Instructional
Development
(EDER675)
February10,
Learners
iDevelopment 675
© E. G. Kowch
Agenda for tonight
1. Needs Cases.. Group Analyses &
Discussion
2. Relevant Learner Characteristics
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Selecting, determining and
assessing learner assessments.
A look at learning theories..
3. Case 16: David Jaminez
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Analyzing the Learner for Instructional Development
1.
Selecting Learner Characteristics for Assessment
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2.
Determining Methods for Assessing Learner Characteristics
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3.
When should learner characteristics be assessed?
How should learner characteristics be assessed?
Learner characteristic profiles
A recent development in learner assessment? Cognitivism.
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4.
What learner characteristics should be assessed?
The importance of the learner
Types of knowledge/using cognitivism
Constructivism
Ethical Action in Learner Assessment
iDevelopment 675
© E. G. Kowch
Next Week: No Class
1.
Read Rothwell & Kazanas Chapter 6,
Analyzing the Characteristics of a
Work Setting & skim Rothwell &
Kazanas Chapter 7, Performing Job,
Task and Content Analyses.
Next time we meet: Case 29 page 178
Mary Robbins
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© E. G. Kowch
1. Selecting Learner Characteristics for
Assessment
1. Ask: “Who is the intended and appropriate learner”?
• Specify target population, target group or target audience
• Look for “representative learners” (now that we know the learning/training
need)
• Consider learning disabilities and Human Rights
• What learner Characteristics Should be Assessed?
“The aim is to understand the customers so well that the product or service fits
them and sells itself”. (Drucker)
• Define situation related characteristics
What are the possible relationships between the pfce problem and the learner?
Does the pfc problem suggest unique learner characteristics?
Will those characteristics change?
• Define decision related characteristics
• Define learner related characteristics ( gas plant operator example)
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What learner Characteristics Should be Assessed?
(continued)
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What learner Characteristics Should be Assessed?
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Decision related characteristics
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Who makes decisions about who can learn?
(committees can work well here)
Learner Related Characteristics
2 kinds exist:
1. Prerequisite skills, knowledge and attitudes
2 other traits or abilities needed to do the job
4 types of prerequisites:
1. Physical traits
2. Previously leaned skills
3. Previously learned knowledge
4. Previously learned attitudes.
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Discussion:
As a human performance improvement professional, what do you do if a
learner does not have the prerequisite learner skills?
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What learner Characteristics Should be Assessed?
(continued)
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Learner Related Characteristics
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Demographics
Physiological characteristics
Experience
Aptitude
Knowledge
Attitudinal
Value systems
Life cycle stage
Organizational culture
Career stages : Dalton, Thompson and Price
Model (1994)
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Dalton: Apprentice / Colleague / Mentor /
Sponsor
Why would these matter to a
designer/developer ?
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Determining Methods for Assessing Learner
Characteristics
When should learner characteristics be assessed?
1. BEFORE instruction (are they ready to learn or get instruction?)
2. DURING: Clarify what assumptions you are making about these
learners - and that your methods will work.
3. AFTER: Forecast learner needs into the future - see who needs
remediation or growth over time.
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How Should Learner Characteristics be Assessed?
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1. There are 2 approaches
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A. The DERIVED approach (simplest)
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Brainstorming to see what learner characteristics are most important to the
learner in this performance (gap) situation.
B. The CONTRIVED approach
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ID people roll through lists of learner characteristics seeing which one is best..
Developing a Learner Characteristic Profile
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a normative, descriptive or historical approach to identify:
1. Necessary background, knowledge, skill or attitude and phys. Traits for this
learner in this intervention ?
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Common sense can take over here!
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iDevelopment 675
© E. G. Kowch
“Recent Developments in Learner Assessment”
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Cognitivism
Constructivism
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Cognitivism
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Learners create their own interpretations of instruction based on
experiences, expectations and beliefs.
How can learners be provided with the knowledge they need to
perform at the time they need it and when they need it?
