Personal Learning Theory

 

            My personal learning theory hasn’t changed much since I first constructed it in the Learning Technologies course; but instead, I would say that it has evolved. Our district has studied the effect of implementing student activities based on the premise of the cooperative or collaborative model of learning. Hattie, Biggs, and Purdie (1996) indicate that interaction with other peers or individuals during discussions and teacher feedback has a high effect size on student learning. I would add the collaborative learning theory as another approach which stimulates learning when it corresponds to the appropriate task.

There are numerous theories on how learning occurs and instructional designs and strategies that have been researched to help facilitate desired learning outcomes. Ertmer (1994) compares critical features in behaviorism, cognitivism, and constructivism learning theories and explains that there is no single best approach, and each approach could gain different competencies. The key is matching the learner, content, and strategies needed to reach a desired learning outcome. In addition, students have various learning styles; therefore, they benefit differently from different types of instructional methods and materials (Dillon and Gabbard, 1998).  The best teachers are mindful that students arrive to class with different learning styles, background knowledge or schema, and abilities. They are then able to match student learning styles with instructional designs that improve student learning.

Research has also indicated that the use of various media can improve learning. However, Kozma (1991) states it is not necessarily the device, but the method used with the media and “taking advantage of the medium’s cognitively relevant capabilities to complement the learner’s prior knowledge and cognitive skills” (p. 205). In Dillon and Gabbard’s (1998) study of hypermedia as an effective educational technology, it concludes that hypermedia applications can offer techniques that can help the less able student perform better. However, the use of hypermedia technology should be based on appropriately designed technology and aimed at specific learners if any significant benefit is to be obtained. This research is consistent with Kozma’s (1991) statement that learners will benefit most from “the use of a particular medium with certain capabilities if the capabilities are employed by the instructional method to provide certain representations or perform or model certain cognitive operations that are relevant to the task and situation” (p.182).

When teachers integrate the use of technology into their classroom, they have the task of choosing products that will enhance the learning goals that are compatible to their style of teaching and build on children’s various learning styles (Bergen, 2000). Bergen goes on to explain that in order to utilize technology effectively, teachers must also be “technology explorers” along with being comfortable with the use of technology. Teachers should consistently evaluate the impact of specific technology on the learning goals and adjust activities as needed to produce the desired learning outcome.  In addition, the article provides several examples of good practices for using technology in the classroom. Chizmar and Walbert (1999) provide seven principles for good teaching practice using Internet technology as a delivery system and the pedagogical issues that must be resolved to be successful. They too, advise that when choosing a technology, choose one that will support the chosen pedagogical strategy.

Learning theories provide verified instructional strategies for facilitating the learning process (Ertmer, 1994).  Individual differences among learners and how they learn are considerations when designing instruction. The best learning outcomes will result when the instructional strategy complements the learning style. “Our ability to take advantage of the power of emerging technologies will depend on creativity of designers, their ability to exploit the capabilities of the media, and our understanding of the relationship between these capabilities and learning” (Kozma, 1991).

References

Bergen, D. (2000). Linking technology and teaching practice. technology in the classroom Retrieved from http://search.proquest.com/docview/62445498?accountid=7113

Chizmar, J. F., Walbert, M. S., Hurd, S., & Moore, R. L. (1999). Web-based learning environments guided by principles of good teaching practice / comments. Journal of Economic Education, 30(3), 248. Retrieved from http://search.proquest.com/docview/235257960?accountid=7113

Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style Retrieved from http://search.proquest.com/docview/62493660?accountid=7113

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from a design perspective Retrieved from http://search.proquest.com/docview/62781447?accountid=7113

Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student

learning: A meta-analysis. Review of educational research, 66(2), 99-136.

Kozma, R. B. (2011). ICT, education transformation, and economic development: An analysis of the US national educational technology plan. E-Learning and Digital Media, 8(2), 106-120.

Leidner, D. E.,& Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

Real World Instructional Design

This week in my Instructional Design class, we were asked to go out into the public and find two examples of instructional design in which we were able to learn something. I immediately started brainstorming what types of instruction I might come across. I contemplated things I do on a weekly basis like filling up with gas and the dreaded self-check line at the grocery store. It seems like when I use the self-check line, I always end up with an item that I need to search the grocery item database for and can’t find it using their search feature. Then, the computer usually ends up repeating over and over that I have an extra item in the bagging area. So, I looked around a little farther and found two examples to examine more closely and reflect upon.

The first was a poster in which I found at a restaurant near my house. It was the poster with the title “Choking” that must be displayed in public restaurants and other places like grocery stores. I have seen many of the posters in public locations before, but never really spent much time looking at them. I just knew that the word “choking” and “pictures” and a brief description were on them. By just glancing at the poster, you had an awareness that if someone was choking, you had directions on how to properly help them.  So, the main goal of this particular poster was to inform someone what steps you should perform in case you are around someone who is choking. In looking at the poster more closely, I felt like the information was presented in a very effective manner. It consisted of six steps and provided a visual and descriptive action that were easy to follow. Even though I felt that I somewhat knew the information, I did learn a couple of things. For, example if the person is not responding, begin cardiopulmonary resuscitation (CPR). And it referenced to perform CPR to the beat of “Stayin Alive” by the Bee Gees. Before I read this poster for information, I didn’t remember how many times to push on someone’s chest during CPR, but I can definitely keep the beat to one of my favorite disco songs.

