Notes from Interactional Theories of Cognitive Development (Ch 7)
Social and cultural context within which learning takes place. Learning as more than curriculum and instructional strategies.
Pet Monkey Example: Teacher as authority figure
Spanish Activity Example: Participants establishing mutual goals and control over task.
Theorist:
JEROME BRUNER
- the developed mind creates from experience, generic coding systems that them to go beyond data to new and potentially fruitful predictions.
- learner: autonomous and self-propelled.
- Theme 1: Sequence of representational systems children acquire in understanding their worlds.
- Theme 2: Role of culture in cognitive growth and schooling as a instrument of culture in "amplifying human intellectual powers".
MODES OF REPRESENTATION
Enactive representation
- "motor memory"
- past events represented through action memory
- remembering how to walk through an office, but not being able to draw a schematic of the office.
Iconic representation
- perception through images
- remembering a fire by see images of red hot flames
Symbolic representation
- system of symbols used to recall/understand something
- language, morphemes
SEQUENCE OF STAGES
- sequence above is normal for children (Enactive, Iconic, Symbolic)
- but anyone can be taught any of the three (in contrast to Piaget)
COURSE OF COGNITIVE GROWTH
Learning by Discovery
Collins and Steven's Model of Inquiry Teaching: Instructional Strategies Used by Inquiry Teachers
1 Selecting positive and negative exemplars
2 Varying cases systematically
3 Selecting counterexamples
4 Generating hypothetical cases
5 Forming hypotheses
6 Testing hypotheses
7 Considering alternative predictions
8 Entrapping students
9 Tracing consequences
10 Questing authority
"To instruct someone in the disciplines is not a matter of getting them to commit results to mind. Rather it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce living libraries on the subject, but rather to get a student to think mathmatically for themselves, to consider matters as a historian does, to take part in the process if knowledge-getting. Knowing is a process, not a product." (Bruner).
VYGOTSKY
DEVELOPMENTAL METHOD
Natural Process of Development
Phylogenetic Comparisons
Sociocultural History
SOCIAL ORIGINS OF HIGHER MENTAL PROCESSES
- Classification systems (see Australian Aborigines example)
- Internalization
- Zone of Proximal Development
- Interaction in Zone of Proximal Development
Sunday, April 20, 2008
Thursday, March 6, 2008
Week 7 - Meaningful Learning and Schema Theory
This blog entry will double as my blog entry for the class. I will copy/paste it to the class blog after I'm done.
WEEK 7 - Meaningful Learning and Schema Theory
We started out class with some technical difficulties with getting links of our personal blogs listed on the class blog. We finally figured it out and Kim said she would collect our blog urls and list them on the class blog. For those who didn't create their blogs yet, Kim mentioned that our personal blogs should be reflections of what we learned in class. Kim also talked briefly about Illuminate, an application - there are (3) free accounts available through our class site license. It allows you to see PPTs, documents, etc. Next we quickly ran through the main ideas of this chapter.
OVERVIEW OF IDEAS
[Derivative Subsumption]
KIM: Parts of a tree: trunk, leaves, roots, branches.
[Correlative Subsumption]
KIM: What will happen when you show someone a tiny tree or a tree that isn't green? They would have to change their schema, their concept of what a tree is. Overtime, their schema is stretched.
[Superordinate Learning]
KIM: Different types of plants are all categorized as trees.
[Combinatorial Learning]
WALTER: Computer Networks. You already know how to connect computers through IP addresses. A switch does something similar, but with physical or MAT addresses. So the two things do similar things.
[Advance Organizer]
KIM: Providing concrete examples in advance of instruction.
[Comparative Organizer]
KIM: Comparing two ideas simeautaneously.
[Progressive Differentiation]
Teaching from simple to complex
[Schema]
KIM: "How many people in your party?" Where is this question asked? A restaurant. We have past experiences that determine a schema. In a foreign country, if you walk into a restaurant with your shoes on, you might not know to take them off. After that one experience, your exprience and schema will be modified.
[Accretion]
KIM: Going to one restaurant, then going to another similar restaurant. Your schema isn't modified.
[Tuning]
KIM: Going to a new kind of restaurant, your schema undergoes change.
