Module I - Introduction to Instructional Technology

Transcription

1 Master of Science in Secondary Education of Students who are Deaf or Hard of Hearing Educational Technology and Teaching Module I - Introduction to Instructional Technology Week 1 National Technical Institute for the deaf Rochester Institute of Technology

2 Notes to the instructor Please review chapter 1 from Gagne s book and 1 & 2 from Heinich et. al text book and the instructor s resource guide before presenting the powerpoint. The topics included in this ppt are: Overview of the field of Instructional technology Introduction to learning theories Introduction to Instructional Media

3 Overview of Instructional Technology Instructional Design: systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. Instructional Development: process of implementing the design plans. Instructional technology: systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems. (Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)

4 Instructional Design + Instructional Development = Instructional Technology (Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)

5 Theory Introduction to Learning Theories Provides a general explanation for observations made over time. Explains and predicts behavior. Can never be established beyond all doubt and may be modified. Theories seldom have to be thrown out completely if thoroughly tested but sometimes a theory may be widely accepted for a long time and later disproved. Learning (Dorin, Demmin & Gabel, 1990) Development of new knowledge, skills, or attitudes as an individual interacts with information and the environment. Learning Environment Includes the physical facilities, psychological atmosphere, instructional methods, media, and technology. (Heinich, et.al, 2002)

6 Behaviorism, Cognitivism and Constructivism - The Basics Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic. Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind. Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations. (Schuman, 1996)

7 What Works and How Can We Use It? Behavioral tasks requiring a low degree of processing (e.g., basic paired associations, discriminations, rote memorization) seem to be facilitated by strategies most frequently associated with a behavioral outlook (e.g., stimulus-response, contiguity of feedback/reinforcement). Cognitive Tasks requiring an increased level of processing (e.g., classifications, rule or procedural executions) are primarily associated with strategies having a stronger cognitive emphasis (e.g., schematic organization, analogical reasoning, algorithmic problem solving). Constructive Tasks demanding high levels of processing (e.g., heuristic problem solving, personal selection and monitoring of cognitive strategies) are frequently est learned with strategies advanced by the constructivist perspective (e.g., situated learning, cognitive apprenticeships, social negotiation. (Ertmer P. & Newby, T., 1993)

8 Gagné (1985) how learning could be demonstrated: intellectual skills - concepts are demonstrated by labelling or classifying things, intellectual skills - rules are applied and principles are demonstrated, intellectual skills - problem solving allows generating solutions or procedures, cognitive strategies are used for learning, verbal information is stated, motor skills enable physical performance, attitudes are demonstrated by preferring options.

9 Introduction to Instructional Media Technology is both a product and a process Instructional materials are products of the application of technological processes Medium (plural, media) is a channel of communication Anything that facilitates information between a source and a receiver Examples include, Video, TV, audio, computers, printed materials, and instructor Instructional Media is NOT synonymous with Instructional Technology, it is a subset of Instructional Technology.

10 Role of Media in Learning Instructor directed Supplemental support for the live classroom instruction Its effectiveness depends on the instructor Instructor-independent/Self-instruction Objectives, guidance for achieving the objectives, materials, and self-evaluation are provided Cooperative learning is closely related

11 Instructional Methods Presentation Demonstration Discussion Drill and Practice Tutorial Cooperative learning Gaming Simulation Discovery Problem solving

12 The Pervasiveness of Instructional Media AUDIENCE MESSAGE MEDIUM METHOD SETTING

13 Technologies for Learning Technologies for Learning is defined as specific teaching-learning patterns that serve reliably as templates for achieving demonstrably effective learning. for INDIVIDUAL instruction: Programmed Instruction, Programmed Tutoring Personalized System of Instruction (PSI), Learning Centers for SMALL GROUP instruction: Games Cooperative Learning, Games, Simulations, Simulation for LARGE GROUP instruction: Mastery Learning, Programmed Teaching

14 Successful instruction includes a number of common features Active Participation Practice Individual Differences Feedback Realistic Context Social Interaction

15 References Berger, C., Kam,R. (1996). Definitions of Instructional Design. [On-line]. Available: Dorin, H., Demmin, P. E., Gabel, D. (1990). Chemistry: The study of matter. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc. Ertmer, P. A., Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), Heinch, R., Molenda, M., Russell, J., and Smaldino, S. (2002). Instructional Media and Technologies for learning (7 th ed.). Englewood Cliffs, NJ: Prentice Hall, Inc. Mergel, B. (1998). Instructional Design and Learning theories. [On-line]. Available: Schuman, L. (1996). Perspectives on instruction. [On-line]. Available: