NYU: Educational Design for Media Environments @buttendorfeddesign-blog - Tumblr Blog

Assessment (Mislevy, Steinberg, Almond) (Shute) (West)

Mislevy, Steinberg, and Almond note that, "an assessment design is intended to embody an argument that suits the assessment's purpose. An operational assessment, is the experience as it is captured by the participant. So, that incorporates 4 main points: Presentation (something is presented and a response is captured) Response scoring (response is evaluated for what is important), Summary Scoring (synthesized results into understanding ground beliefs, or what someone is likely to do), Activity selection (based on the information, what are the logical next steps). Moreover, there are two type of data that are important when conducting assessments. They are (1) what the students say, do, or produce in the assessment; and (2) the features and conditions of the situation that results in data. Context play a large role in evaluating assessment and responses. From a behavior, psychological, or any other social science stand point, the context in which the assessment takes place, as well as the context of the individual (variables) can fix the results. Thus, such information needs to be decoded by the researcher before proceeding in evaluating responses.

Stealth assessment does as it say, it's stealthy. It isn't an outright evaluation, rather is takes a more discrete approach, as it is "seamlessly woven into the fabric of the instructional environment to support learning of important content and key competencies" (Shute, 2011). Since it isn't a forthright examination, this aids in the reduction of text anxiety, "while not sacrificing validity and reliability". Key elements include: (Shute, 2011)

1) evidence-centered assessment design, which systematically analyzes the assessment argument concerning claims about the learner and the evidence that supports those claims

(2) formative assessment and feedback to support learning

3) provides the basis for instructional decisions, such as the delivery of tailored content to learners

4) Information is maintained within a learner model and may include cognitive as well as non cognitive information for a broader, richer profile.

What this type assessment also permits is the evaluation of learning wherein the learner is fostering their ability to think "creatively, critically, collaboratively, and systematically and then communicate effectively". Measuring for these experiences allows the researcher to determine if effective learning is happening. Such measurement of internal processing could not be conducted in multiple choice exams. Rather, I would theorize that such an examination could come from personal testimonies via journals, blogs, or the final product of a collaborative project, and even reflective or papers of analyses.

Darrell West notes that children today are receiving immediate feedback regarding their performance via quizzes or various similar assessments. This environment, West argues, is a much more productive environment for learning. This "data-driven approach" he explains, "make it possible to study learning in real-time and offer systematic feedback to students and teachers". Focusing on analytics, he continues, will help teachers understand what is being learned and what is not.

Clearly, West places an emphasis on real-time data, but his logic still fails to convince me that that approach is the most affective to students. Obviously, it cuts the teachers work in half, while simultaneously supplying data to researchers, but I can't help but think that there is a measure of human interaction lost with this approach. Is the student truly doing their best work via this method. Wouldn't this method create anxieties, since the student knows a quiz is following this reading, and that his teacher will see his 'mistakes'. I would almost theorize that if 12-year old Susan, is not retaining concepts, than isn't it the teachers job to address ways in which to help Susan? Switching from one method to another, and giving Susan prompts to visit websites to help her read more thoroughly, doesn't convince me that she is benefiting much from this empty instruction.

#embedded assessment

Museum Designs- Renninger, Pea, Oppenheimer, Hofstein & Rosenfeld

Renninger proposed 4 important characteristics to take into account when understanding learning in a physical environment.

Engagement: (1) way people work with activities

Interest: (1) developmental approach- allows specification of change, (2) being engaged & reengaging in content over time

Curiosity: (1) open to exploring & learning, (2) filling in knowledge gaps, (3) responds to variables: novelty, surprise, complexity, etc.--more likelihood to engage

Motivation: (1)”expectancy-value”- goals, regulation, effort, success, cost, utility

(Hofstein & Rosenfeld)

Informal Learning

-voluntary

-Unstructured

-Unsequenced

-Non-assessed

-Unevaluated

-Open-ended

-Learner-Centered

Formal Learning

-Compulsory

-Structured

-Sequenced

-Assessed

-Evaluated

-Teacher-Led &/or Centered

-Solitary Work

Are field-trips effective at attaining goals beyond knowledge? One must take into account first, f the teacher was well versed in the subject, and had thoughtful consideration to how it would be presented to the students; AND if the students were conditioned enough to be unaffected by the novelty of the situation. If all these criteria were met, the results would be enjoyable and long-lasting memories. More importantly, student’s attitude toward exhibits that we’re structured were significantly better than unstructured (971)