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2 Types of Knowledge (Kazanas)
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1. Procedural: How is something accomplished?
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Step by step analysis of tasks and decision points. Process.
2. Declarative: Why do things work the way they do? What is the name of an
object or place?
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Creative work. Focus on why we do what we do. Often metacognitive.
iDevelopment 675
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Constructivism
How can learners be provided with the opportunity to get the
knowledge they need to perform at the time, and to find that
knowledge in the way that they best learn it -- and when they
need it?
Can a training program be constructive?
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A brief review of learning theories…
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A conception of
the relations among three epistemological traditions or
Approaches to Learning Theory
(Kowch after Driscoll, 2000)
Pragmatism
•Knowledge is negotiated
From experience & reason
•Reality is interpreted through
signs, internal and external
Objectivism
•Reality is external, objective (known)
•Knowledge is acquired through
Experience.
Interpretivism
•Reality is internal, relative to a frame
Of reference (subjective)
•Knowledge is constructed through both
By interaction socially and internally
iDevelopment 675
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An Advance Organizer for Theories of Learning
Behaviorism: The Black Box Metaphor
S->R
Environmental
Stimuli
Observed
Behavior
Information Processing:The Computer Metaphor
Input:
Sensory
Stimulation
Output:
Learned
Capabilities
Human
Cognitive
processes
Interactional Models: Social Context Matters
Multiple Intelligences
Proximal learning
Emotional Intelligence
iDevelopment 675
© E. G. Kowch
Definitions:
Learning : is … a persisting change in performance or
performance potential that results
from experience and interaction
with the world.
Learning Theory: …is a set of constructs linking …
Results: changes in performance
Means: Hypothesized structures and
processes responsible
for learning
Inputs: Resources or experiences
that trigger learning.
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Radical Behaviorism
Radical
Behaviorism
Is most closely
Associated with
S -> R
Skinner
involves
The experimental
Analysis of
behavior
Leads to
Applications
Principles of
Behavior
Management
Behavior Modification
Instructional Objectives
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Performance Anal. &
Support
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Cognitive Information Processing (Gagne & Briggs)
Cognitive
Information
Processing
Stage theory - processing begins
With sensory input
Sensory Memory
-Visual
-auditory
Short-Term Memory
(temporary working
memory)
•Rehearsing
•Chunking
Instructional Implications
1.
2.
3.
Provide organized instruction
Arrange extensive and variable practice
Enhance learner’s self-control of
information processing
Encoding
Retrieval
Semantic Networks
Long-Term
Memory
Models of
Memory Storage
Feature comparisons
Parallel Processing
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Gagne & Briggs: We Remember….
iDevelopment 675
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Situated Cognition: Living To Learn
Ecological Approach
To Perception
Are antecedents
to
Situated
Cognition
Critical Pedagogy
Everyday Cognition
Knowledge is
Conceived as
Lived practices
Which leads to
Which involves
Implications for
instruction
Implications for
instruction
Learning is
Participation in
communities of practice
and
Implications for
instruction
•Including Cognitive Apprenticeships
•Anchored Instruction
•Learning Communities
•Assessment in-Situ
iDevelopment 675
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Cognitive and Knowledge Development
•Sensorimotor
Four Stages of
Development
•Preoperational
•Concrete operational
Three Developmental
Processes
•Assimilation
•Accommodation
•Formal operational
• Equilibrium
Evidence
Countering Piaget
Piaget’s Genetic
Epistemology
Most established theory
Theories of
Cognitive Development
1.
Not all cultures reach
formal operations
2.
Reasoning is not
always consistent
within a stage
3.
Children learn more
in a stage than P
thought.
4.
