+ S573: Education of Information Users Week 5

+ Five Standards of Authentic Instruction (Newmann & Wehlarge, 1993) Higher-order thinking Depth of knowledge Connectedness to the world beyond the classroom Substantive conversation Social support for student achievement 1

+ Psychology of Learning Schools Behaviorism Cognitive psychology Constructivism Humanist psychology 2

+ Psychology of Learning Schools: Behaviorism B. F. Skinner’s contribution as well as Thorndike, Tolman, and Watson Observable behaviors Immediate feedback through active participation Programmed instruction Reward & reinforcement Administer mastery learning 3

+ Psychology of Learning Schools: Cognitive Psychology Piaget’s stages of intellectual development No sense of Object permanence No mental manipulation of symbols Mental manipulation of concrete objects Abstract thinking (e.g., what-ifs) 4

+ Psychology of Learning Schools: Cognitive Psychology The learner’s job is to organize the world and make sense of it E.g., Chunking (baby  adult) 5

+ Cognitive Schema with Scripts 6

+ Mental Models Using analogies for conceptual frameworks E.g., shopping cart for e-commerce 7

+ Psychology of Learning Schools: Constructivism Vygotsky’s zone of proximal development (ZPD) 8

+ Psychology of Learning Schools: Constructivism Changes in learner’s perception about the world occur through interactions with the environment At any age or level of development Stress the role of affect =~ the Humanist approach 9

+ Psychology of Learning Schools: Cognitive Psychology Discovery method Meaningful learning Advance organizers (Ausubel, 1960) Situated cognition (Brown, Collins, & Duguid, 1989) Metacognition Thinking about thinking E.g., evaluation, planning, regulation & self- questioning, self-awareness, reflection, etc. Cf., Bloom’s taxonomy for your own teaching 10

Instructional eventInternal mental process Gain attentionStimuli activates receptors Inform learners of objectivesCreates level of expectation for learning Stimulate recall of prior learning Retrieval and activation of short-term memory Present the contentSelective perception of content Provide “learning guidance”Semantic encoding for storage long- term memory Elicit performance (practice)Responds to questions to enhance encoding and verification Provide feedbackReinforcement and assessment of correct performance Assess performanceRetrieval and reinforcement of content as final evaluation Enhance retention & transfer to the job Retrieval and generalization of learned skill to new situation Between Behaviorism & Cognitive Psychology: Gagne’s Nine Events of Instruction 11

+ Between Behaviorism & Cognitive Psychology: Merrill’s Principles of Instruction 1. Activation of prior experience 2. Demonstration of skills 3. Application of skills 4. Integration of these skills into real-world activities “Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning” (Merrill, 2002, p. 44) 12

+ Psychology of Learning Schools: Humanist Psychology Student-centered have students decide their own goals & objectives Everyone has the ability to learn Acquisition of new information as well as individual personalization of the material 13

Psychology of Learning Schools: Humanist Psychology Bandura’s self-efficacy Keller’s ARCS model (Keller, 1987) CategoriesDefinitionsMajor Process Questions Attention Capturing the interest of learners; stimulating the curiosity to learn “How is this learning valuable & stimulating to my students?” Relevance Meeting the personal needs/goals of the learner to effect a positive attitude Confidence Helping the learners believe / feel that they will succeed and control their success “How can I (via instruction) help students succeed & allow them to control their outcomes? Satisfaction Reinforcing accomplishment with rewards (internal & external) 14

+ Learning Styles

+ Physiological styles Learning environments (e.g., illumination, temperature, noise) Health & nutrition Time of day preferences Cognitive styles Perceptual modality preference (e.g., visually, aurally, & kinesthetically) Bottom-up vs. top-down Decision-making speed 16

+ Learning Styles Affective styles Attitudes, feelings, values Competition/cooperation Internal/external locus of control (c.f., intrinsic vs. extrinsic motivation) 17

+ Kolb’s Experiential Learning Model Abstract Concrete Active experimentation Reflective observation Accomodator Divergers Convergers Assimilators Strong in practical application of ideas Greatest strength is doing things Good at generating ideas & seeing things from different perspectives Strong ability to create theoretical models 18

+ Learning Styles The identification and categorization of learning styles have been questionable Reliability Validity Generalizability People are different Instructors must know themselves 19

+ 20 Invented Dialogues You are assigned to a group and a topic A: doing (behaviorism) B: thinking (cognitivism/constructivism) C: thinking (humanism) Fill out the worksheet By using the overall schema, “technology’s unintended consequences,” write a short dialogue— no more than exchanges long—on the topic based on your answers on the worksheet

+ 21 Invented Dialogues Need to decide: Setting Theme Characters Select and weave together actual quotes from primary sources May invent reasonable quotes that fit the character of the speakers and the context Add a conclusion with main points

+ Best Instructional Strategies? Eclectic approach 22