SLIDE MODEL PRESENTATION AND FINAL PRESENTATION
TITLE: MOOC LEARNING THROUGH HEUTAGOGY APPROACH.
Blog
Reflective
Kamil
https://wordpress.com/read/feeds/62267069/posts/1431896265
ISMAN INSTRUCTIONAL DESIGN MODEL
Isman Instructional Design Mode it is newer but founded in familiar learning theories. The learning theories it relies on are Behaviorism, Cognitivism and Constructivism. From Behaviorism, it uses, “the reinforcement factor and designing environmental conditions” (Isman, 2005). From Cognitivism is draws on the use of learning activities to promote long term memory building (Isman, 2005). From Constructivism, Isman model relies on the creation of personal learning experiences.
Like other instructional design models, it has steps. These five steps are:
- Input
- Process
- Output
- Feedback
- Learning
At this point, it would be good to compare it to some widely used models that I am familiar with – ADDIE and Backward Design models. ADDIE lacks the feedback and revision cycle but newer versions of ADDIE have added revision steps to allow for improvement of the design (Culatta, 2013). Backward design is the opposite of Isman in that it starts with the output and ends with the input and lacks any constructivist learning (Culatta, 2013). In fact, backward design model is really best for “teaching to the test”, whereas, ADDIE and Isman instructional design models actually involve higher order learning (Culatta, 2013).
Another advantage to Isman instructional design model is that it complements use of learning styles and pre and post testing. There are several learning style theories so I will use an published example to elaborate.
Alias and Siraj (2012) implemented a Physics module based on the Isman instructional design model. They used Felder and Silverman’s eight learning styles as a guide to the the module’s expected student learning outcomes (Alias and Siraj, 2012, p. 84). With the goal of long term memory processing, the learning activities of a mind map presented in a blog, a power point presented in a wiki, and a student presentation done in a video were applied in the module. Feedback showed Alia and Siraj (2012) that the activities were “less effective for verbal learners” (p. 91).
The model is too new to have much evidence of effectiveness but it is good to see new models and how we tackle learning as a species.
References
Alias, N., & Siraj, S. (2012). Design and development of physics module based on learning style and appropriate technology by employing Isman instructional design model. Turkish Online Journal Of Educational Technology – TOJET, 11(4), 84-93.Culatta, R. (2013). Instructional design models. Retrieved from http://www.instructionaldesign.org/models/
Isman, A. (2005). The implementation results of new instructional design model: Isman model. The Turkish Online Journal of Education Technology, 4, Article 7.
Reflective 19 April 2017
Firdaus
https://firdausomarblog.files.wordpress.com/2017/04/presentation-ctoc.pdf
CTOC Model – Componential Amabile Technology Model
OVERVIEW — The componential theory of creativity is recognized as one of the major theories of creativity in individuals and in organizations, serving as a partial foundation for several other theories and for many empirical investigations. It was first articulated by Teresa Amabile in 1983 and has undergone considerable evolution since then. In essence the theory is a comprehensive model of the social and psychological components necessary for an individual to produce creative work.
Reference :
Componential-theory-of-creativity
Teresa-amabile-and-componential-theory
Hazwani
Rapid-prototyping-instructional-design-model
The idea of rapid prototyping as it applies to instructional design, is to develop learning experiences in a continual design-evaluation cycle that continues throughout the life of the project. This cycle, known as the spiral cycle or layered approach, is considered to be iterative, meaning that products are continually improved as they cycle continues. This can be seen more clearly by comparing Rapid Prototyping with a traditional development model:
Classic Design (waterfall) Model
concept definition
requirements definition
preliminary design
detailed design
code implementation
test and acceptance
[griping because you now realize that there was something that got left out back in step 2]
Rapid Prototyping (spiral) Model
concept definition
implementation of a skeletal system
user evaluation and concept refinement
implementation of refined requirements
user evaluation and concept refinement
implementation of refined requirements
[etc., etc., in a continuous cycle]
References :
Instructional Technology/Instructional Design/Rapid Prototyping
Rapid Prototyping as an Instructional Design Process
Nurfarhana
Instructional Design Dick and Carey Model
Instructional models can vary widely. While some may focus on how to make the lesson plans and others focus on the delivery of the content itself, the Dick and Carey instructional design model (also known as the Systems Approach Model) is one of the former. Despite the seemingly complicated diagrams that pop up when searching for an image (see below), the steps are often only connected as far as what they do to help you figure out what to teach and how to teach it. All ten steps are connected, and some influence others indirectly while they may influence others directly.
References :
REFLECTIVE
SITI NURDINI :TABA MODEL ( https://wordpress.com/read/feeds/62473393/posts/1408461957)
MODEL OF CURRICULUM DEVELOPMENT
Definition
The Taba teaching strategy model (our name) was defined in the sixties by Hilda Taba and aims to help designing courses down to lessons in areas where students are supposed to learn how to think.
Background assumptions
According to Joyce and Weil (2000:131), Taba built her approach around three assumptions:
- Thinking can be taught (through engaging students in practice, in particular inductive reasoning).
- Thinking is an active transaction between the individual and data. This relies on earlier theories, e.g. Bruner’s concept attainment, an important component of concept learning
- Processes of thought evolve by a sequence that is “lawful”, somewhat in the sense of mastery learning.
Taba identified three inductive thinking skills:
- concept formation (concept learning)
- interpretation of data
- application of principles
3 The model
According to Joyce and Weil (2000), think inductively, Handbook to Elementary Social Studies we made a provisional summary of the model (have to get the original at some point – Daniel K. Schneider).
3.1 Concept Formation
This stage includes three major steps: listing items (exemplars of concepts), group similar items together, label these (with a concept name).
- Phase 1: Identifying and listing
- What do you know about …. ?
- For lessons in your own classroom, you might ask the following: What did you see? What did you hear? What do you know about…?
- Phase 2: Grouping according to common attributes
- Do any of these go together? Why?
- Phase 3: Categorizing (labeling of the categories above)
- How would you name these groups?
3.2 Interpretation of Data
This stage includes interpreting, inferring, and generalization and leads to concept attainment (i.e. students develop deductive capabilities).
- Phase 4: Identifying critical relationships (differentiation)
- What do you notice about the data ? What did you see ?
- Phase 5: Exploring relationships (cause-effect)
- Why did this or that happen? What do you think this means?
- Do you notice any connections within the records or across the data?
- Phase 6: Making inferences
- What makes you think about this?
- What can you conclude?
Note: At some point phases 1/2/3 can be repeated or revised.
3.3 Application of Principles
- Phase 7: Predicting consequences
- What if?
- Phase 8: Explaining and/or supporting predictions
- Why do you think this or that would happen?
- Based on the data, would these conditions be logical?
- Phase 9: Testing and generalization
- What would it take to make this generally true ?
REFLECTIVE
RADIN ERUS : TYLER MODEL ( https://radinseni.wordpress.com/2017/04/01/the-tyler-model-of-curriculum/ )
Curriculum Development: The Tyler Model
The Tyler Model, developed by Ralph Tyler in the 1940’s, is the quintessential prototype of curriculum development in the scientific approach. One could almost dare to say that every certified teacher in America and maybe beyond has developed curriculum either directly or indirectly using this model or one of the many variations.
Tyler did not intend for his contribution to curriculum to be a lockstep model for development. Originally, he wrote down his ideas in a book Basic Principles of Curriculum and Instruction for his students to give them an idea about principles for to making curriculum. The brilliance of Tyler’s model is that it was one of the first models and it was and still is a highly simple model consisting of four steps.
- Determine the school’s purposes (aka objectives)
- Identify educational experiences related to purpose
- Organize the experiences
- Evaluate the purposes
Step one is determining the objectives of the school or class. In other words, what do the students need to do in order to be successful? Each subject has natural objectives that are indicators of mastery. All objectives need to be consistent with the philosophy of the school and this is often neglected in curriculum development. For example, a school that is developing an English curriculum my create an objective that students will write essays. This would be one of many objectives within the curriculum.
Step two is developing learning experiences that help the students to achieve step one. For example, if students need to meet the objective of writing an essay. The learning experience might be a demonstration by the teacher of writing an essay. The students then might practice writing essays. The experience (essay demonstration and writing) is consistent with the objective (Student will write an essay).
Step three is organizing the experiences. Should the teacher demonstrate first or should the students learn by writing immediately? Either way could work and preference is determined by the philosophy of the teacher and the needs of the students. The point is that the teacher needs to determine a logical order of experiences for the students.
Lastly, step four is evaluation of the objectives. Now the teacher assesses the students ability to write an essay. There are many ways to do this. For example, the teacher could have the students write an essay without assistance. If they can do this, it is evidence that the students have achieve the objective of the lesson.
There are variations on this model. However, the Tyler model is still considered by many to be the strongest model for curriculum development.