Reasoning is domain
specific
Alternative Information Processing Approaches
Neo-Piagetian
View
Biological
maturation
affects STM
operational
capacity
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675
A computational
model
A componential
analysis
A framework
theory approach
Generalization
is primary
mechanism of
development
Development
is the process
of a novice
becoming an
expert
Intuitive
theories
develop with
experience in
specific
domains
A new agenda
Children’s thinking
is endlessly variable
and endlessly
changing
© E. G. Kowch
Interactional Theories of Cognitive Development
Bruner
Interactional
Theories of Development
•Mediation through signs
Three Models of
Representing
Understanding
•Emphasized culture
•Based in human activity
•Enactive
•Iconic
Cognitive Growth
•Symbolic
Discovery,
Learning and
Inquiry Teaching
Vygotsky
Vygotsky’s
Developmental
Method
Social Origins of
Thinking
•internalization
•Zone of proximal
development (next
slide)
•intersubjectivity
influences
Implications:
•Learning pulls development
Culture
•Instruction should be scaffolded in
the zone of proximal development
•Intersubjective interaction is
important
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Detail from the last slide: Vygotsky’s Zone of Proximal Development
Developing Capabilities
Undeveloped
Capabilities
Developing Capabilities
Zone of Proximal Development
What the child can do
unassisted
What the child can do
With assistance
What the child cannot do yet
Zone of Proximal Development
(with appropriate instruction in the Zone of Proximal Development, the boundaries
of the zone SHIFT).
iDevelopment 675
© E. G. Kowch
Biological Bases of Learning & Memory - Chemistry and Physical Science
Explanations…
Recall our WebCT Discussion Thread
“She was born with it”
Biological Bases of
Learning & Memory
Ultimate
causes
Proximate
causes
Evolution
Neuropsychology
Attention and the brain
Learning, memory and the brain
Conditioning
Cognition
Cognitive development and the brain
Implications of Evolution
•Humans my be predisposed to certain fears
•Behaviors for which there is no
predisposition to learn may be difficult to
overcome
•Actions associated with decreased fitness in
ancestral populations may be difficult to
establish675
iDevelopment
Implications of Neuropsychology
•Cognitive functions are differentiated
•The brain is relatively plastic in nature
•Language may be biologically pre
programmed
•Learning disabilities may have a
neurological basis
© E. G. Kowch
Recall: The Advance Organizer for Theories of Learning
Radical Behaviorist
Theories
Behaviorism: The Black Box Metaphor
Environmental
Stimuli
Observed
Behavior
Biological Theory
Information Processing:The Computer Metaphor
Input:
Sensory
Stimulatio
n
Human
Cognitive
processes
Output:
Learned
Capabiliti
es
Cognitive Theories
Situated Cognition
Theories
Interactional Models: Social Context Matters
Multiple
Intelligences
Proximal learning
Interaction Theories
Emotional Intelligence
iDevelopment 675
© E. G. Kowch
Learner Characteristics: More ID Resources:
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A quick Guide to Gagne & Briggs (Cognitivism: How to Carefully Deconstruct the
Learner, Types of Learning and ways to investigate Instructional Events to assure cognitive
learning success):
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http://www.ucalgary.ca/~ekowch/673/resources/gagnebriggsindex.html
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What if your learner has multiple intelligences or learning styles, and you can design
gap improvements for that?
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Learning Style Tests: Website URL: http://www.stanford.edu/group/Urchin/TA7IB.htm
Multiple Intelligences Test: http://www.ldpride.net/learningstyles.MI.htm
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Multiple Intelligences Info: http://www.thomasarmstrong.com/multiple_intelligences.htm
Multiple Intelligences and Learning Styles http://www.ldpride.net/learningstyles.MI.htm
iDevelopment 675
© E. G. Kowch
This person is reading….. ;-)
Adieu for this week, EDER 675
Readings for The Next Two Weeks:
Analyzing Characteristics of a Work Setting: Chapter 6
Rothwell & Kazanas
Performing Job, Task and Content Analysis (skim):
Chapter 7, Rothwell & Kazanas
Case: To be decided as a group
Eugene G. Kowch
Assistant Professor of Educational Technology
iDevelopment 675
© E. G. Kowch