Master of Science in Secondary Education of Students who are Deaf or Hard of Hearing

Educational Technology and Teaching Module I - Introduction to Instructional Technology

Week 1
National Technical Institute for the deaf Rochester Institute of Technology

Notes to the instructor

Please review chapter 1 from Gagnes book and 1 & 2 from Heinich et. al text book and the instructors resource guide before presenting the powerpoint. The topics included in this ppt are:
Overview of the field of Instructional technology Introduction to learning theories Introduction to Instructional Media

Overview of Instructional Technology

Instructional Design: systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. Instructional Development: process of implementing the design plans. Instructional technology: systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems.
(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)

Instructional Design + Instructional Development = Instructional Technology

(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)

Introduction to Learning Theories

Theory

Provides a general explanation for observations made over time. Explains and predicts behavior. Can never be established beyond all doubt and may be modified. Theories seldom have to be thrown out completely if thoroughly tested but sometimes a theory may be widely accepted for a long time and later disproved.
(Dorin, Demmin & Gabel, 1990)

Learning
Development of new knowledge, skills, or attitudes as an individual interacts with information and the environment.

Learning Environment

Includes the physical facilities, psychological atmosphere, instructional methods, media, and technology.
(Heinich, et.al, 2002)

Behaviorism, Cognitivism and Constructivism - The Basics

Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic. Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind. Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations. (Schuman, 1996)

What Works and How Can We Use It?

Behavioral

tasks requiring a low degree of processing (e.g., basic paired associations, discriminations, rote memorization) seem to be facilitated by strategies most frequently associated with a behavioral outlook (e.g., stimulus-response, contiguity of feedback/reinforcement). Tasks requiring an increased level of processing (e.g., classifications, rule or procedural executions) are primarily associated with strategies having a stronger cognitive emphasis (e.g., schematic organization, analogical reasoning, algorithmic problem solving). Tasks demanding high levels of processing (e.g., heuristic problem solving, personal selection and monitoring of cognitive strategies) are frequently est learned with strategies advanced by the constructivist perspective (e.g., situated learning, cognitive apprenticeships, social negotiation. (Ertmer P. & Newby, T., 1993)

Cognitive

Constructive

Gagn (1985)
how learning could be demonstrated:

intellectual skills - concepts are demonstrated by labelling or classifying things, intellectual skills - rules are applied and principles are demonstrated, intellectual skills - problem solving allows generating solutions or procedures, cognitive strategies are used for learning, verbal information is stated, motor skills enable physical performance, attitudes are demonstrated by preferring options.

Introduction to Instructional Media

Technology is both a product and a process Instructional materials are products of the application of technological processes Medium (plural, media) is a channel of communication Anything that facilitates information between a source and a receiver Examples include, Video, TV, audio, computers, printed materials, and instructor Instructional Media is NOT synonymous with Instructional Technology, it is a subset of Instructional Technology.

Role of Media in Learning

Instructor directed
Supplemental support for the live classroom instruction Its effectiveness depends on the instructor

Instructor-independent/Self-instruction
Objectives, guidance for achieving the objectives, materials, and self-evaluation are provided Cooperative learning is closely related

Instructional Methods

Presentation Demonstration Discussion Drill and Practice Tutorial Cooperative learning Gaming Simulation Discovery Problem solving

The Pervasiveness of Instructional Media

AUDIENCE MESSAGE MEDIUM METHOD SETTING

1 2 3 4 5 6 7 8 9

Technologies for Learning

Technologies for Learning is defined as specific teaching-learning patterns that serve reliably as templates for achieving demonstrably effective learning.

for INDIVIDUAL instruction: Programmed Instruction, Programmed Tutoring

Personalized System of Instruction (PSI), Learning Centers

for SMALL GROUP instruction:

Games Cooperative Learning, Games, Simulations, Simulation

for LARGE GROUP instruction:

Mastery Learning, Programmed Teaching

Successful instruction includes a number of common features

Active Participation Practice Individual Differences Feedback Realistic Context Social Interaction

References

Berger, C., Kam,R. (1996). Definitions of Instructional Design. [On-line]. Available: http://www.umich.edu/~ed626/define.html Dorin, H., Demmin, P. E., Gabel, D. (1990). Chemistry: The study of matter. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc. Ertmer, P. A., Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-70 Heinch, R., Molenda, M., Russell, J., and Smaldino, S. (2002). Instructional Media and Technologies for learning (7th ed.). Englewood Cliffs, NJ: Prentice Hall, Inc. Mergel, B. (1998). Instructional Design and Learning theories. [On-line]. Available: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm Schuman, L. (1996). Perspectives on instruction. [On-line]. Available: http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html