[Restructuring]
KIM: A total re-organization of schema.
[Mental Model VS Schema]
Mental Models are the process of solving or thinking through a concept or problem.
---
After briefly going over these terms, we the split up into small groups to think of examples of derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. My group's example was about sports balls. Another group used guitars, and another about buying technological devices (recording tv shows).
- Derivative Subsumption: What is a ball? Ping pong ball, a tennis ball, basketball
- Correlative Subsumption: Adding a football to the group, a person would expand their definition (schema) of a ball because
of its different shape.
- Superordinate Learning: All these balls are sports equipment.
- Combinatorial Learning: A mouse ball is introduced, which is still a ball, but not sports equipment. Their schema would change.
For a instructional designer, the toughest thing is what content to present. How do you take apart and sequence things so that people can learn. This is known as Content Analysis. Most of the presentations covered theory. It's important how to apply this to actual instructional design. All of this informs us about how we do good instructional design. Each of the concepts above are a starting place for us to build upon them.
---
Next, Kim asked us to take from the examples that we got from our small groups and design instruction with Gagnes Instructional taxonomy and 9 events of instruction. For our group, we had to create instruction on how to distinguish between different movie formats (VHS, laserdiscs, DVDs) and how to use them with their respective machines. Our goals were based on Verbal Information (the names of the different formats, acronyms) + Motor Skills (how to put the formats in their readers). Our attention getter was to let them see the devices turned on then turn them off. For prior knowledge, we would present a the childhood shape toy. Then we'd explain how one shape fits another. Watch as they do it, then let them do it on their own, then show them other media to have them apply that same principle.
Kim stressed that you don't have to use all the 9 events for every instructional situation.
---
For the midterm exam, fundamentals will be covered (like Gagnes Learning Taxonomy, and 9 Events of Instruction). Also, we talked about how it would be helpful if we had a list of important ideas. Kim agreed to come up with a list of important ideas for us. By the end of the semester, ideally, the whole class might use a wiki to have a list of all the important ideas.
---
Next Week: Situated Cognition! Hooray!
WEEK 7 - Meaningful Learning and Schema Theory
We started out class with some technical difficulties with getting links of our personal blogs listed on the class blog. We finally figured it out and Kim said she would collect our blog urls and list them on the class blog. For those who didn't create their blogs yet, Kim mentioned that our personal blogs should be reflections of what we learned in class. Kim also talked briefly about Illuminate, an application - there are (3) free accounts available through our class site license. It allows you to see PPTs, documents, etc. Next we quickly ran through the main ideas of this chapter.
OVERVIEW OF IDEAS
[Derivative Subsumption]
KIM: Parts of a tree: trunk, leaves, roots, branches.
[Correlative Subsumption]
KIM: What will happen when you show someone a tiny tree or a tree that isn't green? They would have to change their schema, their concept of what a tree is. Overtime, their schema is stretched.
[Superordinate Learning]
KIM: Different types of plants are all categorized as trees.
[Combinatorial Learning]
WALTER: Computer Networks. You already know how to connect computers through IP addresses. A switch does something similar, but with physical or MAT addresses. So the two things do similar things.
[Advance Organizer]
KIM: Providing concrete examples in advance of instruction.
[Comparative Organizer]
KIM: Comparing two ideas simeautaneously.
[Progressive Differentiation]
Teaching from simple to complex
[Schema]
KIM: "How many people in your party?" Where is this question asked? A restaurant. We have past experiences that determine a schema. In a foreign country, if you walk into a restaurant with your shoes on, you might not know to take them off. After that one experience, your exprience and schema will be modified.
[Accretion]
KIM: Going to one restaurant, then going to another similar restaurant. Your schema isn't modified.
[Tuning]
KIM: Going to a new kind of restaurant, your schema undergoes change.
[Restructuring]
KIM: A total re-organization of schema.
[Mental Model VS Schema]
Mental Models are the process of solving or thinking through a concept or problem.
---
After briefly going over these terms, we the split up into small groups to think of examples of derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. My group's example was about sports balls. Another group used guitars, and another about buying technological devices (recording tv shows).
