What is instruction?
(general class brainstorm – fun, but a bit frustrating)
event, resource, communicate, information,
presentation
acquisition of skills
kind of teaching
process
group of steps
goal
JS: the act of distributing formative experiences; instruction must be formalized; learning may not need instruction
What is learning?
development, reflexive, experimentation
JS: formative experiences, mental change – biological/behaviorial
skill: automaticity, fluency – degree of learning
JS: *individual? new? previously unavailable, inaccessible (relearning and learning)
forgetting
transfer: move learning from one context to another
Tyler: let’s exclude instinct, mapped into genes, developmental (JS: But what if biological mental capabilities are merely recycled for new approaches)
memorization of facts, processes, procedures
kinds of learning vs. degrees of learning
Reigluth: instruction intends to make learning more 1 efficient, 2 effective, 3 appealing (enjoyable)
Learning & forgetting
Learner — Environment : if this feedback loop breaks learning stops
probe & response
is attention probing? can probes be as simple and passive as interest?
JS: Is an aesthetic experience learning? related to learning? similar context as described by Wiley. In brief, I’d venture to say learning can be an aesthetic experience and vice versa, but there’s more there there. Then bring in learning as a path towards truth, Poe’s heresy of the didactive, the soul of poetry is in seeking for truth? or may we have poetry for the sake of poetry? poetry without objectives. Plato’s theory of forms, imitation of the original, applicable to crafts, arts, but what about design?
Design is choices made under contraints (Wiley), design is the pre-product
JS: the goal of art is beauty; the goal of instruction is change (in behavior, in biology)
“Help: Toward a New Ethics-Centered Paradigm for Instructional Design and Technology” – Inouye
The purpose of ID is to help others; we must focus on this ethical objective in our practice. Also, ID is not episteme as much as poeisis, a thing whos existence is contingent rather than necessary.
Bloom’s “2-Sigma Problem”
Students could learn at a much higher rate if effective instruction is employed.
Also, Bloom’s Taxonomy
Marja: Levels of learning, types of learning
Doug: It implies effectiveness
David: Remembering gets a bad rap
Tyler: Levels build upon each other
JS: This page’s descriptions are examples, not definitions
IPT 564 Notes: 06-22-2010
What is instruction?
(general class brainstorm – fun, but a bit frustrating)
event, resource, communicate, information,
presentation
acquisition of skills
kind of teaching
process
group of steps
goal
JS: the act of distributing formative experiences; instruction must be formalized; learning may not need instruction
What is learning?
development, reflexive, experimentation
JS: formative experiences, mental change – biological/behaviorial
skill: automaticity, fluency – degree of learning
JS: *individual? new? previously unavailable, inaccessible (relearning and learning)
forgetting
transfer: move learning from one context to another
Tyler: let’s exclude instinct, mapped into genes, developmental (JS: But what if biological mental capabilities are merely recycled for new approaches)
memorization of facts, processes, procedures
kinds of learning vs. degrees of learning
Reigluth: instruction intends to make learning more 1 efficient, 2 effective, 3 appealing (enjoyable)
Learning & forgetting
Learner — Environment : if this feedback loop breaks learning stops
probe & response
is attention probing? can probes be as simple and passive as interest?
JS: Is an aesthetic experience learning? related to learning? similar context as described by Wiley. In brief, I’d venture to say learning can be an aesthetic experience and vice versa, but there’s more there there. Then bring in learning as a path towards truth, Poe’s heresy of the didactive, the soul of poetry is in seeking for truth? or may we have poetry for the sake of poetry? poetry without objectives. Plato’s theory of forms, imitation of the original, applicable to crafts, arts, but what about design?
Design is choices made under contraints (Wiley), design is the pre-product
JS: the goal of art is beauty; the goal of instruction is change (in behavior, in biology)
“Help: Toward a New Ethics-Centered Paradigm for Instructional Design and Technology” – Inouye
The purpose of ID is to help others; we must focus on this ethical objective in our practice. Also, ID is not episteme as much as poeisis, a thing whos existence is contingent rather than necessary.
Bloom’s “2-Sigma Problem”
Students could learn at a much higher rate if effective instruction is employed.
Also, Bloom’s Taxonomy
Marja: Levels of learning, types of learning
Doug: It implies effectiveness
David: Remembering gets a bad rap
Tyler: Levels build upon each other
JS: This page’s descriptions are examples, not definitions