1. Getting Started: Finish Inspiration Activity Quiz Agenda  PAL PAL: Historical Antecedents 1

2. 2 Participatory, Active Learning: Historical Antecedents

3. Historical Antecedents Historical  important in history, constituting history, archival, traditional, chronicled. Antecedent  preliminary, previous, prior.  predecessor, precursor, forerunner. From www.yourdictionary.com PAL: Historical Antecedents 3

4. Participatory, Active Learning Participatory  allowing or providing for the participation of all members of a group Active  acting, working, in action, live, alive, dynamic, participating, engaged, practicing, productive, powerful, ongoing, going on, in a state of action, in play, at work, up and around, on the go, on the move. Learning  the acquiring of knowledge or skill From www.yourdictionary.com PAL: Historical Antecedents 4

5. 5 Some ideas to help ground your study Old school Communications Theory Events of Instruction The cone of experience

6. PAL: Historical Antecedents 6 But First “If teaching was telling we’d all be so smart we wouldn’t know what to do.”  Robert Mager

7. PAL: Historical Antecedents 7 SenderEncoderSignalDecoderReceiver Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. Basic Communications

8. PAL: Historical Antecedents 8 SenderEncoderSignalDecoderReceiver Feedback Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. How you know it is successful

9. PAL: Historical Antecedents 9 SenderEncoderSignalDecoderReceiver Noise Feedback Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. Interference

10. PAL: Historical Antecedents 10 SenderEncoderSignalDecoderReceiver Noise Feedback Field of Experience Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. Fields of Experience

11. PAL: Historical Antecedents 11 SenderEncoderSignalDecoderReceiver Noise Feedback Field of Experience Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. Overlapping fields of experience Common Experience

12. Think – Pair - Share Think of a time you were learning something new (or were teaching something to someone else). What types of “noise” have you experienced in your own learning/ teaching? PAL: Historical Antecedents 12

13. PAL: Historical Antecedents 13 Why is this important Applying communication to Educational Communication Being able to identify noise Helping create overlapping fields of experience

14. PAL: Historical Antecedents 14 The Events of Instruction Robert Gagne 9 things that have to happen in successful instruction  Sometimes explicitly, sometimes implicitly  Don’t have to follow this order

15. PAL: Historical Antecedents 15 The 9 Events (1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization). * * * *

16. PAL: Historical Antecedents 16 An Example: Class Today 1. Gain attention – not so hard with adults 2. Identify objective – Agenda, guiding questions for readings 3. Recall prior learning – Ask what “noise” you have experienced in the past. 4. Present stimulus – PowerPoint, lecture 5. Guide learning- discussions, examples 6. Elicit performance – digital video activity (yet to come) 7. Provide feedback – show videos, discuss 8. Assess performance- next class we will show the videos 9. Enhance retention/transfer – final question at the end of this PowerPoint, referring to these concepts in the future and relating them to new things we will learn

17. PAL: Historical Antecedents 17 Why is this important? Helps in planning instruction Helps in offering instruction Provides a blueprint for designing instructional environments

18. PAL: Historical Antecedents 18 Dale’s Cone of Experience Verbal symbols means a lecture You can probably figure out the rest of them

19. PAL: Historical Antecedents 19 Dale and Bruner *Enactive – not inactive Figure 1. Edgar Dale’s cone of experience overlaid with Bruner’s concepts for instruction. Image from: http://www.ori.org/~kenl/courses/uo/mmw/docs/img/co ne_plain.gif *

20. PAL: Historical Antecedents 20 Think – Pair - Share How are Dale’s Cone of Experience, Gagne’s Nine Events of Instruction and the idea of Noise related?