Oppenheimer noted interesting findings on perception within 'playful spaces'. Moreover, when material is based on the senses of touch, hearing, rhythm, balance, and even smell. The initial development of what the participant is experiencing, is connected throughout these modes (vision, optics and visual arts). When students are able to connect something to anything "relevant", the design is successful. Meaning further, "something can appear relevant only when when the experience in the present moment in some way form a link between experience in the bast and those of the conceivable future" (Oppenheimer, 984)

Pea (1993) describes the affect of 'desire' on perceived actions. Further, this 'desire' is not always what one would assume. 'Desire' can be a range of consequential actions that result in "creativity emerging from situations" (Pea, 56)

Task desire: there is a clear goal, thus a clear intention is established.

Mapping Desire: one tries to reiterate why an action was performed. Thus, one tryies to justify the end goal with the actions.

Circumstantial Desire: There is no goal or intention, rather as an opportunity presents itself, the desire to succeed and finish arises.

Habitual Desire: An individual repeats an action that has been done before, or by someone else.

Corry, Frick, and Hansen-Rapid Prototyping

The article, User-Centered Design and Usability Testing of a Website: An Illustrative Case Study, by Corry, Frick, and Hansen emphasize rapid prototyping as methods for research. They suggest: “Early in the design process, users should be involved with prototypes and simulations and their interactions with the system should be observed and noted” (66). What is a usability test?

Dumas and Redish (1993) also described five characteristics of every usability test:

1. The primary goal is to improve the usability of a product. For each test, you also have more specific goals and concerns that you articulate when planning the test. 2. The participants represent real users. 3. The participants do real tasks. 4. You observe and record what participants do and say. 5. You analyze the data, diagnose the real problems, and recommend changes to fix those problems.

How does it differ from Formative Evaluation?

“It is the collection of data and information during the development of educational materials from members of the target population about the effectiveness of the materials (66).”

The Project: Indiana University- determine the usefulness of old site & determine new site to better fit needs.

Needs Analysis:

Initial information gathering: assembled “most frequently asked questions list” (approx. 339)

Rapid Prototyping (paper):

“The purpose of the testing was to determine how quickly and efficiently users of both the existing and the proposed Web sites could find answers to the most frequently asked questions at the university”(69).

For usability testing (old vs. new) used BOTH paper formats to eliminate bias to more “finished” format. Simulated how website would function via paper format by asking subjects to find information to question using paper pages-viewing only one at a time. Even simulated “hyperlinks”.

Subjects asked to think aloud—a technique often used in usability testing: “Nielsen (1994) refers to it as ‘the single most valuable usability engineering method’”(70).

Findings:

“Phase I usability tests indicated that, overall, the proposed Web site out-performed the existing Web site”(71).

Success Rate

Efficiency

Alphab. List of links

Second Wave of testing to catch any issues that may have been missed initially (i.e., “We discovered a few more underlined words and phrases (hypertext links) that were confusing or misleading”(71).

Interesting complications & preferences surfaced during computer prototyping & usability testing:

“Foreigner floundering. Each version seemed to work a little better if the subject knew something about the university prior to testing. This finding is important to keep in mind when designing information structures of any type. Designers should remember that much of the time information familiar to them is foreign to outsiders. It is important to get potential users of the system, who are outsiders, involved in the usability testing--assuming they are part of the target population”(73).

“Several subjects liked the third version because it included many of the best properties of the other two versions. They preferred this version because it had exemplars next to the menu labels. They would first quickly scan the menu labels (which were bold and underlined) vertically. They would then choose a label that seemed relevant to the task at hand and read the category exemplars horizontally to see if it was the best choice”(74).

Formative Research

Formative Research Revealed: Methodological and Process Issues in Formative Research, By: Fisch and Bernstein

Formative Research: “To inform the creation or revision of a product”(40).

So in the case of SESAME STREET: this research they would conduct to see the efficacy of their programs, would not inform the researchers about a child’s basic processes or interaction with television. Rather, it would specifically “judge the degree to which the data inform the production of effective educational materials” (41). The important characteristics mentioned by Fisch and Bernsteing are the following points:

Formative Research…

-must be done quickly-needs to inform production decisions -must be generalizable- the results of one study can inform the beyond the specific material being tested -is oriented towards practical purposes/questions -is conducted for an audience of NON-researchers- must be seen as relevant, reported clearly, and presented persuasively with “concrete implications for production” (42).

