ITEC 800 @ SFSU

Jan 30--first class

2007-01-30T17:32:00.000-08:00

General course introduction and review of syllabus, which can be found on I-
Learn under ITEC 800. This class focuses on learning theories and varying
learning styles. We will begin the class focusing on three learning theories:
Behaviorism, Cognition, and Constructivism. Cognitive theory topic to begin in
about 3 weeks. Constructivism theory later in class semester. All information we
need to know will be provided in the lectures.

IN-CLASS ACTIVITIES 1-30-07 CLASS:

Given a few in class activities. One was a puzzle of sorts and the other a
survey. The puzzle activity was done in groups and explored the different
stragedies used to accomplish the task. The survey was designed to identify the
type of learner we are.

ASSIGNMENTS FOR NEXT CLASS:

The assignment due next class meeting includes creating a timeline containing a
reflection of the reading handout provided in class. Also before next class we
are to post in I-learn who we are and what we think Instructional Technology is.
Bring this assignment to class next week and be prepared to discuss it with your
classmates. Future assignments you will upload to I-Learn.

DETAILS FOR TIMELINE ASSIGNMENT DUE NEXT WEEK:

Assignment is to read article and turn in next week a timeline of the history of
events. The handout is not organized. Dr. Foreman wants us to read it and than
reformat it with a visual timeline that she can see. It can be like three pages
taped together with pictures at the top, dates below, and key points following.
It can be in a format of your choosing, even cartoons. It should reflect
something you think is important and what was happening in ITEC field then.

WEEKLY BLOGS IN ILEARN:

There is a “BLOG” forum in I-Learn that will contain the notes pertaining to
what the class session each week contained. One student, or a few, will document
these notes and post. Students will sign up for which week they will be
responsible for to perform this task. Each student will provide this function
once for the semester. Another task involved with this assignment is finding
links related and posting them. When it is your turn to post, log in to I-Learn
and go to Blogs and click on create Blog. Then just log in as itec800 and the
password is foreman.

ON-LINE TOOLS USED IN THIS CLASS:

I-Learn is the on-line product utilized in this course for postings and general
information. The URL is http://ilearn.sfsu.edu/ Just need to put in your SFSU ID
number and PIN to gain access. The site offers an abundant of information and
will be where you upload your assignment to, starting with the 2nd assignment.

You are welcome to bring in a laptop to class for note taking and immediate
access to URL’s discussed in class via the WIFI wireless network in the room or
hard wire links available. There are also computers available in the classroom.

Other tools: blog, wiki, podcast, skpe, breeze, centra, etc

MIDTERM:

We will in the future post five questions in WIKI. Dr. Foreman will choose some
of these for the midterm.

ON-LINE CLASS AND PROCEDURE:

This class will have on-line sessions. Here you will log in remote and
participate in the class virtually. The product utilized to facilitate this
process is Elluminate. The URL is http://www.elluminate.com/about.jsp This is an
on-line web conferencing tool that you can access remotely, however you may see
degraded performance if your network link is too slow, like with a dialup as I
have- but it still can be done. Alternatively you can come to class and use the
computers in the classroom to simulate an on-line session – this may be helpful
in working with others to gain access.

CLASS TEXTBOOK REQUIRED:

The text for this class is “Psychology of Learning for Instruction” by Driscoll.
The class calls for the 3rd edition but the 2nd edition just misses a few pages
and will work. The one I ordered actually was the 1st edition – but my order
cost for the text for $2.95 + shipping and tax – under $7.00. Alibris.com was my
source. There can be a great cost savings by shopping around. At the bookstore
it’s near $100 with tax. I hear at Amazon it’s around $60 dollars for a 3rd
edition.

Tom Palladino

Most Excellent Experience

2004-12-09T23:24:00.000-08:00

To my comrades, and especially Dr. Foreman --

As an introduction to the ITEC program, this seminar has been one of the most interesting and enjoyable experiences I've had in the field of academia. It's been a pleasure getting to know each of you. I've enjoyed our discussions and varying points of view, and have celebrated our diversity. You have all enriched my life and I hope we share more classes and experiences in the times ahead.

