Assignment 11: Reading: The Great Media Debate

http://hagar.up.ac.za/rbo/
construct/media.html
The Great Media Debate
(a summary of the arguments)

Media will never influence learning:
--Instruction methods are different from the media
--It's the instruction method not the media and it's how effective the instruction is via the media NOT the media itself
--Media itself does not cause a difference in learning and one media can always be substituted by another

VS.
Media will influence learning:
--the connection has not be made between learning & media, (e.g., it does influence learning but we do not know how yet)
--the medium does matter-the wrong medium would give the wrong results (e.g., the right tool for the right job) & there are dynamic relationships between the learner and the media
--the medium should be taken in context of the goal
The winner: Media!

----------------------------
However, I do not see how it can be one OVER the other. Content is important. We've all seen a cool website of garbage. We've all seen a great CONTENT website that was boring, hard to read, navigate, etc. It has to be a balance.

The CONTENT must be relevant, at the proper audience level, engaging, well illustrated (graphically or through syntax), the writing must be clear, concise and well thought. Supporting documentation must be easy to find and use.

The MEDIA must be easy to use and enhance the learning experience through engaging the learner and providing interactive learning opportunities not available via a different medium.

Assignment 10: Reading: Media Comparison Research

http://www.gsu.edu/~mstswh/courses/
it7000/papers/media.htm

This article gives a brief definition of media as "Media refers to a class of instructional resources and representing all aspects of the mediation of instruction through the agency of reproducible events. It includes the materials themselves, the instruments used to deliver the materials to learners and the techniques or methods employed. (Allen 1)"

The three goals of media research are obtain knowledge about effectiveness of media in education as it relates to a particular medium, the relationships between the media, technology & learner, and the impact on the learner, and finally, improving instruction via technology tools.

Assignment 9: Reading: The Impact of Media and Technology in Schools

http://www.athensacademy.org/
instruct/media_tech/reeves0.html
The Impact of Media and Technology in Schools: A Research Report prepared for The Bertelsmann Foundation

In this article, the author discusses the impact of technology and its role in the K-12 environment. In the introduction he points out that students can learn from technology or learn with technology. I think those are very interesting distinctions as learning from technology seems to imply a more passive and perhaps, seamless, learning, where the student's awareness of the role of technology may be limited. In the example of tv broadcast education, while it may be interactive to a certain point, for the most part, it is a passive transmission of information from the tv (the 'box') to the viewer.

Learning with the technology, seems to indicate an awareness on the part of the student as to the role of technology in their education and a more interactive learning process. Students are actually using the technology vs. viewing the technology.

Assignment 8: Reading: Computers Make Kids Smarter-Right

http://www.technos.net/tq_07/2cuban.htm
Computers Make Kids Smarter-Right? by Heather Kirkpatrick and Larry Cuban

This article questions the conventional wisdom that money spent on technology is well spent and helps students become smarter. As the authors point out, the results of studies on effectiveness of technology on learning have been mixed.

To determine the effectiveness of technology, people(educators, parents, interested parties) need to examine the following carefully:

1. "What do we want to use computers for in our classrooms?" In other words, before money is spent on technology, a clear idea of how it will be used is important.

2. "Can we reach our goals at less cost—without additional investments in technology?" My thoughts on this would be that before money is allocated for technology, an existing inventory of current software needs to occur. In other words, before additional money is spent on technology, can modifications (upgrades, etc.) be made? Is there less costly alternatives?

3. "Will computers help create the type of students and citizens we seek?" In other words, will this investment in technology help in the learning process?

4. "Through what means can we achieve our desired ends?" In other words, do we have a plan?


In a nutshell, this article points out that before money is spent on technology, a needs assessment must occur including a clear idea of the purpose for the technology, an analysis of current equipment/software, a goal, and plan.

The authors go into depth examining obstacles to planning, needs analysis, and evaluation of the impact of technology. Studying the effectiveness of technology is hard due to a variety of reasons from poor planning of analysis to the diverse types of learning presented via technology.

Assignment 7: Instructional Design models

Of the learning models presented in class on 9/22, I found cognitive learning to be the most confusing. I had some difficulty conceptualizing it and relating it to a classroom situation.

I found anchored learning to the most interesting of the theories and the one which seemed most likely to be framed in a creative wrapper. Anchored learning starts with a concept and radiates outward.
The example given was a story about a student visiting the firehouse. The contextual problems presented were mathematical in nature: (money/fundraising), water usage, etc. The drawbacks to this model are that not all students may have the prequisite knowledge needed to solve the problems, and of course, as it is very learner centered, there is always the issue of motivation.

My group chose Dick & Carey, which is very structured and seems to be very good for large structured, complex learning or project/long term planning.

Comment: Haley's blog

http://haleygrizzle.blogspot.com/2004/09/learing-theories-exposed.html
Read Haley's post and my response at the link above:

robin said...
Haley,
I think the connection between grades and doing what it takes to get an "A" is at the heart of behaviorism. However, if there is any negative reinforcement (e.g., the professor tells the student that cheating is not acceptible and will be punished) then it keeps the behavior within an acceptible parameter (or at least, that is what makes sense to me).

Assignment 6: Reading: Survey of Instructional Development Models

http://www.davidvl.org/250CourseSpr04/digesthome.htm

A very brief article which divided Instructional Development Models into three basic categories: classroom situations (Classroom ID), standalone products (e.g., CD-ROMs) (Product Orientation ID), and large scale institutional training (System Orientation ID).

