© E. G. Kowch iDevelopment 675 Instructional Development (EDER675) February10, Learners

© E. G. Kowch iDevelopment 675 Agenda for tonight 1. Needs Cases.. Group Analyses & Discussion 2. Relevant Learner Characteristics Selecting, determining and assessing learner assessments. A look at learning theories.. 3. Case 16: David Jaminez

© E. G. Kowch iDevelopment 675 Analyzing the Learner for Instructional Development 1. Selecting Learner Characteristics for Assessment What learner characteristics should be assessed? 2. Determining Methods for Assessing Learner Characteristics When should learner characteristics be assessed? How should learner characteristics be assessed? Learner characteristic profiles 3. A recent development in learner assessment? Cognitivism. The importance of the learner Types of knowledge/using cognitivism Constructivism 4. Ethical Action in Learner Assessment

© E. G. Kowch iDevelopment 675 Next Week: No Class skim 1. Read Rothwell & Kazanas Chapter 6, Analyzing the Characteristics of a Work Setting & skim Rothwell & Kazanas Chapter 7, Performing Job, Task and Content Analyses. Next time we meet: Case 29 page 178 Mary Robbins

© E. G. Kowch iDevelopment Selecting Learner Characteristics for Assessment 1. Ask: “Who is the intended and appropriate learner”? Specify target population, target group or target audience Look for “representative learners” (now that we know the learning/training need) Consider learning disabilities and Human Rights What learner Characteristics Should be Assessed? “The aim is to understand the customers so well that the product or service fits them and sells itself”. (Drucker) Define situation related characteristics What are the possible relationships between the pfce problem and the learner? Does the pfc problem suggest unique learner characteristics? Will those characteristics change? Define decision related characteristics Define learner related characteristics ( gas plant operator example)

© E. G. Kowch iDevelopment 675 What learner Characteristics Should be Assessed? (continued) What learner Characteristics Should be Assessed? Decision related characteristics Who makes decisions about who can learn? (committees can work well here) Learner Related Characteristics 2 kinds exist: 1. Prerequisite skills, knowledge and attitudes 2 other traits or abilities needed to do the job 4 types of prerequisites: 1. Physical traits 2. Previously leaned skills 3. Previously learned knowledge 4. Previously learned attitudes. Discussion: As a human performance improvement professional, what do you do if a learner does not have the prerequisite learner skills?

© E. G. Kowch iDevelopment 675 Learner Related Characteristics Demographics Physiological characteristics Experience Aptitude Knowledge Attitudinal Value systems Life cycle stage Organizational culture Career stages : Dalton, Thompson and Price Model (1994) Dalton: Apprentice / Colleague / Mentor / Sponsor Why would these matter to a designer/developer ? What learner Characteristics Should be Assessed? (continued)

© E. G. Kowch iDevelopment 675 Determining Methods for Assessing Learner Characteristics When should learner characteristics be assessed? 1. BEFORE instruction (are they ready to learn or get instruction?) 2. DURING: Clarify what assumptions you are making about these learners - and that your methods will work. 3. AFTER: Forecast learner needs into the future - see who needs remediation or growth over time.

© E. G. Kowch iDevelopment 675 How Should Learner Characteristics be Assessed? 1. There are 2 approaches A. The DERIVED approach (simplest) Brainstorming to see what learner characteristics are most important to the learner in this performance (gap) situation. B. The CONTRIVED approach ID people roll through lists of learner characteristics seeing which one is best.. Developing a Learner Characteristic Profile - a normative, descriptive or historical approach to identify: - 1. Necessary background, knowledge, skill or attitude and phys. Traits for this learner in this intervention ? - Common sense can take over here!

© E. G. Kowch iDevelopment 675 “Recent Developments in Learner Assessment” Cognitivism Constructivism

© E. G. Kowch iDevelopment 675 Cognitivism Learners create their own interpretations of instruction based on experiences, expectations and beliefs. How can learners be provided with the knowledge they need to perform at the time they need it and when they need it? 2 Types of Knowledge (Kazanas) 1. Procedural: How is something accomplished? Step by step analysis of tasks and decision points. Process. 2. Declarative: Why do things work the way they do? What is the name of an object or place? Creative work. Focus on why we do what we do. Often metacognitive.

© E. G. Kowch iDevelopment 675 Constructivism How can learners be provided with the opportunity to get the knowledge they need to perform at the time, and to find that knowledge in the way that they best learn it -- and when they need it? Can a training program be constructive?

© E. G. Kowch iDevelopment 675 A brief review of learning theories…

© E. G. Kowch iDevelopment 675 A conception of the relations among three epistemological traditions or Approaches to Learning Theory (Kowch after Driscoll, 2000) Pragmatism Objectivism Interpretivism Knowledge is negotiated From experience & reason Reality is interpreted through signs, internal and external Reality is internal, relative to a frame Of reference (subjective) Knowledge is constructed through both By interaction socially and internally Reality is external, objective (known) Knowledge is acquired through Experience.

© E. G. Kowch iDevelopment 675 An Advance Organizer for Theories of Learning Environmental Stimuli Observed Behavior Input: Sensory Stimulation Output: Learned Capabilities Behaviorism: The Black Box Metaphor Information Processing:The Computer Metaphor Human Cognitive processes Interactional Models: Social Context Matters Multiple Intelligences Proximal learning Emotional Intelligence S->R

© E. G. Kowch iDevelopment 675 Definitions: Learning : is … a persisting change in performance or performance potential that results from experience and interaction with the world. Learning Theory: …is a set of constructs linking … Results: changes in performance Means: Hypothesized structures and processes responsible for learning Inputs: Resources or experiences that trigger learning.

