ARE TEACHERS
DESIGNERS?
by Antoaneta Anastasova
Technology Enhanced Learning:
Theory And Practice
ARE TEACHERS
DESINERS?
IN THIS PRESENTATION,
I AM GOING TO USE THE THEORY OF
TECHNOLOGY-ENHANCED LEARNING MODULE
TO DEFINE THE TEACHERS AS DESIGNERS.
“Just as no two people are the same, no two
students learn in the exact the same way or at
the exact same rate. Effective educators need
to be able to pivot and craft instruction that
meets the needs of the individual student to
address the needs of the ‘whole child.’ Pamela Roggeman, EdD, dean of University of
Phoenix’s - the role of learning theories in
preparing teachers.
BEHAVIOURISM, COGNITIVISM,
CONSTRUCTIVISM, SOCIAL
CONSTRUCTIVISM, CONNECTIVISM
Five main Learning theories – their collaboratively
use will help the teacher to plan the lesson, create
rich content and meaningful experience for students,
bridging the curriculum and learning.
Consolidation of theories on what is involved in
learning from the external environment, and in
learning from a teacher.
BEHAIVIORISM (E. THRONDIKE, JOHN B.
WATSON 1924)
Based on stimulus and response - Teacher-led learning.
According to the theory, any behaviour is a result of interacting with the
environment through conditioning or responding to environmental stimuli. The
theory is based on memorizing information and behaviour that is manipulated
through incentives or punishments.
If the behaviour is associated with a positive reward, it is more likely to be
repeated in the future. Giving praise to students does not just encourage them,
but guides them and give some structure to their learning.
Students learn through repetition, reinforcement, and feedback.
The teacher assesses the student to identify the point where the instruction
should start and which type of reinforcement would be more effective.
The students are passive learners.
TODAY, TEACHERS AS DESIGNERS USE THIS
THEORY :
REINFORCEMENT
FEEDBACK
CREATING HABITS
AND ROUTINES
(CONDITIONING)
Reinforcement through different tasks.
In preparation for exams - continued
reinforcement increases learners` scores
and help them get better grade.
Valuable and quick feedback - so that
students can relate it to the completed
tasks.
Habits and routines help students improve
their learning. Smoother transitions between
the activities. Help learners feel confident
within the environment.
C
O
G
N
I
T
I
V
I
S
M
1950 Jean Piagett
The ability to think.
The theory focuses on the acquisition of
knowledge, information processing and internal
mental structures - how information is received,
organized, stored and retrieved by the mind
(Bower & Hilgard, 1981).
The learner is an active participant in the learning
process.
Learning through inquiry, peer learning,
individualized instruction.
The learning strategies are tailored according to
the developmental level of the learner.
Learning how to learn - (encouraging learner to
use appropriate learning strategies).
Simplification and standardization for efficient
knowledge transfer.
The information should be "sized" and "chunked"
into comprehensible and
digestible parts for easy assimilation and
accommodation, avoiding cognitive load (on
working memory) - used as building blocks.
TODAY, TEACHERS AS DESIGNERS USE THIS
THEORY :
LEARNER CENTERED
Involves learners in the process.
The teachers structure, organise and sequence the
information to enable best processing; design
instructions for best acquire. The individual
abilities and development of the learner are taken
into account. Using schemas of pre-existing
structures to process new information.
This theory can be used more for reasoning,
problem-solving, information processing (Schunk,
1991).
MIND AS AN
INFORMATION
PROCESSER
To find the best way to make connections
among information in the brain. Identifying
the desired result to plan learning activity and
instructions to achieve it.
FEEDBACK
To guide and support the learner.
Constructivism (Jean Piaget 1960)
Personal discovery - Interaction with a problem/concept and collaborative work is a
key component.
Students are actively involved with the learning by engaging with problem-solving,
reasoning (Higher-order thinking skills).
Students construct knowledge through their own experiences - their interpretation
of their experience. Thus the internal representation of knowledge is constantly
changeable (inconstant).
The knowledge is gained through activity - Flexible use of preexisting knowledge
rather than the recall of prepackaged schemas (Spiro, Feltovich, Jacobson, &
Coulson, 1991).
