ETEC 561: Section 2- Theories & Models of Learning and Instruction

When reviewing the learning theories explained by Reiser & Dempsey there are several ways to introduce new learning concepts to learners. Two of these theories are Behavioral Learning Theory, introduced by B.F. Skinner, and Cognitive Load Theory. With a learning goal of identifying and reciting the English alphabet one could reference CLT some techniques to be used could include: teaching individual letters apart from the entire alphabet, leave some letters out of the alphabet for the learner to identify, associating letters with images (i.e. A is for apple) and verbal cues. By utilizing BLT the instruction of the alphabet may include a pre-examination to determine prior knowledge which may direct the focus on specific letters, an emphasis of observation on the learner (i.e. one-on-one instruction), immediate positive reinforcement when an answer or objective is achieved (i.e. "Way to go!", "That's correct!") and post-instruction exam. It is important to note that the instructional techniques from CLT could be integrated into the style of BLT to 1) teach the material and 2) reinforce and assess the progress of the learner after instruction. 

sources: "Gagne's 9 Events of Instruction" and Reiser & Dempsey, 2002

Above is an overview of the First Principles instructional method and Gagne's Nine Points of Instruction along with descriptions of the elements or competencies located in the First Principles as a guide. See the video below for a brief example of Gagne's model in action.

Reverting back to the example of alphabet learning goal mentioned earlier we will now look at the application of the First Principles to this same goal. The problem centered principle would call for introducing the alphabet as a whole, it's future significance to writing and reading and to tackle the alphabet at once not as individual letters to keep context of the subject. The activation principle reinforces the core of the goal to recall and identify the alphabet along with examining the prior knowledge of the learner regarding the topic in order to build upon this goal for reading, writing and spelling purposes. The demonstration principle allows instructors to relate the goal to visuals or media to increase comprehension. For example, relating a bear to the letter "B" and a narration for pronunciations and applications of the letter "B". The application principle  allows the learner to demonstrate their knowledge of the alphabet via writing of the alphabet or verbally in preparation for the "test" or final observation used for assessment. The integration principle for the alphabet goal allows learners to share their new knowledge regarding the alphabet by reciting the alphabet, create a visual of a specific letter to be displayed and progress toward the spelling of the learner's name or other words. 

To meet the alphabet goals using the whole-task approach would require learners to focus on the letters, reinforce memorization techniques and the tracing/writing of letters. The alphabet goals lay the foundation for holistic approaches such as scaffolding where the achievement of the goals would lay the foundation to complete "higher level" skills through the teaching of each letter one by one (i.e. teaching A then teaching AB, then ABC, etc.). This would then refocus to place emphasis on the "whole-task" of the alphabet as a set of 26 letters and their collaborative efforts for reading and writing. 

If designing a course on typography I would capture the student's interest by displaying rich and colorful visuals and maintain their attention by integrating student image searches for unique typography to share with the class. Allowing the students to choose their own examples for examination in the course would allow them to have a personal investment and directly link pop culture with the relevance of typography and the identification of font characteristics and types. A grading rubric would set the expectation and show the student how they can attain the highest scores reinforcing their ability to succeed when XYZ are met. Students can apply their new knowledge by creating their own fonts, posters and other visuals for demonstration, competition and real world application. 

Engaging in design research allows instructors to understand the levels of effectiveness of the various theories discussed here. Without this body of knowledge there is no way to assess the work done with real learners in their various environments. Assessment is essential to the progression of these various theories and modifying education for the success of our learners.

ETEC 561: Section 1- Defining the Field

Defining instructional design (ID) has become an evolving process much like the subjects and mediums it strives to encompass. As a result definitions for ID began by describing the mediums which were used to deliver educational content. As time progressed the other side of the spectrum was a focus of definition, the subject learners and the learning pro0cess which took place during instruction. As a result in the late 1970s the Association for Educational Communication Technology (AECT) began to define ID as a process and the use of technology mediums for instruction (Resier & Dempsey, 2007). Leading in to the 1990s and millennium the ID definition included a combination of the learning process, the mediums/resources used, evaluation, measure of learning improvement and the evolution of the creation process.

