Assignment 2 presentation
Download as PPTX, PDF0 likes1,010 views
The document discusses the theoretical foundations of instructional technology. It covers three main foundations: psychological foundations, learning environments, and learner motivation. For psychological foundations, it describes theories of behaviorism, cognitivism, and constructivism. It also discusses Gagne's nine events of instruction. For learning environments, it discusses constructivism, experiential learning, objectivism, and scaffolding. For learner motivation, it covers Keller's ARCS model and Maslow's hierarchy of needs. The author explains how they incorporate aspects of each foundation in their own teaching to provide a quality educational experience for students.
Assignment 2 presentation
- 1. Robert SimsFebruary 14, 2011Assignment TwoINST 5131Theoretical FoundationsForInstructional Technology
- 2. IntroductionDefinitions of Learning:Driscoll (2007) defines learning as “ a persisting change in human performance of performance potential.” (p. 37)Cobb (2009) offers “Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes.”
- 3. Instructional Technology is based on three foundations:Psychological Foundations
- 5. Learning MotivationPsychological FoundationsHannafin and Land (1997) define that “Psychological foundations are subsequently operationalized through various design frameworks, activities, and strategies, which reflect beliefs about how individuals think, learn, understand, and act.” ( p. 172)
- 6. Gagne’s Nine Events of InstructionAdapted from (Gagne, 1985)
- 7. Behaviorism TheoryAdapted from (Chen, N.D.)
- 8. ConstructivismAdapted from (Can, 2007)
- 9. Cognitive TheoryPrimary Components:Two Channels for learning:LimitedChannelCapacityVisualAuditoryAdapted from (Mayer, 1998)
- 10. Personal foundational Epistemology In my teaching experience, I incorporate sections of each psychological arena presented here in order to provide a quality education for my students. My primary foundation is based on Gagne’s Nine Events of Instruction. Each part of my curriculum is built upon an objective previously learned. Tasks are broken down into as many smaller tasks in order to bring the learner to a level of achievement.
- 11. Sims Hybrid Psychological FoundationLegendNine Events CognitiveBehaviorismConstructivist Activities Included
- 14. Objectivism
- 15. ScaffoldingConstructivismAges 0 - 2Ages 8 - 11Ages 12 - 15Ages 3 - 7Development of Motor SkillsDevelopment of IntuitionDevelopment of Cognitive Skills Development of Abstract Thinking SkillsAdapted from (Can, 2007)
- 16. Experiential LearningKolb’s Experiential Learning CycleAdapted from (Learning Theories Knowledgebase, 2011).
- 17. ObjectivismAdapted from (Hannafin& Land, 2007, p. 57)
- 18. ScaffoldingScaffolding includes:Adapted from (Pea, 2004, p. 432)
- 19. Learner Environment FoundationMuch of my teaching environment is based on the premise of setting and obtaining goals in order to master a particular skill. I find this “Chunking” provides a reachable target in which students can feel positive about what they have learned. I incorporate Scaffolding concepts to help students gain confidence with their mastery of skills. This provides an atmosphere of respect where students thrive on their achievements.
- 23. Collaborative LearningARCSAdapted from (Keller, 1984)
- 24. Heirarchy of NeedsAdapted from (Maslow, 1943)
- 25. Collaborative LearningAdapted from (Smith & MacGregor, 1992)
- 26. Learner MotivationI find that everyone wants to feel needed. Giving learners tasks and rewarding them for a job well done helps to fulfill the desire to be needed and respected. When a learner develops improves their self esteem, they are motivated to work even harder to learn more.I incorporate Collaborative Learning activities to serve several purposes:To reinforce what they students have learned. When they are confident enough to teach their peers, they have mastered the concept at a deep level. To help the learner know that they are important and valued. This reinforces the Heirarchy of Need.
- 27. ReferencesCan, T. (2007, April 26). Constructivist concepts in classes [Web log post]. Retrieved from http://constructivist-education.blogspot.com/2007/04/constructivist-concepts-in-classes.html Can, T. (2007, January 21). Piaget’s theory of learning and constructivism [Web log post]. Retrieved from http://constructivism.wordpress.com/2007/01/21/piaget%E2%80%99s-theory-of-learning-and-constructivism/Chen, I. (n.d.) In An electronic textbook on instructional technology. Retrieved from http://viking.coe.uh.edu/~ichen/ebook/et-it/behavior.htmCobb, J. (2009, May 21). A definition of learning. [Web log post]. Retrieved from http://www.missiontolearn.com/2009/05/definition-of-learning/Driscoll, M. (2007). Psychological foundations of instructional design. In Reiser, R. & Dempsey, J. (eds.), Trends and issues in instructional design and technology (p. 37, 41). New Jersey: Pearson.Gagnè, R. (1985). The conditions of learning and the theory of instruction. (4th ed.), New York: Holt, Rinehart, and Winston.Hannafin, M. & Hill, J. (2007). Epistemology and the design of learning environments. In Reiser, R. & Dempsey, J. (eds.), Trends and issues in instructional design and technology (p. 57). New Jersey: Pearson.Hannafin, M. & Land, S. (1997). The foundations and assumptions of technology – enhanced student - centered learning environments. In Instructional Science, 25, 167 – 202. Retrieved from http://web.utk.edu/~mperkin2/hannafin.pdf.
- 28. Keller, J. (2007). Motivation and performance. In Reiser, R. & Dempsey, J. (eds.), Trends and issues in instructional design and technology (p. 88). New Jersey: Pearson.Learning Theories Knowledgebase (2011, February). Experiential Learning (Kolb) at Learning-Theories.com. Retrieved from http://www.learning-theories.com/experiential-learning-kolb.html Maslow, A. (1943). A theory of human motivation. In Psychological review. 50, p. 370 – 396.Mayer, R. & R. Moreno (1998). A cognitive theory of multimedia learning: implications for design principles. Retrieved from http://www.unm.edu/~moreno/PDFS/chi.pdf.Pea, R. (2004). The social and technological dimensions of scaffolding and related theoretical conceptsfor learning, education, and human activity. In The Journal of the learning sciences, 13(3). P. 432Smith, B. & MacGregor, J. (1992). What is collaborative learning? A sourcebook for higher education. Published by the National Center on Postsecondary Teaching, Learning, and Assessment at Pennsylvania State University.