Methodological Issues:

WHEN to conduct studies, and WHAT material to test? This depends on four factors determined by Cronbach and colleagues (1983).

1) Prior uncertainty about a questions

2) Anticipated information yield

3) Leverage of the information on subsequent thinking and action

4) Costs of information

These are operationalized into the following questions:

1) Are the relevant answers obvious from existing data on past material?

2) How prominent will the material be within the series?

3) Does the material pertain to a primary educational goal?

4) Is there likely to be disagreement?

5) Is change possible?

6) Is it practical?

Behavioral (observations, hand-on tasks) vs. Verbal Data (interview)

Behavioral: coded more easily, reliably across children samples, less susceptible to cultural biases, less likely to be affected by subjects personality traits (shyness, poor articulation)-(naturalistic behavior observations-may better reflect true feelings and abilities), instantaneous data (being recorded and watched throughout viewing)

Verbal: express feelings “why”, explain their reasoning which gives direction for improvement of materials and creation of future materials, more flexible-researchers can probe, alternate, adjust, follow-up questions, these assessments lend more directly to assessments of comprehension

Best choice is a combination of the two.

What is the Distractor Method? Developed by Edward Palmer (1974), early method of behavioral testing for SESAME STREET. Children were seating in front of two screens and recorded which they watched (sesame street vs. screen that showed unrelated slides)

What is the Eyes-on-Screen Method? Developed by Valeria Lovelace, distractions were provided to children when viewing SESAME STREET, and recorded (at 5 second intervals) their visual attention and when they looked away from the screen and at one parts during the show (indicated engagement)

Individual vs. Group Data

Individual: greater ecological external validity, purely independent, unaffected reactions, quite

Group: comfort level which provides more elaborate responses, data is gained faster, though noisier there are techniques to minimize additional noise

Good Video Games and Good Learning

Gee notes something pretty powerful. In citing Clark, 2003, he writes: "Human being feel that their bodies and minds extend, in a rather intimate way, to the area around them over which they have direct control, usually a fairly small area". For example, my highlighter that I may use to have highlighted those words, seem like an extension from my fingers, to which i manipulate the surface of the page. The pen acts in direct control by me, as do the rest of my limbs. What is pretty outstanding however, is his inference that if this is all true, then when video games also the user to control it at a distance (with a wand or their body movement), it elicits an identifying feeling between you and that virtual world. As a result, he postulates, this is why individuals connect to deeply with the virtual characters that are playing the game. To apply this theory within other environments, Gee suggests that if students could see themselves as scientists in a virtual game, they would become involved in ways traditional school environments could not ("which stresses knowledge apart from action and identity"). Pretty interesting stuff.

#Video games #learning

Sesame's Best Practices Advice

One of the readings for this week that I really enjoyed was Sesame's Best Practices: Designing Touch Tablet Experiences for Preschoolers.

First off, was this a public document? Or did you have acess to it as an employee? Since Sesame is the best in the business, I'm surprised they would relinquish such secrets! Then again, apple also published a manual for app developers as well. When reading this article, I was carefully sifting through what could apply to our Educational Environment Project: Co-Reading Group.

Here's what I thought could be useful:

Highlight Color: Should be distinctive from colors in the activity (neon green or neon yellow)- but give the ability to turn highlighting off so parents can read at own pace. Maybe the parent touches the words as they read and are manually highlighted that way.

Hot Spots: Perhaps we should make our tips read and facilitated by the parents, but accessed by the child. Meaning that they have the control in pressing the button, but the parent subsequently reads the tips and facilitates the experience. If so, the hot spot should be large, have a "glow" or "sparkle" to indicate that it should be pressed without prompting from parent, and if there are more than one (which i hadn't thought about including) they should be adequately spaced out to account for developing fine-motor skills (or lack there of)

Child-Facing Fonts: Zaner- Bloser (or as close to), Sesame Street font, Sophie Joy, and Furball. They don't indicate this in the article. but have these been evaluated and researched which is why sesame requires them. Or rather, is it just for continuity and esthetic appeal?

Menu: Page-by-page index

Orientation: preschoolers hold tablet in landscape view, I think we should assume that goes for most early readers.

Screen Edges: position icons away from bottom of screen to avoid "bumping" and the subsequent crying and frustration that would result.