When I discuss ID and educational technology with my university colleagues they are initially perplexed by what I am referring to. As I continue in my explanation I find that I lean towards defining ID as part creative development process, part expansion of learning to initiate a higher level of learning application and demonstration, part evaluation and assessment and part the utilization of tools to execute learning instruction and tasks. 

This applies to me and my position because I am not a "classroom" instructor. I work in student affairs and enrollment management. Often times it is my responsibility to educate our students prior to their arrival on campus, during the enrollment process and while students are enrolled. I love working in co-curricular education which allows me to engage with students in a passive manner while ensuring their success at the university. My position is fairly new and is evolving in itself so one day I may be studying marketing strategies for recruiting prospective students while the next day I may be working with health and counseling services to develop an educational module regarding alcohol and drugs or the orientation office to develop online modules. The definition I have provided helps me stay focused when beginning project management and working with content experts. 

The model is centered around four main ideas of identifying the learner and the environment they will be completing the task in (i.e. classroom, online, etc.), the criteria for assessment (goals & objectives), the development of the actual ID component (i.e. module) and the performance of the assessment measures. The fifth component, revisions, is to ensure that the ID does not become static in nature but dynamic to adjust as needed for the learner and instructor. To tie in with my ID definition this revised model emphasizes a learner centered approach focused on development and assessment. 

When analyzing the six characteristics of ID the revised model easily identifies these concepts. The learner is the center of the audience, goals/objectives and assessment ideas which help develop an appropriate ID for a user centered experience while incorporating the units for measure (characteristics 1-4). With a dynamic revision process built in the design allows itself to be self-correcting, flexible and adaptable to the learner's needs (characteristic 5). Additionally, the easy break-out and clear partitions of the revised model allow individuals or small teams to take on a component to allow for intense collaboration and cohesiveness (characteristic 6).  For example, the development component would likely require a graphic designer, content expert and media expert at a minimum.

The internet is the ultimate vehicle for information dissemination. The ability to communicate synchronously across cities, states and countries is amazing. With this in mind we can now combine all of the media types (tv, radio, etc.) into web based content. This allows learners and educators to capture content anywhere online and contribute content as well. 

My favorite example of educational technology in higher education at the moment is The Open University.  The focus is on open "source" education, sharing and collaboration of learning tools. In K-12 students are diving into multiple web 2.0 tools such as Glogster and completely online public schools such as Florida Virtual School. In the future I see students completing more "core" or basic materials at home for homework including tests and reviews using Moodle or another LMS. Class time would be used for group work, presentations and "workshop" style learning. Continuing/adult education is already being dramatically impacted by the internet and software to complete online courses. In the future I see online courses evolving into more interactive tasks that employ a learner centered experience versus a syllabus and lists of tasks.  Regardless of the age of the learner I believe strongly that technology will help instructors complete core education standards online and use classroom time to explore those "higher level of thinking" areas. For online education I would like to see it evolve into a more interactive experience with face-to-face time (Google+ Hangout, Skype, Voicethread).

Introducing Me!

As I previously mentioned I have been fortunate to be offered a new position at North Carolina Central University as the Social Media & Marketing Coordinator. This is the beginning of a great position and I hope to grow the office so that it can benefit the Division of Student Affairs & Enrollment Management in the months and years to come.

One of the coolest things I had the pleasure of doing was writing my job description, you can read it here. The second thing about this position I would consider unique is that my position was created from the "top". When talking to colleagues I find that it is usually a grassroots lobbying effort to create a similar position and then selling the idea up the chain.

So while I am in the process of setting up my office, ordering supplies and meeting with 14 department directors and plotting my professional development, I have sketched out a few goals for this year:

1) Streamline social media efforts for service related departments to enhance our customer service efforts (admissions, fin aid, res life, etc.)
2) Conduct social media training for support departments in order to create a fluid look and feel
3) Work with ITS in launching a few web pages on the agenda
4) Hire & train 2 amazing student workers (web/graphic design & A/V)
5) Position the division to align the communications plan with the goals and missions of the University
6) Collaborate with other student affairs technology pros to create shareware/apps/tech tools
7) Prepare to present in 2012

As I go through the motions I will keep updating. Anyone looking for a mentee? I'm in the market.