psychomotor principles end of ch.3 learning principles beginning of ch.4 tom luo jackie lewis mario...
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Psychomotor Principles end of Ch.3
Learning Principles beginning of Ch.4
Tom Luo
Jackie Lewis
Mario Gunawardena
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Planning of Transfer
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6.1 Variability of Practice Exercises
Reproductive skills
Productive skills Variability of practice
Increased transfer of learning
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6.2 Near and Far Transfer
Near and far transfer are enhanced by different practicing approaches
Far-Transfer Motor schemata defining
Near-Transfer
Initially with aid of external feedback Internal control
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6.5 Multi-step Sequential Task
The primacy-recency effect can be eliminated by “chunking” a multi-step task into shorter sequences
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6.6 Over Practice
Over learning or over practice is beneficial in terms of transfer of learning and long-term retention
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6.7 Avoiding Information Overload
Overload
Approaches to avoid
Accuracy is traded for speed
Speed is traded for accuracy
Speed is maintained
“chunk” the incoming information
Help the performer predict what may come up next
Pace the performance of the task
Establish realistic “threshold levels”
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6.8 Part-task Trainers and Simulators
Progressive structuring of training from simple to complex practice can be used to avoid the danger of information overload
Part-task trainers and simulators application
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Principles for the Design of Part-Task Trainers and Simulators: The Question of Fidelity
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7.2 High Fidelity Doesn’t Mean High Effectiveness
Training effectiveness has the precedence over fidelity
Researches show that high fidelity does not necessary pay off in terms of higher training effectiveness
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7.3 Physical Fidelity and Functional Fidelity
What is physical fidelity? Reproductive skills
What is functional fidelity? Productive skills
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7.4 Technical Fidelity and Perceived Fidelity
What is technical fidelity? (May impede learning if too “information rich”)
What is perceived fidelity? (Determines the training effectiveness)
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7.5 For Measurements or for Improvement?
Simulators are often used as testing rather than training devices
Design approach should be different for testing and for training devices
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7.7 Factors that influence the progress to full simulation Context of training The overall instructional design is more important
Content of training Reproductive and productive skills benefit from different levels of
physical fidelity and functional fidelity
The trainees Two opposed sets of findings
The stages of training Low levels of fidelity initial training
higher levels of fidelity advanced practice
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Inner Self 8.0
Relaxation
Positive Thinking
Role Playing
Self Talk
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Relaxation Exercises 8.1
Then Warm-up practice Physical
Now Warm-up mind Clear mind of negative thoughts Breathing exercises Musical background
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Positive Thinking 8.2
Mastery Imagery Recall successful past instances
Imagine new successes Used prior to competition
Coping Imagery Possible mistake Successful move by an opponent Weeks or days prior to competition
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Role Model 8.3
Video or film Study techniques Steps into their shoes and become performer
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Self Talk 8.4
Outer game Against opponent
Inner game Against yourself
Nervous, self doubt, concentration
2 selves (Gallway) Self 1 “I” gives instructions Self 2 “myself” performs action
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Pedagogy vs. Technology 1.1
Debate Pedagogy
Need good instruction no matter what media is used
Technology Differences do exist More concerned about instructional design
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S > R > Sr 1.2
S Stimulus
R Response
Sr Praise
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Maintenance Repeating Drills
Elaboration Deeper processing Relating to prior knowledge Mnemonics
Roy G Biv Homes
Repetition cont.
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Reinforcers cont.
Teacher praise Family Automobile Money Self
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Prior Knowledge 1.3
Schemata Organized networks of prior knowledge Compare & contrast to be learned info with existing
info Select appropriate strategies Make judgments
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Cognitive Engagement 1.4
Intentional & purposeful processing of lesson content
Memorization vs. Manipulation
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Memorization cont.
Bad engagement methods Lectures Factual information
Teachers teach Students listen
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Manipulation cont.
Good methods Relating personal information to lesson Role playing Debating
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Multiple Modalities 1.5
Using both text & graphics simultaneously Text > linguistic coding Graphics > imagery system
Must reflect each other Different coding mechanism
Graph & text GOOD Text & same words in sound BAD
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1.5 Multi Model Instruction
Information depicted in each modality must be congruent
Multi Model
Text Sound
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Drag and Rockets: Functional Resistance
The flow of air across a solid object creates drag a type of resistance or friction.
The aerodynamic properties of the rocket notonly reduce drag,but use some of the resistanceto stabilize the flight.
The cone causes drag to bedistributed evenly throughoutthe body of the rocket. The finsthen direct the air equally aroundthe base to create identical resistance,thereby stabilizing the flight.
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Installing Rocket Motors
The rocket motor requirements for a
model rocket
are determined by
matching the desired flight profile
with the corresponding cluster.
When installing the motors,
make certain that the motors fit
snugly into the corresponding
motor housing.
Be sure to check that each motor
has been correctly seated
to ensure that no motors eject
during the launch.
It is essential that the motors
be installed correctly!
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1.6 Meaningfully learned knowledge
Retrievable, durable, generalizable
Select or PerceiveOrganization
In working memory
Integrate with existing
knowledge
Rote learning
yes yes
No
Long term Memory
yes
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1.7 learning improves when depth processing increases
Semantic processing – Deep Effective processing depends on elaborations
More elaborations
More redundancy
Recall increases
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1.8 Adjunct lesson strategies
Adjunct strategies organization not inherent
within the lesson or obvious
LO HI
Lesson Organisation
Ad
jun
ct s
trat
egie
s
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1.8b Learner Differences
Learner preferences, cognitive states, Cognitive styles
Alter lesson strategies dynamically
LO HI
Lesson Stretegies
Lea
rner
Dif
fere
nce
s
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1.9 Amount of mental effort invested
Perceived demand Characteristic
Personal self-efficacy
LO HI
Percieved Demand
Am
ou
nt
of
Inve
sted
Eff
ort
High perceived self efficacy
Low perceived self efficacy
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2.1 Generative activities
Existing knowledge
Lesson Content
Short Term Memory
Processing
Learner individually mediates meaning
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2.1a Learner Centered instruction
Note taking Encoding storage – review Integration with existing information in long-term
memory
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2.1b Elaborating on lesson content
Improves Meaningfulness of learning Retrievability of knowledge
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3.1 Concrete and abstract information
Imagability
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3.2 Lesson centered
Lesson centered Promotes mastery of lesson content When lesson content is unfamiliar Acquiring new information
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3.3 Processing ability
Information
Short term memory
Long term memory
Lost information
Depends upon….
•Age and maturity
•Prior knowledge
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3.4 Organization of text
Segmented- Meaningful coherent phrases (display)
Chunked- Conceptually related blocks
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Questions
A simulation system that "looked and behaved like real thing" will always guarantee the effectiveness of the training.
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Questions
What is the difference in memorization and manipulation?