The transfer occurs by performing authentic tasks with a meaningful context
engaged with the real world.
Social Constructivism (Vygotsky, 1978)
Learning is a social construction - students learn by interacting with other people in
meaningful negotiations (peers, parents, teachers).
Learning happens externally through group discussions - in mixed ability groups,
where students who are a little behind have a chance to learn from students who
consolidate their knowledge by explaining the problem.
Importance of communication and learning from others' experiences.
The learning is based on the prior knowledge and believes of the participant and is
also influenced by the cultural and social context.
TODAY, TEACHERS AS DESIGNERS USE THIS
THEORY :
LEARNER CENTERED
THE TEACHER IS A
VIGILANT FACILITATOR
THE LEARNER IS
ACTIVELY INVOLVED
(ACTIVITY, DISCUSSIONS,
SELF-REGULATED
LEARNING - LIBRARY,
SEMINARS..)
Interactive teaching strategies to help
students transfer their knowledge to
new situations and make meaningful
experiences. Giving learners
independence encourages critical
thinking and self-expression.
Connecting the topic with a real-world
problem or allowing students to see the
relevance in what they are learning with
a problem-based scenario increases
their interpretation and experience,
thus their learning.
The information and activities need to be
presented and carried out in a variety of
ways, from different conceptual
perspectives .
Student learning goals.
CONNECTIVISM (GEORGE SIEMENS - 2005)
The theory of the digital age. Connecting to people and resources
via the web.
Today everything is different with technology. Technology transforms
learning too. One of the newest approaches to pedagogy.
Learning focuses on the ability to extract and constantly update the acquired
knowledge (identify and remediate gaps in knowledge). Knowing where
and how to look for the necessary information, how to use the web and the new
digital tools, is just as important as the information itself.
The learning is not restricted to a person, place or time anymore.
It happens through exchanging opinions or knowledge within a networked society
- working with people across the web.
Connection with other people and their knowledge and experience becomes
students` source for learning.
Globally connected classrooms can change the motivation of students.
TODAY, TEACHERS AS DESIGNERS USE THIS
THEORY :
Created as online learning, the theory is beyond this
Connect & Build&
Improve
Learner centred
conception.With a strong influence of technology in
education, teachers need to adapt. This is a new way
of learning via technology and learners need to develop
new skills to navigate the vast network of information.
Teachers help students make sense of this information
and develope new skills as assessing, connecting and
curating. Group cooperation and discussion are
encouraged, problem solving and decision making are
stimulated. Participating in discussions is a way of
learning.
To guide students in their personal choice for
learning and development.
After knowing the five main learning
theories, to effectively design the
lesson (plan and support the
learning process), teachers consider
the five types of outcomes created
by Gagne. These outcomes
influence the planning and
instructional events appropriate for
each kind of outcome during the
lesson.
TAXONOMY OF LEARNING OUTCOMES
FIVE CATEGORIES OF LEARNING
ROBERT GAGNE
COGNITIVE
DOMAIN
PSYCHOMOTOR
DOMAIN
How to follow procedures,
Physical actions with a complex
connections between concepts and
performance, such a skiing,
objects, problem-solving, cognitive
dancing,writing
strategies, memory recall
Intelectual skills
Cognitive strategy
Verbal information
Motor skills
AFFECTIVE
DOMAIN
Internal state of mind. It could be
changed with role model and
positive reinforcement.
Attitude
Nine events of instruction
R. Gagne 1965
working memory
m
r
te
g
n
Lo
t
y
or
em
m
Encoding information
al
ev
tri
Re
Based on an information processing
model and internal mental process
required for learning, Gagne
proposed nine events of instructions
that provide a sequence for
organising a lesson.
a
t
a
D
Procedures of lesson design
Gagné defined these
instructions as a set of
events external to the
learner that is
designed to support
the internal learning
process (stages that
the learner goes
through during the
process of learning).
Procedures of lesson design
Gain students attention - - make students ready for the lesson by capturing
their attention.
Inform students of the objectives - inform learners what they will be able to do
at the end of the lesson.
Recall previous knowledge - connect the previous knowledge to the current
lesson.
Present the new content - using strategies to present and cue the lesson:
multiple versions of the same content using different types of sources; media
variety for engaging students etc.