Teachability: our icons like "page turner arrow" need to appear "hot" by blinking or animating indicating that the child should turn the page. This includes pause points as well.

Modes: Sesame recommends at least two modes of play for ebooks: “Read to Me” and “Read on My Own.”

In the Parent and Caregiver content pages:

Settings section: 1)Setting control for: pause points, removing arrows for page turns, eliminating sounds, removing touch-highlighting 2) Help section should be in Settings

#sesame street #advice

Bloom's Taxonomy-Krathwol

Bloom's Taxonomy is the classification of learning objectives proposed in 1956 by Benjamin Bloom. The classification divides educational objectives into three "domains": Cognitive (knowing/head), Affective (feeling/heart), Psychomotor (doing/hands). Within this taxonomy, it was proposed that for learning to be accomplished at the higher level, one would need to master the knowledge and skills from the previous lower levels. By instructing teachers to focus on all three domains, it ultimately creates a more "holistic" form of education.

According to Benjamin Bloom, and his colleagues, there are six levels of cognition:

Knowledge: rote memorization, recognition, or recall of facts

Comprehension: understanding what the facts mean

Application: correct use of the facts, rules, or ideas

Analysis: breaking down information into component parts

Synthesis: combination of facts, ideas, or information to make a new whole

Evaluation: judging or forming an opinion about the information or situation

Recently, as noted in the article by David R. Krathwohl, the original Taxonomy developed carefully organized definitions for the 6 major categories in the cognitive domain. They were: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each of these were further broken down into subcategories (not Application).

Each subcategory was simpler than the next, in order for mastery to move on in intellectual development. As of lately, however, many of the categories were renamed to "verb form to fit the way they are used in objectives" (214). Knowledge became Remember, Comprehension became Understand, and Application, Analysis, and Evaluation became Apply, Analyze, and Evaluate. Synthesis changed places with Evaluation and was renamed Create.

When writing, here is a great diagram of the verbs and examples for each of the six levels of cognition.

Such classification I find to be really interesting. By addressing all three domains, the learner has an overall better preparedness for future learning-scaffolding upon one another. As a preschool teacher, I did some extra research to understand how such taxonomy is applied within the preschool classroom, where it would appear from curriculum that Psychomotor appears to outweigh cognitive domains.

#bloom's taxonomy

The Learning Context & Instructional Design- Models and Needs Assessment

Context: a multilevel body of factors in which learning and performance are embedded. Essentially, learning contexts are the who, what, when, where, and why individuals learn from instruction. Several factors can define instructional contexts and are grouped into categories of: physical, social, and motivational.

Physical: the tools and instructional media existing within the environment

Social: The social constructionism approach where learners interact with peers and other instructors

Motivational: wether or not the learner connects with the content, and subsequently provides the learner with satisfaction once learning has been achieved.

What I found particularly interesting about context, and the unavoidable role it plays in facilitating how we learn, is that "highly motivated learners are less susceptible to influences of physical comfort conditions, but learners engaged in problem solving tasks are more susceptible to noise" (Tessmer, 88). And then to dive a little further into the unknown, these contexts are also broken down to constitute "sub-contexts" that all play a cooperative role in completing the entire instructional experience.

Orienting Context: precedes the learning event and contains factors that influence the perspective student's motivation and cognitive preparation to learn

i.e: a teacher's comments about an upcoming class determines the level of motivation and cognitive preparation to learn

Instructional Context: the factors and environments that are directly involved in the delivery of instruction: the immediate physical, social, and symbolic resources outside the person

Transfer Context: environment to which this learning will be applied...the "payoff" context.

i.e: For example, in college I gave very little thought, concern or effort to complete the readings for classes like "art history" or "u.s history". Why? Because the "payoff" context wasn't there, I was not going to be applying that new knowledge to my career or life outside the classroom. I did what I needed to do in order to get the grade I wanted, but my motivation was far less than my motivation in graduate school.

This Transfer Context falls inline with "perceived utility of instruction", where learners achieve optimal learning when they believe that the upcoming instruction can be useful.

"This multi-level nature of context means that different spatial and temporal levels of contexts need to be considered, such as the immediate and surrounding contexts".

So, knowing that learning contexts effect learning outcomes, and motivation is a strong factor influencing how the learner learns, it seems right to reason that nearly every possible aspect of the environment that can be controlled, should be controlled. I feel it may be difficult and certainly not always a reliable option to control someone's motivation, but you can regulate other variables within the context. Tessmer notes that "contextually, learning is affected by sensory conditions, seating arrangement, instructor/learner roles and task perception"(96).