May this season bring you all happiness and peace, and may the coming year provide opportunities for growth and success.

Thanks Dr. Foreman for providing this terrific opportunity!

Peace.

Collection of our posts

2004-12-04T16:52:00.000-08:00

Dr. Foreman asked me to create a PDF that contains all of our posts until now. It's not the prettiest thing, but there are bookmarks so you can easily navigate from one post to another.

Please let me know your thoughts, or if you have issues downloading it.

* Thanks to Kent for pointing out the Save HTML to PDF feature on OSX.

Constructivist Methods of Instruction

2004-11-22T16:47:00.000-08:00

apologize to you all for the tardiness of this post. My mother passed away Thursday morning and I’ve been in Sacramento helping my father with the details.

There is a brief discussion in Chapter 11 describing four (constructivist) methods of instruction. Choose one of these methods and give a brief example of how you personally experienced it; either from the perspective of instructor or learner or both. Your example need not be confined to education, per se, but can include entertainment, professional development, or a personal growth experience. Since there are 10 of us in this class, I’d like to see an equal representation of each method; in other words, don’t all pick the same method.

My example is the strategy/role playing game of “Tropico.” It’s a fun example of the use of the Microworlds method. As “El Presidente” of your own tropical island/developing nation, you control construction of housing, services, infrastructure, determine what crops will be grown on the island, and even hold elections (sometimes to your own peril). This gives the player the “immersive experience” of managing your own government, population, and economy (think Fidel Castro). Although it’s just a game, it can offer you many different scenarios in which to run a country, and learn through discovery and exploration how all the elements come together to run a trading nation in a real world economy.

Kolb and the Foundations of Contemporary Approaches to Experiential Learning

2004-11-20T18:20:00.000-08:00

In the excerpt from this work, Kolb refers to the ever increasing need for adults to continue learning to keep pace with our constantly changing, advancing society. For example, our children may be digital natives but as adults we are immigrants to the new technology. He refers to many theorists before him in sighting how “intelligence shaped by experiences is a product of the interaction between the person and his/her environment.” Are there experiences in your own life that demonstrate how through the need to ‘adapt’ and through a ‘spirit of inquiry’ you have gained knowledge and grown? Are there ways you can adapt this to your own curriculum or ways you can see to adapt it to your current studies?

Dewey and Experiental Learning

2004-11-19T11:00:00.000-08:00

Life experiences and lessons prepare us everyday. The tasks and projects we undertake prepare us for the tasks we will undertake in the future.
Decisions made earlier brought us here today.

What experiential lessons prepared and brought you to the ITEC department at SFSU?

Explanation

2004-11-16T23:26:00.000-08:00

I answered the question this way because my self regulation was a matter of survival.

Chapter 9: Self Regulation

2004-11-14T11:14:00.000-08:00

Think of a situation where you decided to teach yourself how to do a task, and where you had complete control over every aspect of motivation involved.

1. Briefly describe this learning situation, including:
a) Why did you choose to participate?
b) How did you plan your learning strategy?
c) What were your initial goals?
d) What environmental resources did you use (including social)?

2. Were you always a self-regulator? If not, can you remember what learning situation(s) from your past helped guide you in the situation you described above?

For example, until I was about 12, I learned to play the cello completely from established methods (i.e., in my second year, I had to play the pieces in Suzuki's Level 2 book.) When I was 12, my new cello teacher would send me to various cello recitals and concerts, and let me choose which pieces I wanted to learn, which was highly motivating. Recently, I played keyboards in a band, and my bandmates and I wanted to swap roles occasionally. So, I decided to learn how to play the bass, partly because of its similarity to the set-up of the cello. I started by listening to songs and, at concerts, paying more attention to the bassists where I really enjoyed the basslines and style, and tried to play by listening. This method was much more motivating than attempting to learn how to play from a book. I also enlisted the help of the band's real bassist to help guide my learning. If I ever taught music, I would use a combination of these methods, depending on the student.