Procedures of lesson design
Provide learning guidance - suggest different strategies to help students
learn, examples.
Elicit performance - using different activities, collaborative work etc., to
reinforce the new skills and knowledge. Formative assessment.
Provide feedback - timely feedback would help students to identify their
gaps or misunderstanding.
Assess performance - pre-and post-test to check progression, quizzes,
presentations.
Enhance retention and transfer - link the current topic with the real-world
application or future projects.
BLOOM`S TAXONOMY 1956 /
REVISED BY L. ANDERSON
Bloom`s taxonomy illustrates the order of learners abilities.
It is used for:
To help educators develop critical thinking skills and higher-order
cognitive abilities in students.
Framework for educational goals (learning objectives that should be
achieved at the end of the lesson)- different for a different level of
students.
A hierarchy of cognitive, psychomotor and affective demand which
teachers use to set up the relevant outcomes for students.
It helps with the assessments - matching them with the level of the
Learning objectives.
BLOOM`S TAXONOMY 1956 /
REVISED BY L. ANDERSON 2001
L. Anderson revised Bloom`s
taxonomy reflecting the
relevance to 21 century.
Terminology - uses verbs
to describe the
categories, providing clear
expectations for learners.
Structure - he switched
the places of the last two
categories, setting the
main goal for the learners
- creation.
BLOOM`S TAXONOMY 1956 /
REVISED BY L. ANDERSON
Using verbs allow teachers to
set clear learning objectives and
students to know what is
expected of them.
Transactional Distance M Moor 1972
After considering all theories of learning, the way how students learn, setting
clear goals and instructions, teachers as designers need to cogitate about the
gap (psychological separation) that may occur between students and
themselves due to the dialogue, structure and autonomy of the lesson.
Transactional distance has been developed as a theory of distance education (elearning, online, blended, mobile), but it is also fully applicable to classroom
learning.
The cognitive distance as a function of the interplay of
structure, dialogue and student`s autonomy
The more dialogue between the
teacher and the student the
lesser the transactional distance
is. Inversely the higher the
structure of the program is, the
higher the transitional distance
appears and finally the level of
the learner autonomy permitted
by the educational program the higher transactional
distance the higher level of
autonomy is required.
Constructive aligment
Constructive alignment is a dynamic process that consists of 3 elements. These
three elements interplay and depends on their alignment teachers can design
instruction that engages the learner, has appropriate content and has a clear
path to achievement.
The first key element is Outcomes - they establish what should students know
or be able to do at the end of the lesson/module. Outcomes guide the learning
design and inform students what they should have achieved at the end of the
learning experience.
They should be written from the student`s perspective, using action verbs
(Bloom`s taxonomy).
The second element is Assessment - how will students/teachers know that
students have achieved the set-out goals. The assessment should be aligned
with the intended outcome and show that it has been met.
Constructive aligment
The third element is the Content - what teaching content and activities need
to be provided to support the first two elements. The action verbs in
Outcomes would guide the selection and development of these activities.
(Bloom`s Taxonomy).
As an active process, the constructive alignment could start with Intended
outcomes, then select the content/activities and at the end to create an
appropriate Assessment or vice versa:
Cognitive load theory in education 1980s
Cognitive load theory “is the single most important thing for teachers to
know” (Wiliam, 2017).
When educators design a lesson, they need to reflect on the physical process
of learning/ cognitive architecture. The knowledge of working and long-term
memory and the relation between them aids teachers to avoid cognitive load.
During the lesson, teachers must consider the limitations of the working
memory in capacity and duration.
There are four elements in the working memory that process different types of
sensory input. If used strategically, working memory capacity will increase, and
cognitive load will be avoided.
For example, using audio-visual support in teaching will increase the learning
outcomes.
Cognitive load theory in education 1980s
Planning the lesson, educators also consider the three categories of
cognitive load:
Intrinsic - determined by the complexity of the presented
information and person`s processing this information existing
knowledge.
Extraneous - the way how the information is presented.
Germane - defined as a cognitive load required to learn. It is
intertwin with the intrinsic cognitive load.
It is therefore important how the information is provided, as well as
its complexity in line with students` level and the knowledge they
already have.