NAJIHA TAHIR : VISUAL CULTURE MODEL
((https://najiha08.wordpress.com/2017/04/02/visual-culture-model/)
Among theorists working within contemporary culture, this field of study often overlaps with film studies, psychoanalytic theory, sex studies, queer theory, and the study of television; it can also include video game studies, comics, traditional artistic media, advertising, the Internet, and any other medium that has a crucial visual component.
The field’s versatility stems from the range of objects contained under the term “visual culture”, which aggregates “visual events in which information, meaning or pleasure is sought by the consumer in an interface with visual technology”. The term “visual technology” refers any media designed for purposes of perception or with the potential to augment our visual capability.
Because of the changing technological aspects of visual culture as well as a scientific method-derived desire to create taxonomies or articulate what the “visual” is, many aspects of Visual Culture overlap with the study of science and technology, including hybrid electronic media, cognitive science, neurology, and image and brain theory. In an interview with the Journal of Visual Culture, academic Martin Jay explicates the rise of this tie between the visual and the technological: “Insofar as we live in a culture whose technological advances abet the production and dissemination of such images at a hitherto unimagined level, it is necessary to focus on how they work and what they do, rather than move past them too quickly to the ideas they represent or the reality they purport to depict. In so doing, we necessarily have to ask questions about … technological mediations and extensions of visual experience.”
WAN EALINA WAHIDA : GAGNE 9 EVENTS OF (https://ealinawahidawandin.wordpress.com/2017/04/05/183/)
Gagné’s Nine Events of Instruction
Robert Gagné proposed a series of events which follow a systematic instructional
design process that share the behaviorist approach to learning, with a focus on the
outcomes or behaviors of instruction or training. Each of the nine events of
instruction is highlighted below, followed by sample methods to help implement the
events in your own instruction. Use Gagné’s nine events in conjunction with
Bloom’s Revised Taxonomy to design engaging and meaningful instruction.
The following nine steps have been adapted from Gagné, Briggs, and Wager (1992).
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a
stimulus to gain their attention.
Methods for gaining learners’ attention include:
— Stimulate students with novelty, uncertainty and surprise
— Pose thought-provoking questions to the students
— Have students pose questions to be answered by other students
2. Inform students of the objectives
Inform students of the objectives or outcomes to help them understand what they
are to learn during the course. Provide objectives before instruction begins.
Methods for stating the outcomes include:
— Describe required performance
— Describe criteria for standard performance
— Learner establishes criteria for standard performance
3. Stimulate recall of prior learning
Help students make sense of new information by relating it to something they
already know or something they have already experienced.
Methods for stimulating recall include:
— Ask questions about previous experiences
— Ask students about their understanding of previous concepts
4. Present the content
Use strategies to present and cue lesson content to provide more effective,
efficient instruction. Organize and chunk content in a meaningful way. Provide
explanations after demonstrations.
Ways to present and cue lesson content include:
— Present vocabulary
— Provide examples
— Present multiple versions of the same content, e.g., video,
demonstration, lecture, podcast, group work
— Use a variety of media to address different learning preferences
Help students make sense
of new information by
relating it to something
they already know or to
something they have
already experienced.
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of resources
available.
Methods to provide learning guidance include:
— Provide instructional support as needed – as scaffolds (cues, hints,
prompts) which can be removed after the student learns the task or
content
— Model varied learning strategies – mnemonics, concept mapping, role
playing, visualizing
— Use examples and non-examples – in addition to providing examples,
use non-examples to help students see what not to do or the opposite of
examples
— Provide case studies, analogies, visual images and metaphors – case
studies for real world application, analogies for knowledge construction,
visual images to make visual associations, metaphors to support learning
6. Elicit performance (practice)
Activate student processing to help them internalize new skills and knowledge and
to confirm correct understanding of these concepts.
Ways to activate learner processing include:
— Elicit student activities – ask deep-learning questions, make reference
to what students already know or have students collaborate with their
peers
— Elicit recall strategies – ask students to recite, revisit, or reiterate
information they have learned
— Facilitate student elaborations – ask students to elaborate or explain
details and provide more complexity to their responses
— Help students integrate new knowledge – provide content in a
context-rich way (use real-world examples)
7. Provide feedback
Provide immediate feedback of students’ performance to assess and facilitate
learning.
