INNOVATIVE TEACHING THEORIESeducational technology : INNOVATIVE TEACHING THEORIESeducational technology Rebecca Pleasant
EME 5054
Foundations of Educational Technology
Fall 10
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ---W.A. Ward : “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ---W.A. Ward
EDUCATIONALTECHNOLOGY : EDUCATIONALTECHNOLOGY Helping people to learn is the
primary and essential purpose
of educational technology.
Januszewski & Molenda, page 15
Slide 4: As with most things, the concepts about learning have changed over the years. Early 20th century, education focused on reading, writing and arithmetic.
Slide 5: Now however, education must also focus on critical thinking and the application of knowledge to complex problems in order to be competitive in today’s workplace (Bransford).
Slide 6: The goal of education today
….is helping students develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively
…to become self-sustaining, lifelong learners. (Bransford)
Slide 7: In order to understand the development of educational technology, we must first understand the development of the framework of knowledge of how people learn. So we will begin with paradigms.
PARADIGMS : PARADIGMS Defined:
A philosophical and theoretical framework of a scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated.
Merriam-Webster, page 898.
DEVELOPING PROCESS : DEVELOPING PROCESS
PARADIGM SHIFT : PARADIGM SHIFT There has been an educational paradigm
shift since 1963. This shift has focused from what the instructor is doing in front of the class to what activity the learner is engaged in to enhance their own learning.
Januszewski & Molenda, page 12.
PARADIGM HISTORY : PARADIGM HISTORY Behavorism
Cognitivism
Constructivism
Critical Theory
Eclecticism
BEHAVORISM : BEHAVORISM Paradigms: postpositivism & objectivism Behaviorism –
Theory based on idea that learning causes behavior changes. Behavioral patterns are repeated until it becomes automatic. (Perspectives)
*Learning occurs when person makes an association between the stimulus and the response
Slide 13: Pavlov’s dogs revealed this type of learning.
As you probably recall, the bell rang and the dog’s were fed. Subsequently, the bell rang, the dogs would salivate in anticipation of the food, and the dog’s were fed. Eventually, the bell would ring and the dog would salivate in response to the bell.
Respondent Learning : Respondent Learning Theory Stimulus + additional action = consequences
Learned through Classical Conditioning Results in:
additional action = Involuntary actions (respondents) Leash + walk = happy dog Jingle of leash + walk = happy dog. Jingle of leash = happy dog
Operant Learning : Operant Learning Stimuli precedes a response (antecedent)
The resulting response (operant)
What follows a response (consequences) Theory Hammer enters and wants to interact
(antecedent) Nail accepts invitation
(operant) Nail gets stuck in wood
(consequence) Nail refuses to interact in future
(Learned behavior)
CONTRIBUTIONS OF BEHAVIORISM : CONTRIBUTIONS OF BEHAVIORISM Drill and practice
Programmed instruction
Computer assisted instruction
Tutorials
Personalized system of instruction click on >
Slide 17: What was your immediate response?
Did you ‘twitch’ to jump up and get the code cart or respond to the code?
This is learned behavior.
Slide 18: As a nurse you have gone through many of these behavior learning in your career.
Example: Switchboard operator announces “Code Blue”.
Nurse doesn’t ‘hear’ this until someone tells them to get up and get the code cart. This happens numerous times until the nurse hears the “Code Blue” announcement, processes it and gets up and gets code cart. It eventually reaches the behavior that “Code Blue” is announced, and without thinking, the nurse gets up and gets the code cart.
Slide 19: How can you utilize this learning in your clinical setting?
You and student remove gloves - you wash your hands and remind student to wash their hands. You do this consistently until student removes gloves and washes their hands without prodding.
Can you identify other ways that you can incorporate behaviorism theory into your teaching?
COGNITIVISM : COGNITIVISM Paradigms: Postpositivism/objectivism;interpretivism/constructivism/relativism Theory
Link long time memory <- --> link to short term memory
Schema theory (Piaget) = organize knowledge as network of mental structures that represent our understanding of the world.
Mental models = combines mental representation (schema) with a process for manipulating the information in the schema
Internal mental process
Meta cognition = thinking about how we think
Changes in behavior are observed and learner decides whether to
implement them. (Perspectives)
Slide 21: A response to behaviorism, cognitivist theory believes that people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. (Learning-Theories)
Changes in behavior are observed, but only as an indication of what is occurring in the learner’s head. (Learning-Theories)
Slide 22: Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes. (Learning-Theories)
Slide 23: Teaching better study habits is an example of utilizing cognitive theory. Inform students about how to develop better study habits. Students determine if, when and which ones they will implement.
Slide 24: The same can happen with assessment. Student enters patient room. After a few moments you ask student to turn away from patient and tell you about his patient. Eventually, if students determines that this is a valuable skill to possess, whenever student enters room, he will do a patient assessment.
Can you identify other ways that you can incorporate cognitive theory into your teaching?
