentations. The multimedia element in the timeline makes the whole thing even more complicated which proves again how difficult it is to do critical work (written, theory based, summary) with interactive presentation (timeline).
Monday, February 16, 2009
Roland Barthes' Ideal Textuality
I think hypertext is a form of e-learning because...
Ideal text is one that is reversible and makes readers active users instead of being passive by allowing them to become producers of their own interpretations and meanings. It contains hypertext that are made up of blocks of text, of which some lead to other data/forms of data through electronic links. Hypertext makes references and finding references much easier.
Read more about Ideal Textuality in the comic strips I made below!
Ideal text is one that is reversible and makes readers active users instead of being passive by allowing them to become producers of their own interpretations and meanings. It contains hypertext that are made up of blocks of text, of which some lead to other data/forms of data through electronic links. Hypertext makes references and finding references much easier.
Read more about Ideal Textuality in the comic strips I made below!
What are the Prominent Words in a Text?
Use Tag Cloud to aid in finding the prominents words in your long readings now!
From Answers.com:
A tag cloud or word cloud (or weighted list in visual design) is a visual depiction of user-generated tags, or simply the word content of a site, used typically to describe the content of web sites. Tags are usually single words and are typically listed alphabetically, and the importance of a tag is shown with font size or color. Thus both finding a tag by alphabet and by popularity is possible. The tags are usually hyperlinks that lead to a collection of items that are associated with a tag.
BUT... (in my opinions) They are not so helpful.
[See both tag clouds above: First one is tag cloud of the original text and second one is tag cloud of the summary I've written for the text]
From Answers.com:A tag cloud or word cloud (or weighted list in visual design) is a visual depiction of user-generated tags, or simply the word content of a site, used typically to describe the content of web sites. Tags are usually single words and are typically listed alphabetically, and the importance of a tag is shown with font size or color. Thus both finding a tag by alphabet and by popularity is possible. The tags are usually hyperlinks that lead to a collection of items that are associated with a tag.
BUT... (in my opinions) They are not so helpful.[See both tag clouds above: First one is tag cloud of the original text and second one is tag cloud of the summary I've written for the text]
The words “Applicatio-Media-Theory” are the prominent key words in my cloud. The words omitted were “author-bardzell-Jeffery-book-claims-primer-read-work-expect-experience”.
Omitted words appeared in the original tag cloud clearly because of repetitiveness.
“Media” and “theory” are dominant in both clouds because they are the main topic of the article.
Both tag clouds are ill representation of the text. In the original, redundant words were listed as prominent, evidenced by the appearance of synonyms “book, work” and the author name. While in my summary, it fails to note other key points in the summary (“usefulness” is one word that should be included, which would immediately indicate the subjective bias of the author towards the topic.)
Monday, February 2, 2009
The Theories of Learning (Assignment 2)
Blogs I've read:
http://leeweining.blogspot.com/
http://iheartnm3204.blogspot.com/
http://tiff-elearning.blogspot.com/
http://jadorebridget.wordpress.com/
Blog I've commented:
http://iheartnm3204.blogspot.com/
One of this week's tutorial questions is "In your opinion which theory promotes 21st century skills and why?" Initially, my answer was the Sociocultural approach. But after a deeper and critical thinking (hey, doesn't this reflect Cognitivism? haha), I came to a conclusion that learning is too vast an act, process or experience of gaining knowledge and skill. One theory is not enough to envision and predict the subjective effects of learning on people. Learning has different dimensions and I believe that is the reason why the three theories are developed. However, I feel that they should not be independent of one another but be cohesively used when we try to understand learning as a whole. In the survey Alfred conducted not long ago, nine possible problems were listed out for each theory to apply to. It has helped me to see the three theories and their difference more clearly.
When I think about Behaviourism now, two keywords appear in my mind instantly -- Rewards and Punishments. I feel that most of us have pretty much experience or rather exhibit Behaviourism since we were very young. When we behaved ourselves or perform well for our spellings, our parents bought us candies and toys. Likewise, when we misbehaved ourselves or underperformed in our tests, our parents gave us a good and long earful. Our parents don't even have to be a professional educator and they know how to apply Behaviourism, perhaps subconsciously on their part. Behaviorism can be applied to teaching and learning of rule-using, algorithmic and puzzle problems. All three problems require test and trial in order for us to reach the end result. Learning rule-using is close to what I mentioned above about the candies and earful we got from our parents when we do things differently. Therefore I feel that Behaviourism, to me, is the fundamental of learning where we become aware of what are the basic 'right's and 'wrong's before we advance to higher learning.
Cognitivism...to me is individual critical thinking. I feel that Cognitivism is a crucial theory of learning because everyone can be taught the same things but not everyone can think and assess things in the same way. Unlike Behaviourism where learners are deemed passive, Cognitivism makes us all active learners, makes us different from one another! Also, if Cognitivism doesn't exist, we will have difficulties explaining why some people still commit crimes and why wars are still take place. Behaviourism only explains how we acquire the knowledge of right and wrong but cognitivism explains how we might still act/think another way, against the knowledge of right and wrong. Cognitivism can be applied to the learning of trouble-shooting and diagnosis-solution. For trouble-shooting, we can all find out what the problem/trouble is but how we deal with it might be different. To sum cognitivism up: We are not just receivers of information, we all see, think and react differently and that's why conflicts happen.