An interesting article on the effect of the physical learning environment on learning, suggests that there are a variety of physical conditions that influence a learning space, some of them being temperature (heating & air quality), chronic noise, and even color choices contingent on the age of the learner. This point sticks out to me because it seems like a context lost when designing MAGNET. The spaces seem a little to stark, and the freezing temperatures constantly remind you of your discomfort.

Front-End Analysis

-needs assessment

-analyze: instructional context, learners, tasks

Needs Assessment

-Lit Review (what domains we need to look at) (joint activities)(learned behaviors) (3 Domains)(Language, Elaborative Questions (how does that work))

-Subject Matter Experts (SME) (teachers)

-Interviews

-Focus Groups

-Nominal Group Techniques/Advisory Panel

-Observations/Usage Statistics (google analytics)

-Questionnaires/Surveys

What does Design Look Like (ie. instructional designer failed to inform teachers on smartboards)

-Learner Level of Structure

scaffolds

role of guidance and feedback

explicitness of the learning

-Environment Experience in the Real World

setting

expectation of instruction

who is a part of the social experience

-Organizational Generalizability

how far reaching

#learning context #instructional design #buttendorf #educationaldesign

How to Get a Date Using ADDIE

#ADDIE #Instructional Design

History of Instructional Design: AH so many theories!! (Molenda, Reigeluth, Nelson) (Reiser, Dempsey) (Smith, Ragan) (Wright)

In the effort to simplify ID and it's many theories in my mind, I found the greatest graphic google has ever offered up in an Image search:

Besides being informative, it even looks beautiful which begs the question, If Instructional Designers are essentially writing these books and publishing these articles, why aren't their models as informative and as visually captivating as this one? Hmmm....

Instructional Design, by Molenda, Reigeluth, and Nelson, discussed a period post-WWII where the US Military had developed a doctine for training development based on the "soft" systems approach combining a Behaviorist Learning Theory. It was called 'soft' because it dealt with psychological, social, and cultural problems. However, the idea that military training and academia were following the same cognitive model is almost a little frightening. But this systems approach was applied to higher learning and actually used terminology like "mission objectives' and "error detection". Since then, "soft" systems methodology has evolved and is no longer a "recipe for guaranteed efficient achievement" (as cited in Molenda et al.). It is an approach, however, for solving real-world problems through step-by-step organized system.

Here is such an example of a problem (Cooking Rice) and steps necessary to solve it (Soft-System Approach). From this systems approach spawned the ADDIE model, which similarly recommends using the output as the input for the next step (i.e. the research gained through analysis is used to design or re-design).

(Smith & Ragan)

Education is the experiences in which people learn. In contrast, instruction is the delivery of these focused experiences. Most instruction then, is designed specifically to meet those particular learning goals. The instruction must me implemented in a way that ensures "effective, efficient, and appealing experiences" when leading towards those specific goals. The instructional designer is the planner behind the instructional design that will determine what the environment will look like following those basic principals of learning. In contrast, teaching is the learning experience conducted by a human, NOT via video technology or textbook. It is the planning conducted by the designer, who must answer three questions (Mager, 1984): 1. Where are we going? (What are the goals of the instruction?) 2. How will we get there? (What is the instructional strategy and the instructional medium?) 3. How will we know when we have arrived? (What should our tests look like? How will we evaluate and revise the instructional materials?)

Willis's R2D2 Model:

1. Define- involves 3 activities (creating and supporting a participatory team), (Progressive problem solving), (developing contextual understanding)

2. Design & Development - occur together in order to allow consistent feedback. Involves three activities- (selection of a development environment= tools of the design and process of design, (Cooperative Inquiry-constant research until goals are established), (product design and development)

3. Dissemination-methods of distribution into local contexts, making final adjustments

#ADDIE #Soft-Systems #Instructional Design

ADDIE- - Reiser & Dempsey (Ch. 2)

This is the ADDIE design. I love that name since it's the name of my two year old niece.

