using technology to foster instruction:
DESCRIPTION
“Information is not instruction." it has always been too easy to become enamored with the "technology" portion of technology-based training - at the expense of proper design and learning outcomes. David Merrill. Using Technology to Foster Instruction:. Structuring Opportunities to Learn. - PowerPoint PPT PresentationTRANSCRIPT
““Information is not Information is not instruction." it has always instruction." it has always been too easy to become been too easy to become enamored with the enamored with the "technology" portion of "technology" portion of technology-based training - technology-based training - at the expense of proper at the expense of proper design and learning design and learning outcomes.outcomes.
David MerrillDavid Merrill
Using TechnologyUsing Technology to Foster to Foster Instruction:Instruction:
Structuring Opportunities to LearnStructuring Opportunities to Learn
Premise Premise
Instruction involves a two way Instruction involves a two way process to communicate information and process to communicate information and establish expectations of performance!establish expectations of performance!
Start hereStart hereStart here
Instruction as communicationInstruction as communication
What important elements were What important elements were missing that would have ensured missing that would have ensured more effective communication?more effective communication?
QuestionsQuestionsPoints of referencePoints of reference
Formative Formative Feedback Feedback Response Response GuidanceGuidance
Instruction as identification of Instruction as identification of outcome performanceoutcome performance
What important elements were What important elements were missing that would have ensured missing that would have ensured optimum performance?optimum performance?
QuestionsQuestionsPoints of referencePoints of referencePurposePurpose
Formative Formative Feedback Feedback Response Response GuidanceGuidancePerformance Performance OutcomeOutcome
Preparing the student for learningPreparing the student for learning
Response GuidanceResponse Guidance
The process whereby one helps to The process whereby one helps to prepare the prepare the learner for performance learner for performance or comprehensionor comprehension
Formative FeedbackFormative Feedback
The process of ongoing feedback on The process of ongoing feedback on the level ofthe level of student student performance and comprehensionperformance and comprehension
How might we use technology to support How might we use technology to support this process?this process?
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Which of the following activities Which of the following activities would be an example of response would be an example of response guidance?guidance?
a)a) Providing relevant examples of the Providing relevant examples of the concept being discussedconcept being discussed
b)b) A classroom pencil and paper quizA classroom pencil and paper quiz
c)c) A final examA final exam
d)d) A written assignmentA written assignment
Which of the following would be an Which of the following would be an example of formative feedback in example of formative feedback in instructioninstruction
a)a) An in class or on line discussionAn in class or on line discussion
b)b) A mid term examA mid term exam
c)c) A take home assignmentA take home assignment
d)d) A hypothetical question to stimulate A hypothetical question to stimulate thinkingthinking
The communication exercise we did earlier is an example of a
1. Formative feedback exercise
2. Response guidance exercise
3. Exercise of futility
4. Aerobic exercise
Concept/ Skill Formation
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Instruction Event
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Teacher Student
Michael Orme , U of T
Concept/ Skill Formation
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Instruction Event
Cont
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Teacher Student
Critical Learning PointsCritical Learning Points
What elements in your course design address What elements in your course design address these critical learning points?these critical learning points?
Concept/ Skill Formation
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Instruction Event
Teacher Student
Instructional ResourcesInstructional Resources
PowerpointPowerpoint
WebsiteWebsite Entry LevelEntry LevelTextbookTextbook
HomeworkHomework
Online discussionsOnline discussions
Concept/ Skill Formation
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Teacher Student
Instructional Resources for Entry LevelInstructional Resources for Entry Level
PowerpointPowerpoint
WebsiteWebsite
TextbookTextbook
HomeworkHomework
Student enters at higher competency level
Introduction
Faculty
Outline
Due dates
Links
Fred
Curriculum
Home
Concept/ Skill Formation
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Cont
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Instructional ResourcesInstructional Resources
PowerpointPowerpoint
WebsiteWebsiteResources were more to support Resources were more to support my teaching than student my teaching than student learning.learning.I was better able to present the I was better able to present the information but…..information but…..Information is not instructionInformation is not instruction
TextText
HomeworkHomework
Concept/ Skill Formation
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Instruction Event
Teacher Student
Instructional ResourcesInstructional Resources
PowerpointPowerpoint
A.V.A.V. Initial EngagementInitial EngagementDiscussionDiscussion
What issues of
Ultra sound
Concept/ Skill Formation
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Critical Learning PointsCritical Learning Points
What elements in your course design address What elements in your course design address this critical learning point?this critical learning point?
