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Applying Learning and Cognition Theories

The View from Both Sides of the Modem:. Applying Learning and Cognition Theories . Linda J. Smith The 11 th Sloan-C ALN Conference November 19, 2005 . Topics. Applying Learning and Cognition Theories . Objectives Two perspectives on goals and problems

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Applying Learning and Cognition Theories

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  1. The View from Both Sides of the Modem: Applying Learning and Cognition Theories Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  2. Topics Applying Learning and Cognition Theories • Objectives • Two perspectives on goals and problems • What is most important to students in online learning? • Some relevant theories • Theory application for solving problems • Summary 2 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  3. Objectives • Describe key aspects of two perspectives in online learning – the learner and the instructor views • Identify some typical problems in online learning • Discuss some relevant theories and how they might be applied to address typical problems 3 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  4. Perspectives and Theories What I want to happen What I hope will happen STUDENT INSTRUCTOR What I experience What I see happening What we think happens and why we think it happens THEORY 4 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  5. Goals STUDENT Wants INSTRUCTOR Wants • Course completion • Learning objective achievement • Learner satisfaction • Personal learning objective achievement • Sponsor learning objective achievement • Success in assessments (e.g., good grades) • Requirement satisfaction for diploma or certificate • Interesting learning experience 5 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  6. Typical Problems STUDENT Sees INSTRUCTOR Sees • Lack of instructor presence • Lack of clarity about what the instructor expects • Lack of relevance in coursework • Unequal effort of peers in group work • Disorganized course site • Lack of entry level skills • Lack of engagement in class activities • Lack of understanding of assignments 6 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  7. Student Survey Question Learning Systems Institute - FSU (2004) In online instruction, what is most important in helping you to have a successful and satisfying learning experience? (170 students from 2 large universities) Misc. Course Design/ Materials 5% Communications 14% 64% 17% Instructor Characteristics 7 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  8. Typical Adjectives Student Responses In online instruction, what is most important in helping you to have a successful and satisfying learning experience? (170 students from 2 large universities) Instructor Characteristics Course Design/ Materials Communications 64% 14% 17% Caring Supportive Knowledgeable Accessible Well-designed Organized Relevant work Clear Timely, prompt Easy Constructive Consistent 8 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  9. Communications 64% Type Instructor feedback 16.3% Assignments and expectations 15.9% Interaction with instructor 10.6% General communication (unspecific) 6.7% Facilitation of discussions 4.8% Interaction with peers 2.9% Interaction (unspecific) 2.4% Interaction with instructor and peers 1.9% Other communication with instructor 1.9% Communication resources 1.0% 9 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  10. Selected Theories Highlights • Gagné's nine events of instruction • Keller’s ARCS model - motivation • Developmental theories • Problem solving approaches • Cognitive load theory 10 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  11. Selected Theories Highlights • Developmental theories - adapting • – Vygotsky’s “zone of proximal development” • – Bruner’s scaffolding “zone of proximal development” Current knowledge Beyond current reach Knowledge achievable with support scaffolding Increasing challenge 11 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  12. Questions Are any of the learning objectives in this area? What is it? Is it adequate? What kind of support? Is it available? Current knowledge Beyond current reach Knowledge achievable with support scaffolding Increasing challenge 12 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  13. Bridging Gaps Readiness for Online Learning Readiness Needs • Subject matter prerequisites • Online learning • - Technical skills • - Self-regulation • Group work • - Collaboration skills • Motivation Current Knowledge Entry Level Knowledge 13 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  14. Student Needs for Collaborative Learning • Knowledge • Self-awareness: personal preferences, personality type, learning style, etc. • Other-awareness: sensitivity to others, appreciation for diversity of thought and culture • Characteristics of collaborative learning • Value of collaborative learning • Skills • Conferencing and communication • Group formation • Project planning • Project management • Negotiation/conflict management 14

  15. Bridging Gaps Current performance level - Desired performance level Performance Support Gagné's 9 Events Keller's ARCS Model Instructor presence Clear statement of expectations Link to prior knowledge Models for communication, group work, assignments, concepts Remedial assistance for entry level skills Opportunities for practice Peer community development Current Knowledge Learning Goals Developmental Problem Solving CLT 15 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  16. Summary Applying Theories to Address Problems • Evaluate learners’ entry level skills and knowledge • Address gaps in learner readiness • Provide supports to enable learners to achieve at upper levels of learning zone • Make clear, complete statements of expectations • Provide an information-efficient course area • Promote interest in learning by encouraging assignment topic selection relevant to learner goals • Promote transfer of learning by encouraging reflection about the application of course material to the learner’s external environment • Offer models for concepts and performance • Look for ways to provide ample opportunities for instructor-learner interaction in course designs 16 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  17. Summary Instructor Presence • Feedback • Interaction • Caring attitudes 17 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

  18. References Driscoll, M.P. (2005). Psychology of Learning for Instruction (3 rd ed.). Boston, MA: Pearson. Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth/Thomson Learning. Kirschner, P. A. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), pp. 1-10. Linda J. Smith Doctoral Student – Instructional Systems Educational Psychology and Learning Systems Florida State University Tallahassee, FL ljs04d@fsu.edu http://agil-ed.com 18 Linda J. Smith The 11th Sloan-C ALN Conference November 19, 2005

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