Three instructional design takeaways from this instructional poster would be that providing visuals with your instruction can be effective when describing an action. Second, providing examples in which people can relate a familiar song or scene to the process can help them remember the specifics of the overall process. And finally, I think that your audience must be considered. It would have been more effective if the poster was provided in English and Spanish; however, the visuals made it somewhat understandable if you could not read the description.

Second, one of my weekend rituals is trampling out to the grocery store. This week I ventured out to Sam’s Club to stock up on some items. So, while I was there, I also decided to get gas from their self-serve gas station. I hadn’t been to this particular station before and found that pumping gas at different locations can have somewhat different procedures. For example, when you approach the pump, there is a small screen that is prompting you to answer some questions during the process. The instructions on the screen are provided in order to help someone pay for their gas at the pump; therefore, eliminating the inconvenience of walking inside the store to pay. In this case, it was asking if I had a Sam’s card and to insert it before I began to pump gas. So, I found the keypad and answered “yes” and waited to insert my membership card. After I inserted my membership card, it responded by explaining the discount amount that I would receive for each gallon that I pumped. Then the screen prompted me to select my payment method and to insert my payment card. Cash was not an option at this location. In addition, I noticed there was a picture indicating the proper direction to insert your payment card. Next, the screen prompts you to pick up the nozzle and select a grade of gas. You then must locate the button to select the grade of gas. Upon completion, the screen will ask if you would like a receipt. You can then press the “yes” button, and a paper receipt is printed. Overall, I felt the prompts that appeared on the small computer screen were effective in helping a customer pay at the pump.

In this example, I felt technology was used appropriately and effectively to help guide the user in the payment process. I learned that the use of technology can be utilized to deliver step-by-step instructions. Having one step at a time on the display simplified the process. Second, clarifying pictures can be used if they are needed. For example, providing the picture of how to insert your payment card in order for it to read properly expanded upon the written directions. If you are using visuals, ensure they are not simply repeating the written directions; but instead, adding more detail or clarifying information. And finally, remember your audience. Keep the instructions simple in similar situations as you have diverse people utilizing this service.

Based on what I have read and watched about instructional design, it is important to future projects in our district. Currently, we are looking at investing in a learning management system for our teachers. It will be critical for our teachers to design their daily instruction so that information and directions are simple to find, easy to understand with demonstrations where necessary, and include collaborative activities with real world applications.

References

Bichelmeyer, B. (2005). The ADDIE model: A metaphor for the lack of clarity in the field of IDT. IDT Record.

Merrill, D.M. [mdavidmerrill].  (2008, August 11).  Merrill on Instructional Design [Video File].  Retrieved from https://www.youtube.com/watch?v=i_TKaO2-jXA

Piskurich, G. M. (2006). Rapid instructional design: Learning ID fast and right. John Wiley & Sons.

 

 

How to Use Symbaloo to Create Your Bloom's Digital Taxonomy Toolkit

Our District utilizes the Symbaloo App to create a Web 2.0 Toolbox of resources for our teachers. Each year, our Instructional Coaches review the latest in Web 2.0 applications and then categorize them into the various levels of Bloom's Digital Taxonomy. We have seen several charts and graphs that accomplish this, but what is nice about this application is that it allows us to create an interactive Symbaloo of Webmixes for each level of Bloom's. I have embedded the Webmix that we compiled for the "creating" level of Bloom's Digital Taxonomy. You will notice that the top row lists several "digital verbs" and under each verb is a list of applications that can be used to accomplish the task! Click on the icons to navigate to the applications. (Disclaimer: We try to list only the free applications, but some have enhancements that may have a cost associated with it.)

Larry Ferlazzo's Best Web 2.0 Apps for 2014

Our instructional technology group is always looking for new Web 2.0 Applications to share with our staff and students. Larry Ferlazzo, a high school teacher in Sacramento, CA, has reviewed and narrowed down his top picks and published the best comprehensive list for educators. I look for his posting at the end of each year and use his suggestions when developing our teaching toolkits for the district. Thanks Larry for helping educators spend less time on researching materials for their lessons and more time on instruction.

http://larryferlazzo.edublogs.org/2014/12/15/update-on-my-best-of-2014-lists/

Presenting with PiktoChart

PiktoChart is a great tool for displaying and presenting data in a graphical format for your audience. I have embed the infograph that I created when I gave an overview of our district Technology Plan. However, you can also present the infograph in presentation mode if you prefer presenting from slides. Here is a link to the presentation mode so that you can compare the two. The PiktoChart website http://piktochart.com/ provides a simple interface and is quick to learn no matter what your technology proficiency.