This Addie Stands for: Analyze, Design, Develop, Implement, and Evaluate

This Addie Stands for: Adorable, Delightful, Darn Cute, Independent, Energetic

Though I prefer the latter, I respect the former. In all seriousness, the Addie Model represents the "life" of a design project, from conception to birth. Whats important, and reiterated over-and-over, is the constant "self-correcting nature of instructional design" (Gustafson and Branch). What the ADDIE model does is "ensure congruence amongst goals, objectives, strategies, and evaluation of the effectiveness of the resulting instruction"(Gustafson). The whole process is majorly scientific in principal. Creating and then evaluating, and then recreating and then re-evaluating ensures that the product is optimal and the affect is what was intended.

Though the ADDIE model seems to follow linear progressive steps, it's doesn't (or so the authors write). As data is collected throughout the course of a project (which I assume happens on a continual and almost, unexpected basis) it is necessary to implement the changes along the way. In that way, the sequential nature of the ADDIE chart is rather misleading.

The models that utilize the ADDIE elements of design are broken down into 3 categories detailing the type of instruction: 1) classroom by instructor, 2) instructional products (like computer based models), 3) large scale instructional systems (like distance learning course or degree program like "University of the People" (UoP).

Next: Is this popular instructional design model:

The ADDIE activities are representative of the fundamental concepts of ID, BUT there should be several characteristics evident when ADDIE is employed by the designers.

They are:

Instructional Design:

is learner centered

is goal oriented

focuses on meaningful performance

assumes outcomes can be measured in reliable and valid way

empirical, iterative, and self correcting.

is typically a team effort

All points to store away...

#ADDIE #Instructional Design

Reading Notes: Design & ID- Rowland

Design requires interaction with third parties, wether that be in the form of multiple team members or a client. And one of the most important points this Rowland made, was the simple confirmation that in order for the designer to be successful, they must have language. What a profound, but simple thought. Obviously, to communicate one must use language, but this idea is more complex than that. During the design process, communication becomes the MOST important factor when collaborating. If one cannot share their ideas, or interpret other's the process essentially becomes null. Furthermore, this collaborative design process is essentially a learning process. Rowland describes the learning process as a chance to fill the gap between "what the designer knows and what they don't know about a problem and a solution".

Design is merely a way to solve problems, even when the problem isn't clear. It becomes the designer's role to define the purpose and goal of a design project, especially if one is not readily available. Moreover, sometimes it could be a re-design problem. Suggesting here that the problem may be defined, but it becomes the responsibility of the designer to enhance the new solution.

Objectivism! Constructivism!

Grounded Design: Based on common theories, and "validated" through multiple implementation. Simple enough.

Objectivist: knowledge exists outside the learner, instruction transfers said information. Learner's responsibility to decide what is the important information to absorb (from instruction and via the aid of the instructor) and organize that information into manageable "chunks" to then integrate with new and existing knowledge.

Design is developed by the objectivist through stages. The "instructional need" is determined, and the appropriate design is rendered for optimal instruction.

From what I gather, this objectivist approach is roughly the 'retention and reiteration of ideas' that is so detested? Where the teacher is merely the 'transport' once again? The "material developed for the unit" is essentially nothing more than "busy work". It took me all of 7 grades to realize the worksheets I was meticulously checking and then rechecking were nothing more than work to keep me busy, while justifying the requirement by calling it "learning exercises'. I sincerely feel it has scarred me, since now every assignment I receive, I ask myself: "how will this help me long term"and "will I receive anything from completing this"?

THEORY, THEORY, THEORY, THEORY- Cronje, Smith & Ragan, Hannafin Hill

Constructivism, Objectivism, direct instruction, contextualism....the list goes on. Coming off a a higher ed hiatus, I'm finding these readings...dense. Ironically, I have an undergraduate degree in Psychology, so theory, case studies, empirical research vs. empirical research , and piaget, vygotsky and skinner, were never far from my mind. Nonetheless, I find myself equating these readings with the likeness of walking through a muddy marsh--each step becoming heavier and heavier as my boots fill up mud. My mind and my hands work nonstop to transcribe every important word, for fear that I may miss something important. However, I've come to realize that as I do that, I fail to take anything "home" with me.

So, I've mellowed; and I've come to terms with the fact that I just wont absorb every word the way I'd like too. I won't be able to reiterate the results from the study on page 84, nor will I have a thoughtful and analytical response to every point raised by a peer. However, by pumping-the-brakes on my frantic and exorbitant note taking, my notes have transformed from illiterate scribbles of random facts and numbers, to important isolated ideas worthy of more attention and dissection. By reconstructing the ideas that I find important and worthy of further discussion, I'm actually facilitating a learning environment. By writing these words on this blog, I'm performing in a way that aligns with an individual cognitive approach, or a constructional methodology.