Types of feedback include:
— Confirmatory feedback – Informs the student they did what he or she
were supposed to do
— Corrective and remedial feedback – informs the student the accuracy
of their performance or response
— Remedial feedback – Directs students in the right direction to find the
correct answer but does not provide the correct answer
— Informative feedback – Provides information (new, different,
additions, suggestions) to a student and confirms that you have been
actively listening – this information allows sharing between two people
— Analytical feedback – Provides the student with suggestions,
recommendations, and information for them to correct their
performance
Provide instructional
support as needed – as
scaffolds (cues, hints,
prompts) which can be
removed after the student
learns the task or content.
Ask deep-learning
questions, making reference
to what students already
know.
Help students integrate new
knowledge by providing
real-world examples.
8. Assess performance
In order to evaluate the effectiveness of the instructional events, you must test to
see if the expected learning outcomes have been achieved. Performance should
be based on previously stated objectives.
Methods for testing learning include:
— Pretest for mastery of prerequisites
— Use a pretest for endpoint knowledge or skills
— Conduct a post-test to check for mastery of content or skills
— Embed questions throughout instruction through oral questioning and/or
quizzes
— Include objective or criterion-referenced performances which measure
how well a student has learned a topic
— Identify normative-referenced performances which compares one
student to another student
9. Enhance retention and transfer to the job
To help learners develop expertise, they must internalize new knowledge.
Methods for helping learners internalize new knowledge include:
— Paraphrase content
— Use metaphors
— Generating examples
— Create concept maps or outlines
— Create job-aids, references, templates, or wizards
Summary
Gagné’s Nine Events of Instruction can help build the framework with which to
prepare and deliver instructional content. Ideally, you should prepare course goals
and learning objectives before implementing the nine events (the goals and
objectives will actually help situate the events in their proper context). The nine
events of instruction can then be modified to fit both the content to be presented and
the students’ level of knowledge.
Reference
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional
design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College
Publishers.
BATES MODEL
PSV 702 CONTEMPORARY MODEL
Robert Gagne
*Gagne’s Nine Events of Instruction
Dr. Robert Gagné, an educational psychologist, is best known for his work named The Conditions of Learning. He offers a systematic approach to instructional development and delivery in the form of “instructional events.” He called these events the “Nine Events of Instruction.”
Conditions Of Learning
Learning is cumulative. Human intellectual development is the building of increasing complex structures of human capabilities from the stimulation from the environment and the cognitive processing undertaken by the learners.
Two types of conditions of learning:
Internal conditions
External conditions
References: Gagné Conditions of Learning
Conditions of Learning (Robert Gagne)
VIDEO: GAGNE’S CONDITIONS OF LEARNING
Gagne’s Nine Events of Instruction
Gagne’s book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning.
-Structuring instruction to support learner’s internal processing of new content that share the behaviorist approach to learning.
-Gagne’s nine events of instruction conjuction with Bloom’s Revised Taxonomy to design and engaging meaningful instruction.
References: Gagne’s 9 Events of Instruction
Robert Gagné’s Nine Steps of Instruction
VIDEO: Robert Gagne 9 Events
#1 GAIN ATTENTION – Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention.
Methods for gaining learners attention include :
*Stimulus students of the with novelty,uncertainty and suprise
*Pose thought-provoking question to the students
*Have students pose question to be answered by other students
Gaining Attention
#2 INFORM STUDENTS OF THE OBJECTIVES – Inform studentsof the objective or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins.
Methods for stating the outcomes include:
*Describe required performance
*Describe criteria for standard performance
*Learner establishes criteria for standard performance
Inform students of the objective
#3 STIMULATE RECALL OF PRIOR LEARNING – Help students make sense of new information by relating it to something they already know or something they have already experienced.
Methods for stimulating recall include:
*Ask questions about previous experiences
*Ask students about their understanding of previous concepts
#4 PRESENT THE CONTENT – Use strategies to present and cue lesson content to provide more effective , efficient instruction. Organize and chunk content in a meaningful way. Provide explanations after demonstrations.
Ways to present and cue lesson content include:
*Present vocabulary
*Provide examples
*Present multiple versions of the same content, e.g, video, demonstration, lecture, podcast, group work.
*Use a variety of media to address different learning preferences.
#5 PROVIDE LEARNING GUIDANCE – Advise students of strategies to aid them in learning content and of resources available.
Methods to provide learning guidance include:
*Provide instructional support as needed- as scaffolds (cues,hints,prompts) which can be removed after the student learns the task or content.
*Model varied learning strategies- in addition to providing examples, uses non-examples to help students to see what not to do or the opposite of examples.