© E. G. Kowch iDevelopment 675 Radical Behaviorism Radical Behaviorism involves The experimental Analysis of behavior Principles of Behavior Management Skinner Leads to Applications Is most closely Associated with S -> R Performance Anal. & Support Instructional Objectives Behavior Modification

© E. G. Kowch iDevelopment 675 Cognitive Information Processing (Gagne & Briggs ) Cognitive Information Processing Stage theory - processing begins With sensory input Sensory Memory -Visual -auditory Instructional Implications 1.Provide organized instruction 2.Arrange extensive and variable practice 3.Enhance learner’s self-control of information processing Models of Memory Storage Semantic Networks Short-Term Memory (temporary working memory) Rehearsing Chunking Long-Term Memory Encoding Retrieval Feature comparisons Parallel Processing

© E. G. Kowch iDevelopment 675 Gagne & Briggs: We Remember….

© E. G. Kowch iDevelopment 675 Situated Cognition: Living To Learn Situated Cognition Which involves Everyday Cognition Knowledge is Conceived as Lived practices Critical Pedagogy Ecological Approach To Perception Are antecedents to Learning is Participation in communities of practice Implications for instruction and Which leads to Including Cognitive Apprenticeships Anchored Instruction Learning Communities Assessment in-Situ

© E. G. Kowch iDevelopment 675 Cognitive and Knowledge Development A computational model Neo-Piagetian View A new agendaA componential analysis A framework theory approach Alternative Information Processing Approaches Theories of Cognitive Development Piaget’s Genetic Epistemology Evidence Countering Piaget Four Stages of Development Three Developmental Processes Assimilation Accommodation Equilibrium 1. Not all cultures reach formal operations 2. Reasoning is not always consistent within a stage 3. Children learn more in a stage than P thought. 4. Reasoning is domain specific Most established theory Sensorimotor Preoperational Concrete operational Formal operational Biological maturation affects STM operational capacity Children’s thinking is endlessly variable and endlessly changing Intuitive theories develop with experience in specific domains Development is the process of a novice becoming an expert Generalization is primary mechanism of development

© E. G. Kowch iDevelopment 675 Interactional Theories of Cognitive Development Interactional Theories of Development Discovery, Learning and Inquiry Teaching Bruner Vygotsky Enactive Iconic Symbolic Cognitive Growth Three Models of Representing Understanding Culture Vygotsky’s Developmental Method Social Origins of Thinking Implications: Learning pulls development Instruction should be scaffolded in the zone of proximal development Intersubjective interaction is important Mediation through signs Emphasized culture Based in human activity internalization Zone of proximal development (next slide) intersubjectivity influences

© E. G. Kowch iDevelopment 675 Detail from the last slide: Vygotsky’s Zone of Proximal Development Developing Capabilities What the child can do With assistance Developing Capabilities Undeveloped Capabilities What the child can do unassisted What the child cannot do yet Zone of Proximal Development (with appropriate instruction in the Zone of Proximal Development, the boundaries of the zone SHIFT).

© E. G. Kowch iDevelopment 675 Biological Bases of Learning & Memory - Chemistry and Physical Science Explanations… Recall our WebCT Discussion Thread “She was born with it ” Conditioning Evolution Cognition Proximate causes Biological Bases of Learning & Memory Cognitive development and the brain Learning, memory and the brain Attention and the brain Neuropsychology Implications of Evolution Humans my be predisposed to certain fears Behaviors for which there is no predisposition to learn may be difficult to overcome Actions associated with decreased fitness in ancestral populations may be difficult to establish Ultimate causes Implications of Neuropsychology Cognitive functions are differentiated The brain is relatively plastic in nature Language may be biologically pre programmed Learning disabilities may have a neurological basis

© E. G. Kowch iDevelopment 675 Recall: The Advance Organizer for Theories of Learning Emotional Intelligence Environmental Stimuli Observed Behavior Input: Sensory Stimulatio n Output: Learned Capabiliti es Behaviorism: The Black Box Metaphor Information Processing:The Computer Metaphor Human Cognitive processes Interactional Models: Social Context Matters Multiple Intelligences Proximal learning Biological Theory Interaction Theories Cognitive Theories Situated Cognition Theories Radical Behaviorist Theories

© E. G. Kowch iDevelopment 675 Learner Characteristics: More ID Resources: A quick Guide to Gagne & Briggs (Cognitivism: How to Carefully Deconstruct the Learner, Types of Learning and ways to investigate Instructional Events to assure cognitive learning success) : What if your learner has multiple intelligences or learning styles, and you can design gap improvements for that? Learning Style Tests: Website URL: Multiple Intelligences Test: Multiple Intelligences Info: Multiple Intelligences and Learning Styles

© E. G. Kowch iDevelopment 675 Adieu for this week, EDER 675 Readings for The Next Two Weeks: Analyzing Characteristics of a Work Setting: Chapter 6 Rothwell & Kazanas Performing Job, Task and Content Analysis (skim): Chapter 7, Rothwell & Kazanas Case: To be decided as a group Eugene G. Kowch Assistant Professor of Educational Technology This person is reading….. ;-)