Ahhh...I see the point to this blog.

This is what I know:

Constructivism is a theory on how people learn. It is based on observation and scientific study. This theory says that people construct their own meaning through their experiences and refection on those experiences. In addition, the continual reevaluation on how one is learning, and the personal evaluation of these strategies broaden's the ability to continue to learn.

Contructivism in the classroom is the incorporation of activity. By activity, I'm referring to collaboration, experiments, problem solving through real world examples, discourse, and lots and lots of discussion. From these activities, teachers have the opportunity to not just transfer knowledge; but, they have the ability to facilitate deeper thinking through discussion and a verbal exchange of ideas. In order to do this, teachers must have a firm understanding of the preexisting knowledge that comes with each student, and how best to utilize that information, and subsequently build on it.

In addition, discussion on how an individual's or group of learner's perceptions and ideas are changing through this interaction is also a way to create more knowledge. Firmly suggested in the reading by Smith and Ragan (2005): "most knowledge is constructed in an active, effortful way by learners who are engaged in experiences that promote an opportunity for reflection and assimilation/accommodation to existing knowledge"(19).

An interesting, and relatively controversial area of learning is assessment. Constructivists caution that a non-authentic assessment (like testing as information is acquired) is inconclusive in determining what learning has taken place, or for that matter, what learning will even "stick". Rather, authentic assessment-which is "generally integrated in a seamless manner with learning activities, not as a separate event" would be far more conclusive at determining learning.

Contructivists do not disagree that assessments are part of the learning process, but that the most accurate way to asses whether learning took place, and whether there was an acquisition of knowledge, would be to assess "after some initial opportunities to process both practice and feedback" (21). After reading (and absorbing this theory) let's think about this blog post, for instance.

Here I am, sitting at Dibner Library on a Sunday reading article, after article, for class after class. It would most likely be a travesty to assess my knowledge on what I've absorbed before I wrote this blog post, or before we engage in discussion on Tuesday. Why? Well my head is spinning with theories. Like I mentioned previously in an analogy, my boots are filling up with mud making it hard to walk. I've absorbed so much information; I need time to discuss, break it down, blog about it, reiterate key points ALOUD with peers, and likewise, hear conflicting points of view.

Learning With Media: Clark vs. Kozma

Clark insists that learning does not occur from the medium that delivers it; rather, it is the method of instruction which causes learning to occur. Media then, is the transient mode of delivery that merely delivers the method of instruction, but does not influence the learning capabilities of the viewer. To illustrate this, he symbolically references that a "truck that delivers groceries" [does not] cause changes in our nutrition".

In contrast, Kozma, suggests that some learners will utilize a medium (like media) to aid the construction of knowledge. Mediums of media must consist of three characteristics: "symbol system", "processing capabilities", and it's use of technology. Kozma's description of "symbol systems" and it's relation to "processing capabilities" is interesting. Symbol Systems, defined by Kozma, is simply the medium's "mode of appearance" which can include: printed text, pictures, spoken language, graphs, music, symbols. "Processing capabilities" is how someone uses the symbol systems to produce learning (ie. storing information, organizing, making connections to previous knowledge, scaffolding).

However, Kozma doesn't hesitate to suggest that in some respects, media holds the potential to hinder learning. For example, some readers who encounter difficulty when reading certain passages, have the ability to slow their progression, re-read, or pause to clarify the meaning of the text. This would be difficult to accomplish if the the book was read via audiotape.

Nonetheless, this example calls to mind the amount of time which has lapsed between the articles and the current status of media. I would classify E-book readers as a mode of media, which would allow for the user to adjust their reading. In addition, it promotes the activity (reading) by making texts more accessible.To play devils advocate however, the physical strain this form of media places on the eyes could disrupt the medium's processing capabilities. It is suggested that readers using an ebook platform to take breaks, in order to let the eyes adjust (Biltin, NYTimes, 2010).

Clark does not acknowledge any conclusive correlation between method and medium, which Kozma obviously believes deserves to be recognized. To Kozma, both are part of the design of the learning environment; thus, their relationship shouldn't be ignored but utilized to produce better learning outcomes. Kozma insists that when utilized properly, the medium of media can positively influence the production of learned material.

#learning #kozma #clark #educationaldesign #2013 #symbolsystems

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NYU: Educational Design for Media Environments