Eh? The next week reading is Ch. 9, not Ch. 8

2004-11-12T17:07:00.000-08:00

Sati made great questions, but I wanted to cover Ch. 9 next week, not chapter 8. you can read chapter 8 but we will not have time to cover the chapter in class. Since Sati did much work, I ask Vanessa (I hope you don't mind) to make up few questions for you to ponder this week from chapter 9. There is no paper to turn in to me. Please read chapter 9 for the class discussion. Take this test, so we can add some "spice" to our discussion next week.

http://www.humanmetrics.com/cgi-win/JTypes1.htm

Question of the Week: Evolution, Environment and You!

2004-11-12T01:08:00.000-08:00

Describe a situation in which you learned something and "got it" with ease. Compare and contrast your evolutionary predisposition to learning the task easily with the environmental factor which may also have influenced your learning. In constructing you analysis consider the following:

- Why might easily acquiring the ability to do the task be [naturally] selected for over evolutionary time

- How easily did close relatives of yours aquire the ability to do the task? How about people of similar ethnic background? What do you think is the significance of these relationships (or lack of relationships)?

- What key key environmental factors where present leading up to the time when you learned the task? Would you expect these factors to promote or hinder learning?

- Were there other people (unrelated to you) that were influenced by a similar environment that learning task found the learning task either simple or extremely difficult? How might this data play in to the balance between genetics and environment?

Great Leanring Community!

2004-11-10T11:08:00.000-08:00

I read your entries, and I thank you all for your thoughtful comments on Janelle's question, and I particulary thank Janelle for posing great questions for us to think about and respond to. As I read your entries, the abstract concepts in the textbook came alive as you shared your own experience. Thank you for your insightful and honest attitude toward one another. I am very pleased at how this class is turning out. When I first learned about Blogs, I saw some potential for instruction, but I wasn't sure how I could use it in the course. I thought that some people may not like to blog, so they would not participate. When I saw all of you left comments, this learning community is going to work. You helped me to scaffold the technical aspects of blogging as well as educational use of the blog by posing great questions and comments.

This week's experience made me think that I want to change my teaching strategies. Here are the things I learned: Make this a more learner centered course. My graduate students have much more interesting questions than I can make up. I like to read 10 different examples from 10 different people.

ITEC 800 Question of the Week (11/3/-11/10) - Chapter 7

2004-11-05T21:53:00.000-08:00

Vygotsky's learning theory describes a concept called Zone of Proximal Development. Describe your own 'zone of proximal development.' What did you learn that was just out of your reach? What scaffolds were in place to support you? How did your 'community of learning' facilitate your ability to learn the new skill, concept, etc? How will this experience influence how you will instruct others?

Suggestion for the next class

2004-11-05T09:35:00.000-08:00

This is response to Mariposa's suggestion:

Case studies and role playing work well when we want to understand theories. Now, you learned concepts and principles of different learnint theories, you need to see abstract concepts applied in concrete situations. So, I woul like to ask you to bring one or two scenario(s) of different instructional situations that you have encountered in the ITEC courses. In your small group discussion, you will analyze the scenarios, so you can see differnt learning /instructional theories at work (or not) in learning situations. Finally, you will enhance that learning situation by applying learning theories that you have learned so far.

You don't have to turn in anything next week. Rread, think, reflect. Have a great week!

Time to start comparing and contrasting in class?

2004-11-03T10:33:00.000-08:00

I hear that everyone is getting a general basis of the information, but that a greater attempt in the classroom to integrate the different perspectives would be helpful. I find it rather easy myself to memorize information in chunks, but more difficult to bring together the 'whole' picture. It would be nice one day to sit and really take a few examples and toss around how different learning/teaching theories would apply. Perhaps starting by reviewing the main points of each theory, then picking apart a scenario in a group to hear different theoretical perspectives. I always find group analysis helpful.