CONTRIBUTIONS OF COGNITIVISM : CONTRIBUTIONS OF COGNITIVISM Concept mapping
Organization of information
Retain & transfer knowledge
Information processing
Filled vs Empty technologies
CONSTRUCTIVISM : CONSTRUCTIVISM Paradigms: interpretivism/ constructivism/relativism Theory:
Learning by doing/experiential
Knowledge connection
Exploration/engaged learning
Reflection
Social process/negotiation
Exploration/ownership
Authentic
Slide 27: Constructivism theory –
people adjust their thinking to apply it to new situations. Trying to make sense of the information. (Perspectives)
CONTRIBUTIONS OF CONSTRUCTIVISM : CONTRIBUTIONS OF CONSTRUCTIVISM Case-based instruction
Collaborative learning
Multiple intelligences
Mindtools
Simulations
Telecollaborative activities
Slide 29: Using simulations and scenarios where the information continues to vary depending upon the students decisions allows the student to adjust their thinking and apply it to new situations.
Slide 30: Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
(Learning-theories)
Slide 31: How can you utilize this learning theory:
Give the student different situations to work within. Provide scenarios where the information that the student needs is imbedded in the scenario and the student must make sense of the information and determine interventions. Alter the scenarios and allow student to determine new interventions.
Can you identify other ways that you can incorporate constructivism theory into your teaching?
CRITICAL THEORY : CRITICAL THEORY Paradigm: critical theory Theory:
Empowerment & emancipate/negotiation
Deconstructivism
Produce critically active students
Merges Political, Educational and Cultural
Built on skepticism/questioning
Critical Theory : Critical Theory From the slides of Foundations
2002 students for creating some of the
slides in this presentation (Uzma Bhatti,
Scott Blades, John Donaldson, Ginno
Kelley & Madeline Ortiz Rodriquez)
CONTRIBUTIONS OF CRITICAL THEORY : CONTRIBUTIONS OF CRITICAL THEORY Social action projects
Peace Diaries
Voices of Youth
Kids Galore Helping Kids in Darfur
Community Technology Centers
Digital Divide initiatives
How can you utilize this learning theory: : How can you utilize this learning theory: Students may be directed to identify a community resource for patients with a particular disease process, visit the resource and develop an activity that would benefit the clients that utilize the community center.
Students may be assigned to develop an educational tool that they would present to a local elementary/middle school addressing a specific condition to enlighten the students about the disease and to diminish ridicule or bullying towards other students with this disease.
Students may institute a senior citizens computer training program at a local library to assist seniors in their accessibility to health care information.
ECLECTICISM : ECLECTICISM Paradigms: multiple mixture Theory:
Behavorism-lower level learning
Congitivism-middle levels of learning
Constructivist-higher level of learning
CONTRIBUTIONS OF ECLECTICISM : CONTRIBUTIONS OF ECLECTICISM Return demonstrations
Simulations
Drill and practice
Mind tools
Concept mapping
How can you utilize this learning theory: : How can you utilize this learning theory: Fit the teaching methodology to the student and learning outcomes.
If you want the student to apply the learning you may want to use scenarios in which the student must assimilate information based upon the patient’s varying condition. This can develop from the simple to the complex.
If a student is having difficulty in the performance of a task, you may want to demonstrate the skill for the student and then have the student return-demonstrate the skill in your presence.
You could use examples of different blood gases and have the student identify the patients status and the potential disease processes that the patient may have.
REFERENCES : REFERENCES Bransford, J., Brown, A. & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C. National Academy Press.
Dawson, K. (2008). Paradigms 2008 Presentation Slides. http://online.education.ufl.edu/file.php/3277/Week3_Paradigms_and_Theories/paradigms2008.pdf
Slide 40: References:
Dawson, K. (2008). Paradigms, theories and models of learning and instruction - Applications in Educational Technology: Transcript of audio. http://online.education.ufl.edu/mod/resource/view.php?id=35149.
Herrman, J. (2008). Creative Teaching Strategies for the Nurse Educator. Philadelphia, PA: F.A. Davis Company.
Funderstanding Retrieved March 4, 2009, from http://www.funderstanding.com/about_learning.cfm
Slide 41: References:
Learning-theories.com. Knowledge based and webliography. Retrieved on March 8, 2009, from http://www.learning-theories.com/category/identity-theories
Norman, D. A. (2002). Emotion & Design: Attractive things work better. Interactions Magazine, ix (4), 36-42. Retrieved March 7, 2009, from http://www.jnd.org/dn.mss/emotion_desigh.html
Slide 42: References:
Perspectives on Instruction: Behaviorism, Cognitivism, and Constructivism. Retrieved March 10, 2009, from http://edweb.sdsu.edu/courses/edtec540/perspectivs/Perspectives.html
Merriam-Webster. (2009). Merriam-Webster’s Collegiate Dictionary, 11th Edition. Merriam-Webster, Incorporated. Springfield, MA.
Slide 43: References:
Moe, T. & Chubb, J. (2009). Liberating Learning. Technology, Politics, and the Future of American Education. Jossey-Bass. San Francisco: CA. pp. 223.
Robinson, R., Molenda, M. & Rezabek, L. (1997). Chapter 2, Facilitating Learning. In AECT’s Educational Technology: A Definition with Commentary. Pp. 27-48.