- Derivative Subsumption: What is a ball? Ping pong ball, a tennis ball, basketball
- Correlative Subsumption: Adding a football to the group, a person would expand their definition (schema) of a ball because
of its different shape.
- Superordinate Learning: All these balls are sports equipment.
- Combinatorial Learning: A mouse ball is introduced, which is still a ball, but not sports equipment. Their schema would change.
For a instructional designer, the toughest thing is what content to present. How do you take apart and sequence things so that people can learn. This is known as Content Analysis. Most of the presentations covered theory. It's important how to apply this to actual instructional design. All of this informs us about how we do good instructional design. Each of the concepts above are a starting place for us to build upon them.
---
Next, Kim asked us to take from the examples that we got from our small groups and design instruction with Gagnes Instructional taxonomy and 9 events of instruction. For our group, we had to create instruction on how to distinguish between different movie formats (VHS, laserdiscs, DVDs) and how to use them with their respective machines. Our goals were based on Verbal Information (the names of the different formats, acronyms) + Motor Skills (how to put the formats in their readers). Our attention getter was to let them see the devices turned on then turn them off. For prior knowledge, we would present a the childhood shape toy. Then we'd explain how one shape fits another. Watch as they do it, then let them do it on their own, then show them other media to have them apply that same principle.
Kim stressed that you don't have to use all the 9 events for every instructional situation.
---
For the midterm exam, fundamentals will be covered (like Gagnes Learning Taxonomy, and 9 Events of Instruction). Also, we talked about how it would be helpful if we had a list of important ideas. Kim agreed to come up with a list of important ideas for us. By the end of the semester, ideally, the whole class might use a wiki to have a list of all the important ideas.
---
Next Week: Situated Cognition! Hooray!
Thursday, February 28, 2008
Gagne's Nine Events of Instruction
In my ITEC 800 Theory of Instructional Technology class, for week six, we had to teach something to the class, keeping Gagne's Nine Events of Instruction in mind. It was a fun class.
Taxonomies of Learning Outcomes
- Verbal Information
- Intellectual Skills
- Cognitive Strategies
- Attitudes
- Motor Skills
Gagne's Nine Events of Instruction (-> w/Internal Process)
1 Get Attention -> Reception
2 Explain Objective -> Expectancy
3 Recall Prior Learning -> Retrieval from Memory
4 Present Content -> Selective Perception
5 Provide Learning Guidance -> Semantic Encoding
6 Elicit Performance -> Responding
7 Provide Feedback -> Reinforcement
8 Assess Performance -> Retrieval and Reinforcement
9 Enhance Retention and Transfer -> Retrieval and Generalization
---
Some of the ones I remember the most were several language ones, including Japanese, Chichewa, and Swahili.
Ex:
Swahili - Walter
Jambo - Hello
Asante - Thank You
Karibu - You're Welcome
Also, I liked Natalia's where we really delved into our collective knowledge of South America.
South America - Natalia
Drawing on our existing knowledge; everyone knew a lot about Brazil, Venezeula, and Peru.
Lattice Multiplication Method - Felix
Pretty cool.
Taxonomies of Learning Outcomes
- Verbal Information
- Intellectual Skills
- Cognitive Strategies
- Attitudes
- Motor Skills
Gagne's Nine Events of Instruction (-> w/Internal Process)
1 Get Attention -> Reception
2 Explain Objective -> Expectancy
3 Recall Prior Learning -> Retrieval from Memory
4 Present Content -> Selective Perception
5 Provide Learning Guidance -> Semantic Encoding
6 Elicit Performance -> Responding
7 Provide Feedback -> Reinforcement
8 Assess Performance -> Retrieval and Reinforcement
9 Enhance Retention and Transfer -> Retrieval and Generalization
---
Some of the ones I remember the most were several language ones, including Japanese, Chichewa, and Swahili.
Ex:
Swahili - Walter
Jambo - Hello
Asante - Thank You
Karibu - You're Welcome
Also, I liked Natalia's where we really delved into our collective knowledge of South America.
South America - Natalia
Drawing on our existing knowledge; everyone knew a lot about Brazil, Venezeula, and Peru.
Lattice Multiplication Method - Felix
Pretty cool.
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