Constructivist or not?

2004-11-02T23:46:00.000-08:00

Please go to Dr. Dodge's site, and select one of the courses on the list. Evaluate the course in terms of learning theories that are applied in this course.

Studying and answering test questions

2004-11-02T10:23:00.000-08:00

I found as I worked through the questions on the mid-term that I've absorbed an incredible amount of the information for the class, but not always the information required for the test. I realized that when I read the question I was feeling lost, but when I went to the chapter I felt like "Oh yeah, I know that", this is interesting in how I have learned, but not what is required for the test.
I would like to discuss in class the different approaches to the theories we have learned so far and the applications used by teachers in an attempt to integrate, cognitivism, behaviorism, constructivism, and Gagne's theory in lesson plans so i can focus on what part of the information I should take away from the reading.
Am I alone in this area?
I hope you are reading this with an "I voted" sticker on your shirt!!!
Lee

No lecture or Teacher, just Software

2004-10-30T11:18:00.000-07:00

On Dr. Foreman’s website I followed one of her links to this article that was in the New York Times 8/19/00 “No Lectures, or Teacher, Just Software”. It is about Dr. Roger Schank and his company that design interactive software.

Through the Institute for Learning Science and Cognitive Art Dr.Schank and his staff have developed more than 100 programs; he does not think that online learning is about putting a text book on line and then adding a quiz.
Dr Schank’s program combines the look of high tech video games with a mission impossible-style narrative. A course in biology might challenge a student to stop a world wide virus outbreak. An economics course might have them play the role of adviser to the chairman of the Federal Reserve. Students delve into the course’s volume of academic information including videotapes of experts in the field related to the program. His company put extra-ordinary effort into creating software, each of which can take a year to design and cost up to 1million dollars.
His students are required to write a detail report on what they learned. A student that cuts corners or does not finish the course may have their failing grade delivered in the spirit of a video game for instance an incomplete would draw a mock newscast about he student’s report.

Is this type of role playing a good idea? Which learning theory would this approach be best suited for?

Student Assessments - tests vs projects

2004-10-28T13:47:00.000-07:00

What was your reaction when you arrived at class and found out we had a written midterm?

After taking the midterm how did you feel? What was the impact you knowing it was not going to be collected at the end of class?

A teacher's perspective: Is Dr. Foreman going to be able to assess what you know about learning behaviors? How does a test work on student's ability to encode the information into memory?

I am back, and I have learned a lot about e-learning, instructional design, etc.

2004-10-23T09:54:00.000-07:00

Hi everyone, I read your summaries and comments. Thank you for doing that for each other. A learning community can only work when everyone gives some and takes some. I hope you have experienced concept of "learning community" through blogging assignment.

For the conference, I have enjoyed this year's conference. In the past, the AECT presentations were way too much on media comparison research (i.e, is media based instruction better than traditional instruction?), then move on to comparisons of different factors (i.e, red color better than green on the screen). This year, I felt fresh air. More people are talking about "learning environment" and "learning community".

Speaking of learning community, I enjoyed reading your comments. I hope that your experiment with blogging was useful for your learning. Hey, I was so pleased to hear that many instructors are using blogs as an instructional tool. I found this site very interesting. click here

Conceptual Change Theory - Changing the World

2004-10-20T19:43:00.000-07:00

Conceptual Change learning theory could be valuable to retrain or change perceptions. It seems to be limited to small group or individualized learning. Do you see any areas that you could use Conceptual Change learning theory?

Conceptual change is generally defined as learning that changes an existing conception (i.e., belief, idea, or way of thinking). When a student's existing conception is changed, or replaced, such that the student uses the new concept to solve problems, explain phenomena, and function in their world.

