Section 2 - Learning Theories Etc.

Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal:

The specific learning goal I will be addressing is in the context of a Career and Technology class called Computer Technician.  This particular goal is to teach students how to upgrade the RAM in a desktop computer.  The two learning theories I have chosen to concentrate on are Cognitive Information Processing and Situated Learning. 

In Cognitive Learning Processing, there are three important steps in order for learning to occur:  Attention, Encoding and Retrieval.  The first would be to get the students’ attention.  I would illustrate with either two real desktop computers, or by using a video, the difference in speed and performance that a RAM upgrade can effect.  I would probably illustrate that using a graphics-based game or multimedia presentation. I think the application of the second theory (as described below) could be aligned with the encoding step, where students actually perform the activity, first in guided practice, and then in unassisted practice.  The retrieval step would be to have the students be able to perform the task without either verbal or written cues.

The second theory of Situated Learning incorporates the idea of Communities of Practice, or a mentor-apprentice typed of learning environment.  I would utilize this by first showing the students how to change out the RAM, then allowing them to do it themselves with guided verbal or written instruction, and then finally allow them to perform the operation unaided.

Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction.  The create a table or chart that compares and contrasts those events with the first principles described in Chapter 7 and describe how you would apply each of the first principles to the goal you’ve developed from the first activity in this reflection.

Gagne’s Nine Events of Instruction, (with Examples for using Kidspiration software)

http://my-ecoach.com/project.php?id=12152&project_step=28465

Chart comparing and contrasting 9 events with First Principles:

http://www.mywebspiration.com/view/766954a4b83

The steps and goals I described above would nicely align with the first principles.  First, the activity is problem-centered:  how to improve the computer’s performance by upgrading the RAM.  The activation and demonstration would be very closely aligned for this particular task, with a general description and demonstration of the task to be performed.  The integration would involve students performing the task with either verbal or visual cueing, and then finally performing the task on their own.

Develop a new goal or using the one you’ve already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

The  goal I would use for this particular scenario would be one of troubleshooting video problems in a computer and peripheral device, which would be a common one for the Computer Technician class.  This would lend itself very well to the Mathemagenic model.  I liked the examples on p. 76 involving training and troubleshooting a multitude of malfunctions in randomized order.  This is a very effective strategy because it mimics real-life situations that computer technicians would encounter.  The whole task would be to restore the computer to working condition.  Scaffolding could occur as the instructor helps the students investigate the possible causes and solutions for the video problem (cable, monitor, video card, power supply, driver….)

You have been hired to design a course for a topic in your area of specialization.  Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

For this activity, I decided to integrate another content area (Social Studies or History) in with Technology Applications. 

Sally Morris

ETEC 561

Learning Activity:            Students will create a video interview with a “historic personality”.

ATTENTION
Perceptual Arousal:	What can I do to capture their interest?	Teacher will show students two examples of student-created videos. Ask students if they would like to create a similar project and what would they need to accomplish it? Have students come up with ideas for personalities to interview.
Inquiry Arousal:	How can I stimulate an attitude of inquiry?
Variability:	How can I use a variety of tactics to maintain their attention?

RELEVANCE
Goal Orientation:	How can I best meet my learner’s needs? (Do I know their needs?)	Students will be assigned to groups and will decide which responsibilities each group member will have: writing, directing, costumes, filming, etc. Teacher will find out which students have experience using a video camera and have them serve as peer tutors.  Teacher will also review use of built-in camera on computers if not enough video cameras are available. Teacher will let students experiment briefly using video before filming their projects and will assist where necessary.
Motive Matching:	How and when can I provide my learners with appropriate choices, responsibilities, and influences?
Familiarity:	How can I tie the instruction to the learners’ experiences?

CONFIDENCE
Learning Requirements:	How can I assist in building a positive expectation for success?	Teacher will provide students with a checklist for duty assignments, production process, etc.  Teacher will stress importance of research planning and help students assess their progress.
Success Opportunities:	How will the learning experience support or enhance the students’ beliefs in their competence?
Personal Control:	How will the learners clearly know their success is based upon their efforts and abilities?

SATISFACTION
Intrinsic Reinforcement:	How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?	Students will receive a DVD with the final performances of each group to take home and share with their family. Students will be encouraged to come up with ideas on how they could use this “video report” technique in other classes and subjects.
Extrinsic Rewards:	What will provide reinforcement to the learners’ successes?
Equity:	How can I assist the students in anchoring a positive feeling about their accomplishments?

Finally, after completing these activities, discuss the benefits of engaging in design research:

Participating in design research helps educators to prepare learning content that helps to motivate learners by getting their Attention, giving them Confidence, showing them Relevance, and helping them to feel Satisfaction at accomplishing the goal.  I think that Relevance is one of the most important parts of this puzzle, especially for secondary students.  If they can see how the lesson or activity ties in with something they will encounter in the future in college or the workplace, it definitely increases their interest and motivation.  Conversely, if they do not see any relevance in the task or activity, they are not likely to be interested, even if you get their attention, and try to encourage confidence and satisfaction.

Extras:

The parts of cognitive information processing include attention, encoding, and retrieval.  All three of these pieces are very difficult for students with ADHD.  This article talks extensively about working memory and executive function.

http://research.aboutkidshealth.ca/teachadhd/abc/chapter3

Another resource on situated learning details of Communities of Practices, which bring the mentor/apprenticeship relationship back into learning and teaching.

http://en.wikipedia.org/wiki/Community_of_practice

Cute video highlighting Constructivist Learning.  The video quality is poor, but the sound is good and it makes some great points.

http://www1.teachertube.com/viewVideo.php?video_id=15076&title=Instructional_Theory