Sociocultural Approach (SCA) is these three words together "others-context-self" and they mirror the aspects "social-experience-reflection" in the diagrammatic representation of learning came up by Conole, Dyke, Oliver and Seale. Also, we learn from the readings that in SCA, the unit of analysis is bigger than the individual learner, it's actually the whole system of learning. At first, I find SCA interesting because Behaviourism and Cognitivism are about ME, well logically speaking, we are the learners afterall right? But I come to understand that learning is close to nothing without others (social), context (experience) and self-assessment (reflection). Don't our lives get more complexed and complicated as we grow up? I know what is right and wrong (behaviourism), so what? I think about this matter in this way (cognitivism), so what? As we grow up, leave our comfort zones and enter into more complicated environments, it's inadequate to learn what is right and wrong and/or know how to think critically. We need to learn by interactions with people, thinking critically and in the right context. Issue-based problem is therefore best applied with SCA as we need to consider who we are interacting with, what situation it is and what we think is appropriate for this situation. Then, based on these considerations, in what ways/how we should deal with the issue.
Behaviourism, Cognitivism and Sociocultural Approach together gives a cohesive picture of learning and in my opinion, they shouldn't be viewed independently. They are like steps from simple learning to complex learning!
http://leeweining.blogspot.com/
http://iheartnm3204.blogspot.com/
http://tiff-elearning.blogspot.com/
http://jadorebridget.wordpress.com/
Blog I've commented:
http://iheartnm3204.blogspot.com/
*****
One of this week's tutorial questions is "In your opinion which theory promotes 21st century skills and why?" Initially, my answer was the Sociocultural approach. But after a deeper and critical thinking (hey, doesn't this reflect Cognitivism? haha), I came to a conclusion that learning is too vast an act, process or experience of gaining knowledge and skill. One theory is not enough to envision and predict the subjective effects of learning on people. Learning has different dimensions and I believe that is the reason why the three theories are developed. However, I feel that they should not be independent of one another but be cohesively used when we try to understand learning as a whole. In the survey Alfred conducted not long ago, nine possible problems were listed out for each theory to apply to. It has helped me to see the three theories and their difference more clearly.
When I think about Behaviourism now, two keywords appear in my mind instantly -- Rewards and Punishments. I feel that most of us have pretty much experience or rather exhibit Behaviourism since we were very young. When we behaved ourselves or perform well for our spellings, our parents bought us candies and toys. Likewise, when we misbehaved ourselves or underperformed in our tests, our parents gave us a good and long earful. Our parents don't even have to be a professional educator and they know how to apply Behaviourism, perhaps subconsciously on their part. Behaviorism can be applied to teaching and learning of rule-using, algorithmic and puzzle problems. All three problems require test and trial in order for us to reach the end result. Learning rule-using is close to what I mentioned above about the candies and earful we got from our parents when we do things differently. Therefore I feel that Behaviourism, to me, is the fundamental of learning where we become aware of what are the basic 'right's and 'wrong's before we advance to higher learning.
Cognitivism...to me is individual critical thinking. I feel that Cognitivism is a crucial theory of learning because everyone can be taught the same things but not everyone can think and assess things in the same way. Unlike Behaviourism where learners are deemed passive, Cognitivism makes us all active learners, makes us different from one another! Also, if Cognitivism doesn't exist, we will have difficulties explaining why some people still commit crimes and why wars are still take place. Behaviourism only explains how we acquire the knowledge of right and wrong but cognitivism explains how we might still act/think another way, against the knowledge of right and wrong. Cognitivism can be applied to the learning of trouble-shooting and diagnosis-solution. For trouble-shooting, we can all find out what the problem/trouble is but how we deal with it might be different. To sum cognitivism up: We are not just receivers of information, we all see, think and react differently and that's why conflicts happen.
Sociocultural Approach (SCA) is these three words together "others-context-self" and they mirror the aspects "social-experience-reflection" in the diagrammatic representation of learning came up by Conole, Dyke, Oliver and Seale. Also, we learn from the readings that in SCA, the unit of analysis is bigger than the individual learner, it's actually the whole system of learning. At first, I find SCA interesting because Behaviourism and Cognitivism are about ME, well logically speaking, we are the learners afterall right? But I come to understand that learning is close to nothing without others (social), context (experience) and self-assessment (reflection). Don't our lives get more complexed and complicated as we grow up? I know what is right and wrong (behaviourism), so what? I think about this matter in this way (cognitivism), so what? As we grow up, leave our comfort zones and enter into more complicated environments, it's inadequate to learn what is right and wrong and/or know how to think critically. We need to learn by interactions with people, thinking critically and in the right context. Issue-based problem is therefore best applied with SCA as we need to consider who we are interacting with, what situation it is and what we think is appropriate for this situation. Then, based on these considerations, in what ways/how we should deal with the issue.
Behaviourism, Cognitivism and Sociocultural Approach together gives a cohesive picture of learning and in my opinion, they shouldn't be viewed independently. They are like steps from simple learning to complex learning!
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