In education using Conceptual Change theory you first uncover a students preconceptions. Then using various techniques you help the student change their conceptual framework. This uses a constructivist approach where the teacher's role is "guide on the side" instead of "sage on the stage" and the role of the media specialist (formerly librarian) to change from being a "keeper of the books" to "collaborative planner" working in partnership will teachers and other educational resources.

Using Conceptual Change theory in business and industry the training requires the employee to reconcepturalize their roles and responsibilities in the organization. Teaching new job skills and new procedures is easy, bring about conceptual change in how they view their organizational roles is more difficult to undertake.

Posner et al. applied Kuhn's ideas about scientific revolutions to individual learning, and derived the following conditions for bringing about conceptual change:
1) There must be dissatisfaction with a currently held conception. If the learner's current understanding and ideas are satisfactory for making sense of a given phenomenon, the learner will be less likely to accept a new conception. (In other words, "if it ain't broke, don't fix it.")
2) The alternative conception must be intelligible. Learners must be able to understand what the alternative conception means.
3) The alternative conception must appear plausible. Even if the learners understand the alternative conception, they may not be able to see how it can be applied in a given situation or used to solve a particular problem.
4) The alternative conception must appear fruitful. It should do more than potentially solve current problems or answer questions. It must be useful in a variety of new situations.

Here is an example of teaching Conceptual Change is to start with an exposing event, a situation for which outcome is not known or one in which the outcome is known (Chinn & Brewer, 1993). Have students represent their ideas in many ways. They can write descriptions, draw illustrations, create physical models, draw concept maps, design web pages, or any combination of these to evidence their understanding of a particular concept. Have students clarify and revise their original conceptions through group and whole-class discussions. After the whole-class discussion, students with differing conceptions work in pairs or groups to evaluate each other's ideas.

Reference:
Davis, Joan,.(2001). Conceptual Change. http://www.coe.uga.edu/epltt/ConceptualChange.htm

how creativity really ties to real, and genuine learning?how are able to get away from the model of "product-oriented" of western traditionas Lubat s

2004-10-20T18:31:00.000-07:00

the creativity is the core, and the heart of genuine learning; each of us constanly encounters the huge problem of learning as we still following the traditional model of storing there in the brain, and it will stay there;the beauty of the vast researches in the area of creativity, and its difficult task of truely setting up its parameters,makes it a real challenge to really open up its amazing ocean of its tresures; usung the vocabulay that that lay out the paths that really aim to the ways of creating process of an active learning brings some interesting points to pause on them;Lubat, mentions the established mode l of "usefulness of the product" that basically defines the most prevalent theories on the concept"creativity" is problematic, and takes away the true "novelty' of its basic core;one of the amazing aspect of a creative learning should be the power of problem -solving that actually ties the ability of connecting diferents things , and putting them in totally new set-up; finding the true question, the real domains of question that takes already the path of solving it as the great french philosopher, Henry Bergson, shows it in his book"Creative mind";Lubat, and others challenge the cliche model of "apprpriat' definition by some intersting aspects of "divergent thinking'; here thow differnt set of approaching to the theory of "creativity" really find the point of convergent,because Bergson slso points to the creative thinking as the mind that is able to do divergent thinking.

A question on concept based constructivism

2004-10-20T17:37:00.000-07:00

My question is:
How effective is constructivism in learning conceptual information.

I read a few articles on constructivism. The prevailing idea is that one learns something by doing it. You can’t really understand the issues involved in learning a subject truly without first attempting work in the field.