*Provide case studies, analogies, visual images and metaphors- case studies for real world application, analogies for knowledge construction, visual images to make visual associations, metaphors to support learning.
#6 ELICIT PERFORMANCE (PRACTICE) – Active students processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts.
Ways to activate learners processing include:
*Elicit student activities- ask deep-learning question, make reference to what students already know or have students collaborate with their peers.
*Elicit recall strategies- ask students to recite, revisit, or reiterate information they have learned.
*Facilitate student elaboration- ask students to elaborate or explain details and provide more complexity to their responses
*Help students integrate new knowledge- provide content in a context-rich way (use real world examples).
#7 PROVIDE FEEDBACK – Provide feedback of students performance to assess and facilitate learning
Types of feedback include:
*Confirmatory feedback- informs the student they did what he or she were supposed to do.
*Corrective and remedial feedback- informs the student the accuracy of their performance or response.
*Remedial feedback- directs students in the right direction to find the correct answer but does not provide the correct answer.
*Informative feedback- provides information (new, different, additions, suggestions) to a student and confirm that you have been actively listening-this information allows sharing between two people
*Analytical feedback- provide the student with suggestions, recommendations, and information for them to correct their performance.
#8 ASSESS PERFORMANCE – In order to evaluate the effectiveness of the instructional events, you must test to see if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives.
Methods for testing learning include:
*Pretest for mastery of prerequisites.
*Use a pretest for endpoint knowledge or skills.
*Conduct a post-test to check for mastery of content or skills.
*Embed question throughout instruction through oral questioning and/or quizzes.
*Include objective or criteria-referenced performances which measure how well a student has learned a topic.
*Identify normative-referenced performance which compares one student to another student.
#9 ENHANCE RETENTION AND TRANSFER TO THE JOB – To help learners develop expertise, they must internalize new knowledge.
Methods for helping learners internalize new knowledge include:
*Paraphrase content
*Use metaphors
*Generating examples
*Create concept maps or outlines
*Create job-aids, references, templates, or wizards
Video Lesson: Robert Gagne 9 Events Adham Jad Adham Jad
Conclusion
Gagné’s Nine Events of Instruction can help build the framework with which to prepare and deliver instructional content. Educator should prepare course goals and learning objectives before implementing the nine events (the goals and objectives will actually help situate the events in their proper context). The nine events of instruction can then be modified to fit both the content to be presented and the students’ level of knowledge.
REFERENCES:
Gagné’s Nine Events of Instruction
Gagne’s 9 Events of Instruction
Difference Between Conceptual Framework & Theoretical Framework
The “theoretical framework” of an experiment or paper refers to the larger assumptions in which the researcher is working. For example, a psychologist writing a paper may be working in a Freudian, Jungian or behaviorist theoretical framework. A theoretical framework provides a large, overarching structure of ideas that the researcher can then draw from in beginning to analyze a phenomenon or a text.
Academics refer to their theoretical frameworks when publishing papers or experiments to explicitly identify the assumptions that inform their work. This allows readers in the field immediate familiarity with the ideas on which a study is based, and a beginning point for critical analysis.
While a theoretical framework provides the general set of ideas in which a study occurs, the conceptual framework refers to the specific ideas a researcher uses in the study. Examples of conceptual frameworks include the methods of a chemistry experiment, the definitions a sociologist uses to describe a culture and the types of data an economist considers when evaluating a country’s industry. The conceptual framework thus consists of the ideas that are used to define research and evaluate data. Conceptual frameworks are often laid out at the beginning of a paper or an experiment description for a reader to understand the methods used.
The difference between theoretical and conceptual frameworks is scale referring to the Big Ideas and the smaller ones. The conceptual framework is a set of specific ideas that can be used within the larger theoretical framework. A theoretical framework may contain many ideas that are not explored within the paper or experiment it structures. However, by definition, all aspects of the conceptual framework are used in the process of research.
REFERENCES:
Difference Between the Theoretical and the Conceptual Framework
Behaviorism, Cognitivism and Constructivism Comparison
LEARNING THEORY
Learning theory is conceptual frameworks in which knowledge is absorbed, processed, and maintained during the study. Cognitive, emotional, and environmental impact, as well as previous experience, all play a role in how the understanding, or worldview, obtained or changed and the knowledge and skills maintained.
Learning theories are an organized set a principles explaining how individual acquire, retain and recall knowledge to understand the learning occurs
The three learning theories :
WAN EALINA WAHIDA.WAN DIN 