Cognitive load theory has been used to generate learning techniques
to support children and increase learning outcomes.
MOTIVATION - ARCS MODEL
To inspire students' interest in the learning subject and learning is one
of the very important steps for the teacher. There are four steps in the
ARCS model as Instructional Model of Motivation to follow:
ATTENTION
RELEVANCE
Gain and sustain attention. It is
How the instruction seems relevant
achievable through:
to present and future use, or related
- Humour.
- Inquiry.
to prior knowledge? How students
- Dilemma or problem-solving tasks.
see it relevant to them. Choice.
- Various methods to present the
material, instructions, change of
interactions.
SATISFACTION
CONFIDENCE
- Help students believe they can succeed.
- Set up small, but achievable goals.
- Learning new skills with low-risk conditions.
- Positive feedback.
Learning as a rewarding process - expected
and unexpected rewards.
Positive outcomes.
Opportunities for use of the new knowledge.
SELFDETERMINATION
THEORY OF
MOTIVATION
To make students interested
and participate in learning,
teachers need to know what
would encourage them to do
it with a real sense of
willingness and enjoyment
(autonomous motivation).
Self-determination theory
and the types of motivation
is the useful lodestar for
them.
Autonomous
/intrinsic or
integrated extrinsic
motivation
Controlled/
motivation
Three basic needs need to be
covered
Autonomy (desicion making)
Competence (right skills for a task)
Relatedness (connection to the social environment
To get a reward
or avoid punishment
TYPES OF LEARNING - D. LAURILLARD
Students learn through:
Teaching is more like a design science because it uses what is known about teaching to
attain the goal of student learning, and uses implementation of its designs to keep
improving them (laurillard,2012).
Reading.
Listening to the
teacher.
Watching a video
Acquisition
Working on a
project with
others.
Collaboration
Looking for
information
(library, internet
teacher).
Share own
thoughts.
Consider/accept
alternatives.
Engage in
authentic work
tasks.
Producing
something for the
teacher to
evaluate.
Inquiry
Practice
Discussion
Production
LEARNING DESIGNER
To plan a balanced lesson and help learners meet their outcomes, teachers need to
select learning activities covering the six types of learning. The learning designer as a
tool, gives an opportunity to decide for each step of the type of learning, its duration,
the group size, the way of presenting the lesson, (teacher, online, blended),
resources, guidance to the students etc.
ABC method is a new approach for planning a module or program - using
storyboard, collaborative work and learning designer.
As teaching changes constantly, teachers have to cope and adapt to
the new cultural and technological environment. Considering all
theories and knowledge developed through the centuries, teachers now need to
be more than design scientists.
With the development of the technologies and their implementation in education,
teachers design and test new ways of teaching, create pedagogical patterns and
develop new professional knowledge, every day. Teaching demands creativity
and imagination, new lines of enquiry, the art of asking questions and design
learning experiences. The use of technology today is not about using the old
lessons with new tools. It is about redesigning the learning process by using new
technology. The new tools need to be used to reveal new thinking.
The challenges of 21 century brought online, blended and e-learning much quicker
than expected. Teachers had to redesign their lessons focusing on retention and
student engagement to facilitate interaction. Technology in education dramatically
changed how human knowledge and skills are learned and shared.
21-century teaching had to switch from the traditional pedagogy to a new learning
design approach which provides direction and consistency by focusing on what
should be achieved “the natural sciences are concerned with how things are …
Design, on the other hand, is concerned with how things ought to be” (Simon 1969:
132–133).
Using the Learning design as a model gives teachers guidance and sequences to
follow managing the teaching-learning process. Decisions now need to be made
around the content, structure, pedagogical strategies, the sequence of the activity
and assessment. Also in today`s screen-centred world teachers need to consider
the nature of the technology used to support teaching and learning.
Education today is not a delivery process anymore is a creative
process based on collaboration between the instructor, the learner,
and the medium. It is a design where learning resources, tools and
delivery methods should be carefully selected to provide the best
outcomes.
In the new digital era, educators face roles such as learning
designers, subject matter experts, engineers, UX (user experience)
designers and graphic artists to organize, design, and develop
programs to make learning happen.
PLEASE, WATCH THIS VIDEO
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