One of the articles I read: “ C o n s t r u c t i v i s m i n C o m p u t e r S c i e n c e E d u c a t i o n”, published in the J o u r n a l o f C o m p u t e r s i n M a t h e m a t i c s a n d S c i e n c e T e a c h i n g by M o r d e c h a i B e n - A r I from the D e p a r t m e n t o f S c i e n c e T e a c h i n g , W e i z m a n n I n s t i t u t e o f S c i e n c e, had some really great points. He made it clear that when you are learning on a conceptual level you must attempt to work with the material rather than simply regurgitate the same facts everyone else came up with.
Understanding c concept is best achieved by presenting the learner with ownership of the problem that is to be solved. The best way to do this is to present a problem that must be solved using the skills everyone in the course has and working to an answer as a consensus. There is no benefit for the person who reads ahead and memorizes answers, one must master the concept and not the details; after all, the concept is what leads to mastery not fact memorizing.
Constructivism is a powerful tool when employed in the correct context with the correct supporting elements. This theory helps to provide the motivation needed for the learner to gain ownership over the material.

Lee

Experiential Learning

2004-10-20T16:06:00.000-07:00

Lawrence Montgomery
800
Dr. Kim Forman

Experiential Learning
“Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand” (Confucius circa 450 BC)

This quote by Confucius could very well have been the inspiration for John Dewey’s Experiential Learning Theory (ELT) and all EL theorists that followed. What is Experiential Learning and how can it be applied to the classroom? ELT is best described by the cycle of learning that Dewey, Kolb and other theorists prescribe to. The cycle begins with the Concrete Experience, continues to Observation and Reflection, then to Forming Abstract Concepts and finally Testing in New Situations. (Smith,2004) These four steps make up the Experiential Learning experience. “By engaging in these activities, learners construct meaning in a way unique to themselves incorporating the cognitive, emotional, and physical aspects of learning. (Chris, Oxendine, Robinson,Willson , 2004)

This model has been used extensively in the field of adult education. Numerous universities have ‘internship’ or ‘work study’ programs that utilize the ELT model. One of the most interesting examples I found was the “Experiential Learning in Universal Design’ program at Iowa State University. In there Department of Human Development and Family Studies they have a program that incorporates ELT in the study of designing homes that can be universally used, that is to say, used by anyone. They have an online PowerPoint presentation and very interesting research. They can be found @
http://www.public.iastate.edu/~suecrull/Teach/miller2000.htm

While ‘on the job’ experiences are an obvious choice for this theory’s application, classroom applications are not at all out of the question. In a paper Designing Learning, written at the Weatherhead School of Management, lessons were drawn from John Dewey’s latest book, Art as experience and the differences between artistic and scientific learning.
“The text driven approach of management education contrasts with the experiential learning process of demonstration-practice-production-critique that is used in most art classes. (Eickmann, Kolb, Kolb, 2004)
In my own classroom at SFUSD School of the Arts, as do other instructors in our department, use the experiential model as well. Even in lessons that are more text driven we try and incorporate or tie in some sort of experiential aspect. For instance when studying the history of painting from the Late Middle Ages the students will additionally be asked to experiment with the process itself and create a painting using the methods of the Bosch or Giotto. Today in my lesson on size and space variation in perspective drawing I had the class demonstrate through drawing exercises, both prescriptive and creative, the rules I demonstrated in my lecture. This process make for learning that I think is both practical and meaningful.
Our role as instructors is to insure the experience is beneficial, the students have the time to examine and transform the experience into meaning, and have the repeated opportunity to use the information again and again in new situations. As Dewey said “The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.”

Bibliographic Reference
Bibliography/
Web sources

infed, (2004). David a. kolb on experiential learning. retrieved Oct 18, 2004, from David A. Kolb on Experiential Learning Web site: http://www.infed.org/biblio/b-explrn.htm.

Ebook, (2004). David a. kolb on experiential learning. retrieved , , from David A. Kolb on Experiential Learning-Ebook Web site: http://www.coe.uga.edu/epltt/elt.htm.

Eickmann, Kolb, Kolb, P. A. D. (2004). Designing learning. retrieved , , from Designing Learning Web site: http://design.case.edu/2002workshop/Positions/eickmannkolb.htm.

What are reuseable learning objects and how do they relate to learning theory?

