Taitek

Make-up Blog (Social Text/Eugene Lee)

2009-04-24T09:51:00.000-07:00

I forgot to reflect on Eugene Lee's presentation, so here goes:

I'm happy that Eugene allowed us to have free accounts on SocialText - great way for us to see what he was preaching about. I think Social Text is good - a bit difficult to get around in, but design-wise it's clean and to-the-point. As for his presentation, I enjoyed hearing about his background as well as his experiences in the corporate world. What I took from it was that the corporate world is diving deep into web2.0 land and folks are providing solutions for them (such as SocialText). The open-source community really pioneered wikis, blogging, and other tools that are ubiquitous in the corporate and commercial worlds nowadays.

Group Project: Who are ITECers?

2009-04-23T14:19:00.001-07:00

Here's our group project kudos to my group mates Brian, Lance, and Jonathan!

INTERFACING JOOMLA

2009-04-22T21:46:00.001-07:00

INTERFACING JOOMLA

Firstly, what is Joomla. Their about says it best:

"Joomla is an award-winning content management system (CMS), which enables you to build Web sites and powerful online applications. Many aspects, including its ease-of-use and extensibility, have made Joomla the most popular Web site software available. Best of all, Joomla is an open source solution that is freely available to everyone." from the Joomla website.

In our art-filled and high-touch world, the importance of a well designed website can often make or brake a user's decision to adopt or not adopt something. This overview of Joomla's main site focuses on its top level pages. With so many CMS systems (free and pay) on the market, a first visit can make be crucial.

WHO ARE THE USERS?

Joomla's users run the gamut from expert site designers to novice accidental techies looking to set up a website. No matter who, all users are looking for an easy, fully-controlled way to set up their own web2.0 feature-packed website.

INFORMATION DESIGN

The main banner holds the three most important ideas:

- Get Started With Joomla
- Create and share with Joomla
- Contributing to Joomla

Each is represented by a web2.0-style icon - this is good. It draws the eye, however, the most important one - "Get started with Joomla" is not colorful and does not say "click on me, I'm interesting" like the other two. The text for each button could be a few font sizes larger. The subtitle explanations for each icon are probably not necessary - just having the main ones are enough). "Joomla Announcements" in the body of the text are good to have though the icons are ugly screenshots. It may do better to have icons that are somewhat similar to the banner icons for more consistency. Also, the abundance of blog posts and news, while it shows that the site is fresh and alive, may be too much - it forces the user to scroll down which is not ideal. Lastly, a tradition menu a top mankes for good alternate navigation.

INTERACTIVITY

On this "Getting Started with Joomla", and on the overall navigation of the site is not laid out into a clear navigational hierarchy. The navigation sidebar doesn't allow user-controlled nesting. The main body has links but should really continue with icons. The overall layout evokes that of a newpaper or news site. The navigation is functional enough, but far from ideal. The banner rotates to show testimonial quotes which is good, but rather than show screenshots and laptops, there should be pictures of people or perhaps links to examples.Examples are the first thing that I look for when I go to something like a CRM.

SCREEN DESIGN

My first impression of the site is: somewhat interesting but not "eye-popping". Most elements seem constrained into a grid. If there were more elements of roundness, this would allow the eye something more interesting to look at. There is a weird mist in the background of the main screen of which I'm not sure the function. Color-wise, orange and blue are excellent complements.

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Final Project Idea

2009-04-09T22:01:00.000-07:00

Gaginang, the nonprofit I co-founded and run, is applying for a grant to do an e-learning project (guess who thought up the idea?) for an introduction to Teochew culture/language. This project actually builds off the flash project I did back in ITEC 823 which was basically the same thing. If I continue doing this through the 830 final, I think I'd wanna do the following:

Create a super basic intro to what Teochew is (There is a great need for this I think) that covers all the basic aspects of Teochew culture/language. I'm thinking something very lively, colorful, funky, and fun. Also, I'd love to use just web2.0 tools + maybe Captivate. I'm thinking map mashups, bubble-pop-ups, and storytelling.

4/9 Class

2009-04-09T16:21:00.000-07:00

Reflection: For me, Rodney's presentation was good in the sense of "wow, so that's what the corporate world is like". I guess I've been in nonprofits and academia all my working life so I was a little perplexed by Rodney's comment about Chevron. He urged us would be PMs to just focus on the people, nevermind the nasty things that the company does. Elsewise, I think there were some good nuggets about the importance of how project management pervades most of the endeavors of our lives nowadays. Also, I wonder how others felt when the hourly rates were mentioned - I was like... hmmm wow money, but also at what cost? Sigh.

