They Can’t Fix What They Can’t Hear

2013 ◽  
pp. 295-307
Author(s):  
Peter Fadde
Keyword(s):  
Student Teachers ◽  
Human Performance ◽  
Institutional Culture ◽  
Financial Resources ◽  
Learning Theories ◽  
Instructional Designers ◽  
Instructional Interventions ◽  
Learning Problem ◽  
Human Performance Improvement ◽  
Problem Finding

The Grammar Case touches on aspects of instructional design that go beyond scope and sequence of content, including: 1) communicating with a client, 2) representing a learning problem from the perspectives of different learning theories and human performance improvement, 3) working with institutional stake holders, and 4) considering non-instructional as well as instructional interventions. The instructional designers in the case must address a sensitive learning problem with limited financial resources and an institutional culture that may be resistant to change. The case depends, more than anything, on problem finding. A key instructional technology issue in the case is how the designers can ethically and feasibly use video recorded in public school classrooms to assess student teachers’ grammar mistakes and also as stimulus material for instruction.

scholarly journals They Can't Fix What They Can't Hear

2014 ◽  
pp. 1334-1344
Author(s):  
Peter J. Fadde
Keyword(s):  
Student Teachers ◽  
Human Performance ◽  
Institutional Culture ◽  
Financial Resources ◽  
Learning Theories ◽  
Instructional Designers ◽  
Instructional Interventions ◽  
Learning Problem ◽  
Human Performance Improvement ◽  
Problem Finding

The Grammar Case touches on aspects of instructional design that go beyond scope and sequence of content, including: 1) communicating with a client, 2) representing a learning problem from the perspectives of different learning theories and human performance improvement, 3) working with institutional stake holders, and 4) considering non-instructional as well as instructional interventions. The instructional designers in the case must address a sensitive learning problem with limited financial resources and an institutional culture that may be resistant to change. The case depends, more than anything, on problem finding. A key instructional technology issue in the case is how the designers can ethically and feasibly use video recorded in public school classrooms to assess student teachers' grammar mistakes and also as stimulus material for instruction.

The Use of Objectives and Feedback in a Competency-Based Curriculum

2021 ◽  
pp. 142-154
Author(s):  
Christina Marie Steier
Keyword(s):  
Educational Program ◽  
Human Performance ◽  
Corrective Feedback ◽  
Human Performance Technology ◽  
Learning Theories ◽  
Human Performance Improvement ◽  
Performance Technology ◽  
Competency Based ◽  
And Performance ◽  
Principles Of Andragogy

The chapter will synthesize concepts of human performance improvement/human performance technology (HPI/HPT) in the development of curricula that are competency-based. HPT-related curriculum elements are traced backwards from impact to input using the W. K. Kellogg foundation logic model to ensure alignment with the goals of the educational program. The use of learning and performance objectives along with timely and corrective feedback will be instrumental in the design and delivery of the competency-based curriculum. The competency-based curriculum is discussed in reference to principles of andragogy and aligned to accepted learning theories. Evaluation of the curriculum or educational program is instrumental to aligning for student success and is discussed in detail.

scholarly journals Should K-12 Teachers Develop Learning Objects?

10.28945/3134 ◽  
2007 ◽  
Author(s):  
Yavuz Akpinar ◽  
Huseyin Simsek
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Computer Literacy ◽  
Statistical Tests ◽  
Learning Objects ◽  
Learning Theories ◽  
Instructional Designers ◽  
Literacy Class ◽  
Teaching Learning ◽  
K 12

The emergence of learning objects for teachers as a focus of educational concentration is relatively new and much of the discussion has not been based on the actual development of objects, but different definitions, learning theories, properties and standards or decorative packages of learning objects (LOs). Also, in many teacher education programs, prospective teachers take a computer literacy class separate from content methods classes and rarely engage in producing authentic teaching/learning experiences. This research goes somewhat to address prospective K-12 teachers’ development of learning objects. In this study, a group of prospective K-12 science teachers’ learning objects were examined, evaluated and compared with LOs developed by instructional designers (IDs). A total of forty learning objects were closely investigated and effectiveness of eight of them was tried out with 180 target students in classrooms. Detailed analysis of the LOs demonstrated that while both the preservicers and the IDs use similar number of instructional elements in their LOs, the IDs seem to represent concepts and procedures with screen objects other than the text and used the text for supporting graphical objects. Both groups developed LOs similar in quality measured with the LORI 1.5. Statistical tests on the data obtained from classroom usage of the LOs showed marked improvements in the students’ learning.

scholarly journals Temporal Uncertainty During Overshadowing

2011 ◽  
pp. 46-55
Author(s):  
Dómhnall J. Jennings ◽  
Eduardo Alonso ◽  
Esther Mondragón ◽  
Charlotte Bonardi
Keyword(s):  
Machine Learning ◽  
Reinforcement Learning ◽  
Associative Learning ◽  
Learning Theories ◽  
Temporal Difference ◽  
Temporal Uncertainty ◽  
Learning Problem ◽  
Difference Model ◽  
Distribution Form ◽  
Temporal Properties

Standard associative learning theories typically fail to conceptualise the temporal properties of a stimulus, and hence cannot easily make predictions about the effects such properties might have on the magnitude of conditioning phenomena. Despite this, in intuitive terms we might expect that the temporal properties of a stimulus that is paired with some outcome to be important. In particular, there is no previous research addressing the way that fixed or variable duration stimuli can affect overshadowing. In this chapter we report results which show that the degree of overshadowing depends on the distribution form - fixed or variable - of the overshadowing stimulus, and argue that conditioning is weaker under conditions of temporal uncertainty. These results are discussed in terms of models of conditioning and timing. We conclude that the temporal difference model, which has been extensively applied to the reinforcement learning problem in machine learning, accounts for the key findings of our study.

Designing and Developing the Virtual English Adventure in Second Life

2011 ◽  
pp. 686-705
Author(s):  
Youngkyun Baek ◽  
Hoe Kyeung Kim
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Theories ◽  
Instructional Designers ◽  
Design And Development ◽  
English Teaching ◽  
Teaching Pedagogy ◽  
E Learning

This chapter describes the process of design and development of the Virtual English Adventure in Second Life. The in-depth description and explanation of designing and developing the tasks and activities involved in the Virtual English Adventure project provides the scale and amount of time and effort required to utilize a virtual tool for educational purposes. The Virtual English Adventure is particularly designed for English teaching and learning. The virtual world configurations, such as level tests, teleporting, missions, e-learning, interaction, gaming, and learning-facilitators, are related to both learning theories and language teaching pedagogy. Based on our own experiences, there are some important recommendations for instructional designers and researchers to consider when they design and develop the educational use of a virtual world.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

Sign in / Sign up

Export Citation Format

Share Document