2004-10-20T13:30:00.000-07:00

Question: What are reuseable learning objects and how do they relate to learning theory?
“Connecting learning objects to instructional design theory a definition, a metaphor, and taxonomy”
By David A Wiley, II

During WWII there was a need to train large groups of people in a short amount of time .This need led to development of new learning theories and expanded the field of instructional designing. Now the internet is influencing learning theories and e- learning is one of the by-products. There has been much discussion on how the internet can be used for instruction but little of it relates to learning theories. Companies like Macromedia have written several white papers on e-learning and have design programs like Captivate to facilitate on line learning. On line courses can add video, sound, animation and feedback. –but what are “learning objects”? According to Macromedia’s definition “a reuse-able, media-independent chunk of information used as a modular building block for e-learning content”- another definition I found is “any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning”
http://edrlo.com/biodd444-2.html. (This site is a short quiz with feedback).

In this article Wiley defines a learning object as “any digital resource that can be reused to support learning.” This definition includes information that is delivered on the internet on demand. For example, reuseable digital resources such as image, video, audio or animation; large reuseable learning objects like web site include text, images, media or a complete instructional unit.

Learning objects are like atoms they are not the smallest unit but they are combined to make larger units. A reuseable learning object just like atom could be combined with some elements, while it would not combine with others. An instructional designer could combine learning objects and learning theory to created instructional models for the e-learning.

In the article Wiley offers a definition of learning objects and a taxonomy. I have only sited the five learning objects.
Design Guideline for five learning object types:

· Fundamental - For example, a JPEG of a hand playing a chord on a piano keyboard.
· Combined-closed - For example, a video of a hand playing a chord on a piano keyboard with accompanying audio.
· Combined-open - For example, a web page dynamically combining the previously mentioned JPEG and QuickTime file together with textual material “on the fly.”
· Generative-presentation - For example, a JAVA applet capable of graphically generating a set of staff, clef, and notes, and then positioning them appropriately to present a chord identification problem to a student.
· Generative-instructional - For example, an EXECUTE instructional transaction shell (Merrill, 1999), which both instructs and provides practice for any type of procedure, for example, the process of chord root, quality, and inversion identification.

Although it is generally understood that the more the learner is engaged the more they will remember: see (http://edrlo.com/memory.html ) (Memory interaction). Learning objects are new to learning theory and there has not been enough research to see how learning objects facilitate learning or enough instructional designers and teachers interested in the instructional use of learning object ( see-sf chronicle 10/17/04 “Lucas start new educational crusade”).

What I like best is Wiley’s theory is a neutral taxonomy for learning objects. His idea is that you could use his taxonomy with different learning theories. Therefore an instructional designer, designing e-learning courses could use this taxonomy as part of the design. In the future ,learning objects will be more portable and more sophisticated. Therefore I am considering researching learning objects are part of my culminating project.

Creativity and the Learning Experience

2004-10-20T08:49:00.000-07:00

One of the characteristics that differentiates us from non-human animals in this world is our creative spirit. And it is that very spirit, that creative energy that propels us forward as a species to conquer new worlds – in virtually every endeavor we undertake.

Creativity is the act of bringing something into existence that is genuinely new, original, and of value either personally (of significance only to the individual or organization) or culturally (adds significantly to a domain of culture as recognized by experts).
. enGuage 21st Century Skills – Literacy in the Digital Age (http://www.ncrel.org/engauge/skills/invent4.htm)

Without going into too much detail about the cognitive process and structures involved in creative thinking, I think it’s appropriate to mention here one of the factors essential to the development of creativity: motivation.

Also noteworthy is the fact that intrinsic motivation is more likely to produce creative results and an inner passion to solve a problem can lead to solutions for more creativity.

In designing an instructional strategy for a yearbook project I have this year, I found it most useful to read about the six strategies that can influence motivation—challenge, freedom, resources, work-group features, supervisory encouragement, and organizational support. These are already mostly in place, and will contribute to the success of the project. What I also hope to implement, to further this process, are the

Six C’s of Motivation:
. choice
. challenge
. control
. collaboration
. constructing meaning
. consequences

All of these concepts and strategies lead to “ownership” of the project, which leads to a final product that is measured in terms of success.