In the first situation, the designer has contact with the learner; in the second most likely little to none; and the third, little to no contact with the learner.

This article is an interesting and straightforward breakdown of the various fundamental models of IT.

Assignment 5: Reaction: Learning Theory Group Project

I would like to comment more on Gagne's Conditions of Learning. Although it seems too complex to summarize based upon the brief group presentation, I do find Gagne's conditions of learning interesting as it seems very much the training style that my department uses to teach new employees the skills needed to do their work.

Although our training style encompasses many theories (constructivist, for one), we do lean heavily on the structure inherent in the conditions of learning. I think that is partially because we train alot of people and by nature, the work that we do in Cataloging/Database Maintenance is very structured.

I also found the behaviorist presentation very interesting, esp. the "burst" component (i.e., before a negative behavior resolves itself there will be a flurry of that activity)

Assignment 5: Group Work: Constructivism (final product)

EDIT 6100/ Constructivist Theory
-->My group's work
-->To see my reaction to a different group, see Assignment 5:Reaction

Summary and brief bibliography

General characteristics of Constructivist Theory

Constructivist Theory:
Is, in a sense, using what you have and building on it. J.Bruner suggests that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e. schema, mental models) provides meaning and organization to experiences and allows the individual to ?go beyond information given.? Because of this, curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.

According to arts in ed. com

What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;

1. We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):
2. There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.


Uses of Constructivism
We must provide learners with the opportunity to: a) interact
with sensory data, and b) construct their own world.

In the Classroom
The constructivist teacher sets up problems and monitors student exploration, guides the direction of student inquiry and promotes new patterns of thinking. Classes can take unexpected turns as students are given the autonomy to direct their own explorations.

The classroom should provide a neutral zone where students exchange their personal views and test them against the ideas of others; each student can continue to build understanding
based on empirical evidence.

Examples:
Higher Education Courses:

* Studio (given some resources, you manage and construct an independent project)
* Independent studies (rather than read about the census, students examine and interpret census data. Or better yet, they plan a mini-census, gather their own data, and interpret the results)

Grade School Courses:
Establish a framework for the combination of software and pedagogical principles to create a constructivist learning environment (math, science, social sciences, etc.)

Other areas
Hands-on learning/interaction with opportunities to manipulate objects that involves that not only involves motor skills but also intellectual skill such as developing personal learning strategies.

Learning portfolio (Since the idea is to build upon current knowledge and define principles through exploration, this seems to be utilizing constructivism).
Limitations of Constructivist Theory

Limitations of Constructivists:

* The methods are very time consuming
* Research indicates that constructivist methods work best for learners with well-developed metacognitive skills.
* Strict constructivists techniques are good in some types of learning, some situations and for some learners, but not all.
* Research also says micro-level instruction is recommended:
1. Constructivists lessons
2. Labs
3. Activities
4. Interaction types
* We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught)
* There is no knowledge independent of the meaningattributed to experience (constructed) by the learner, or community of learners.
* If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to:

a) interact with sensory data,
and
b) construct their own world.


BIBLIOGRAPHY
Bruner (Constructivism),http://tip.psychology.org/bruner.html

Constructing Knowledge in the Classroom, http://www.sedl.org/scimath/compass/v01n03/1.html

Constructivist Learning Theory,
http://www.exploratorium.edu/IFI/resources/
constructivistlearning.html

Constructivist Learning Theory, http://www.artsined.com/
teachingarts/Pedag/Dewey.html

Instructional Design, Patricia L. Smith and TIllman J. Ragan, Merrill, 1999.

Multimedia for Learning - methods and developments, By Stephen M. Alessi & Stanley R. Trollip

Theory Into Practice Database (TIP), http://tip.psychology.org



Haley Grizzle, John Kriemeyer,
Ericka Mayweather, and Robin Fay.

Assignment 5: Group work (TIP)

My group's preliminary work and my thoughts on our topic.

Our fifth assignment is from the Theory Into Practice Database (TIP) ,
located at http://tip.psychology.org/
Each group picks on theory of learning & instruction to discuss.
My group has chosen constructivism,
http://tip.psychology.org/bruner.html
My group consists of Haley Grizzle, John Kriemeyer,
and Ericka Mayweather. As my voice comes and goes
due to my cold, they have kindly agreed to let me do the
intro. Haley will discuss general characteristics, Erika
will discuss uses, and John will discuss limitations.
We also have a demostration planned.

The resources that we reviewed for this
assignment include the following:
Constructivist Learning Theory
http://www.exploratorium.edu/IFI/
resources/constructivistlearning.html
Constructivist Learning Theory http://www.artsined.com/teachingarts/
Pedag/Dewey.html
TIP Theories
http://tip.psychology.org/bruner.html
"Multimedia for Learning - methods and developments
By Stephen M. Alessi & Stanley R. Trollip
In a response to a question that John posted via email
regarding readings: I replied: In the tip article (Bruner)
I didn't feel that it dealt with the limitations much at all
[but only a definition].
The second article at artsined site seemed to be very much
about limitations, or perhaps, it was more about how hard
it would be to apply constructivism in a real world situation
with a potential different learning outcome for each student(?)

However, it did make me wonder, is a learning portfolio
an example of constructivist learning? If the idea is to
build upon current knowledge and define principles
through exploration, that would seem to apply to a
learning portfolio (or would it fall under more of an
"applied" theory)?

The third article at exploratium.edu
uses a museum setting (exhibits, maps) as examples of
constructivism learning which I thought was interesting.