Discussion – onlineDiscussion – online
Quiz - CPSQuiz - CPS Process PhaseProcess PhaseExercisesExercisesProbesProbes
Slow down the presentation of new information to focus Slow down the presentation of new information to focus on on
1.1. ClarificationClarification – Rephrase– Rephrase
- Recall- Recall- Expand- Expand- Illustrate ( example )- Illustrate ( example )
2.2. Critical AwarenessCritical Awareness- Opposite- Opposite- Contingency- Contingency- Cause / Effect- Cause / Effect
3.3. RelationRelation
- Comparison- Comparison- Relationship- Relationship
4. Prediction4. Prediction- What if………- What if………
* These processes do not occur as the final outcome of * These processes do not occur as the final outcome of accumulated informationaccumulated information
Organizing content of Web Sites, Presentations, Organizing content of Web Sites, Presentations, Discussions Discussions
Concept/ Skill Formation
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Instruction Event
Cont
ent/P
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Teacher Student
Critical Learning PointsCritical Learning Points
Recommitment PhaseRecommitment Phase
Concept/ Skill Formation
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Instruction Event
Com
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Teacher Student
Outcomes when student marginalizes Outcomes when student marginalizes instructioninstruction
And when instructor does not maximize And when instructor does not maximize instructioninstruction
Concept/ Skill Formation
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Cont
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Michael Orme , U of T
Instructional ResourcesInstructional Resources
EvaluationEvaluation Performance OutcomePerformance Outcome
Concept/ Skill Formation
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Instruction Event
Con
tent
/Pac
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Higher entry level
Engage sooner
Peak more often
Not loose interest
Successfully demonstrate
outcomes
TextWeb SiteInstructionA/V SupEvaluation
Maximizing Elements of InstructionMaximizing Elements of Instruction
The student must consider each element essential for effective learning.
Dissociative Identity Disorder
Axis I - Dissociative DisorderInvolves the presence of two or more distinct identities or personalities in a single individual.
Individual identities or personality states recurrently take control of the person's behaviour
Inability to recall extensive personal information
Dissociative Identity Disorder
Axis I - Dissociative DisorderInvolves the presence of two or more distinct identities or personalities in a single individual.
Individual identities or personality states recurrently take control of the person's behaviour
Inability to recall extensive personal information
Name of DisorderAxis of Classification Classification - Primary grouping & Sub groupingGeneral Definition
Elements of the Disorder Characteristics Onset, Course Prevelence in Childhood & Adolescence
Systems of Influence Conceptual System Etiology Method of Identification Predominant Treatment
Disorder DifferentiationComorbidity
Application - Behaviour Management, Therapeutic Programming, Counselling
Using Technology to prepare the student Using Technology to prepare the student for learningfor learning
Response GuidanceResponse Guidance
WebsiteWebsitePowerpointPowerpointParticipating in Discussion Participating in Discussion
ThreadsThreadsProbesProbesAV SupportAV SupportPresentations – computer or Presentations – computer or
oraloralGuest speakersGuest speakers
* Key is to provide elaboration of concept * Key is to provide elaboration of concept or skill and establishment of standard for or skill and establishment of standard for the learner the learner
Using Technology to prepare the student for Using Technology to prepare the student for learninglearning Formative FeedbackFormative Feedback
ProbesProbesCPSCPSDiscussionsDiscussionsExercisesExercisesSimulationsSimulations
* Key is to generate information concerning * Key is to generate information concerning the level of student comprehension and the level of student comprehension and performance.performance.