2004-10-18T23:15:00.000-07:00

Effect: I had to delete your entry because it was mixed with HTML. It was very difficult to read. Sorry about that. Now you can type in with your own words.

How can constructivism be applied to interactive learning environment?

2004-10-18T18:16:00.000-07:00

I am interested in interactive multimedia and really like the constructivism learning theory, so I went out to find some research on how constructivism is utilized in an interactive environment. I discovered a website for the organization Interactive Designs Group. This particular organization bases its interactive design development on constructivsm and gives an example of how this theory is applied. http://www.interactive-designs.com/construc.htm The simple task of creating a menu bar that allows the client to organize information the way he/she choose is an example of allowing one to develop learning from their own experience. For example, a particular tool bar allows the client to write their own notes, select bookmarks, access a glossary, and complete a word search, thus providing opportunities for the client to organize information the way they want to, not how the product dictates the client to do. It is amazing to me how something so simple can be so effective in encouraging independent thinking.

Photo Posting Tips

2004-10-12T16:25:00.000-07:00

Here is a great link that shows you how to post pictures on blogs

Image Hosting Help

Oct. 21st-- ITEC 800

2004-10-11T21:03:00.000-07:00

Hi all,
While I am in Chicago at the AECT conference , and having a great time, I want you to put your thinking wheel in a high gear. I should hear your groaning and moaning all the way from Chicago.

1. Select one topic from "Instructional Theories and Models" that you are interested in from this site .
2. Come up with a question that you are curious about, then research.
3. Post 1) your question; 2) Summarize your findings
4. Post one comment for everyone's post

Question: Can anyone figure out how I can post pictures on this blog site?

Class Link

2004-10-11T14:04:00.000-07:00

Here is the ITEC 800 class link

CLASS LINK

what happens to tribal learning?to taht practical learning community/

2004-10-06T17:54:00.000-07:00

what happens that suddenly!or maybe gradually we lost the connection of learning in the way that tribal community would have been doing it for thousands of years; learning taht was happening in the heart, and from the heart, and it was full of "wisdom"; it is obvious this learning that is around, pretty much it is an "information" pilling up; the perception that knowledge somehow is information is not something taht takes us away from the passion of the heart, from that spirituality that is so obviously lacking;

A Constructivist Question

2004-10-06T17:45:00.000-07:00

On 60 Minutes on Sunday, a segment focused on current high schoolers and what's important to them as they finish high school. One of the biggest fears cited by the focus groups was "I am afraid that when I go to work or when I attend university, I will let the team down."

While constructivism seems to be the most effective method of teaching and learning, could loss of individuality be a consequence or side effect of TOO much team focus? That is, if students are always working in teams, are they somehow losing their sense of identity? Or is the constructivist theory being misapplied?

This may be a question for later, after we've learned a bit more about constructivism...

Interractive Learning

2004-10-06T17:42:00.000-07:00

Does the public schools have enough cognitive apprenticeships?

Quiz

2004-10-06T15:35:00.000-07:00

PLEASE CLICK ON THE COMMENT BUTTON BELOW THE QUESTIONS TO TYPE YOUR ANSWER

Note:You will need to create a BLOGGER ACCOUNT to do this.

What is a Cognitive Apprenticeship?

2004-10-06T14:56:00.000-07:00

What is Situated Cognition?

2004-10-06T14:55:00.000-07:00

What is a Learning Community?

2004-10-06T14:51:00.000-07:00

What is Anchored Instruction?

2004-10-06T14:50:00.000-07:00

What is Semiosis or Semiotic Theory?

2004-10-06T14:48:00.000-07:00

ITEC 800 Class Team Blog

2004-09-30T14:56:00.000-07:00

Hello everybody!! Welcome to the ITEC 800 Class Blog!!