- Ty

Rodney Dunican Background
- ITEC grad (1999)
- Wrote a lot of online learning courses, Instructor Led Training (ILT)
- Different roles: Project Manager, Instructional Designer
- Business of learning is very different from learning itself ($, numbers of learners through a course, training = less lawsuits)
- Ex. of what Rodney has done: "Change Management", year-long Management Immersion, soft/hardware, softskills, sales

PROJECT MANAGEMENT
- Do the things that turn you on.
- "Temporary endeavor undertaken to produce a unique product or outcome".
- Defined set of tasks, timeframe, milestones. Desired results.
- Almost all jobs are project-based.
- Billing project milestones
- Project Managers are in charge (finances, etc.)
- In the business world, its about the learning bottom line.
- Grease (keep things moving), glue (keep things synched), ring leader (time management).
- Scope, time, cost, resources, quality. Leadership + team building
- Project Management Certifications available
- Desired learning results, client goals, communication, internal business needs, development team needs/goals, cost/time/quality
- Risks are potential problems.
- Kim: AGILE Model (throw all the folks together and brainstorm)
- Applying specific parts of past knowledge to problems OR creating something brand new.
- TEAM: ID, SME, Web Designers, Web Developers, Solution Architects (LMS), Clients, Talent, etc.
- Collaboration, shared vocabularies, using people's expertise (to inform and enhance the project)
- 5 Phases: Initiate, Plan, Execute, Monitor, Close

INITIATE
- Sales, solution planning (key stakeholders, needs assessment. Sometimes its not a training issue, but an incentives issues). SOW (Statement of Work- Contract, $60, 80, 100/hr. Average ID: $90. PM: $100+). Contractors - Professional/General Liability, Insurance, Marketing, etc.) Identify the person to do the final sign-off on the project.

PLAN
- Solution design. MS Project: for mapping out the project.

EXECUTE/MONITOR
- Solution development. Task updates, status mtgs, change requests, issues/risk log, milestone sign-off and documentation, QA testing. Alpha+Beta TEsting. Report project to finance. Early changes easy, later changes difficult. Signing off helps to allow for invoicing and project flow.

CLOSE
- Celebrate success

Resources:
- PMBOK - www.pmi.org (Project Mgt Body of Knowledge), certification
- www.4pm.com (Newsletter w/ articles on best Practices)
- "Making It Happen" fictional account of project mgt. 180pp.

Other
- Each team member does PM on their own.
- How does one brag in a good way?

A Whole New Mind

2009-04-08T09:49:00.001-07:00

I'll use this blog post to collect thoughts for Daniel Pink's "A Whole New Mind". I'm about 2/3rds through now, so look for changes/additions:

- STORY-TELLING: Something we learned about back in ITEC800, I love Pink's example of the Hero Story. As a student of Anthropology (that was my BA), I definitely recall talking about how knowledge is passed down through stories. Morality is often taught through folktales, songs, chanting, etc. It only makes sense that that is how our human brains are wired to process when it comes to complex amounts of informaton.

- RESURGENT ART/DESIGN/AESTHETIC: I attended the HS of Art & Design which Pink mentions in the book. It's great that in NYC everyone has the opportunity to apply for High Schools outside of their zone, choosing something they want to focus on (art, music, science, vocations).

4/2 Back from Web 2.0 Expo

2009-04-02T18:39:00.000-07:00

Unfortunately I didn't get to catch any of the presenters on the upper levels, mostly because they were mostly over by the time I was able to get out of work early. With that said however, I did enjoy going to the expo. There were a ton of social networking apps, mashups, and other cool things. Here's what I liked the best:

- Yola (They recently changed their name from synthasite), allows you to build your own site online. Very awesome. Nice t-shirts too!
- YouCity.com a 3D Modeling and Mapping service. Not exactly Web 2.0 on its own but one can see how it easily could be very interactive. Actually, they do mention how its used with schools, real estate, games, etc.
- Grou.ps was a free create-your-own social networking site.
- OER Commons - freely available and open source education resources for all. I'll have to look into them more.

The one thing I also noticed was that a lot of the booths were enterprise focused and business focused. Our friend SocialText was there. Also, I was expecting something called JomSocial to be there (for Joomla), but they weren't. Wonder what happened... Overall it was a fun expo to attend. Did anyone have the appetizers? They were yummy! Perhaps I'll catch something tomorrow...

2/19 Class

2009-03-24T08:06:00.000-07:00

Link to our (Alex + I) podcast assignment from last week: http://alex.podomatic.com/entry/2009-03-18T01_09_50-07_00

Reflection from last week:

Started off class by attending a lecture on the role of gaming in civic engagement. Over I thought there were some interesting points, but felt like much of the discussion wasn't very constructive in getting at what most of the audience seemed to want: ideas about WHY we should focus on gaming to teach people civic engagement, among other things. The speaker did state that he did not feel that gaming was anymore able to engage us than a really good lecturer (amongst other things), which I would defintely not agree with. I would have probably enjoyed a live demo of a group playing Simcity or something of that nature.

The second part of class the LMS/CMS group did their presentations. I was part of this group and showed everyone my www.gaginang.org website which was built out on Joomla. Unfortunately the keyboard/computer was having trouble with logins (for all presenters).

3/12 Class Reflection

2009-03-17T12:06:00.000-07:00

Last week's class was spent breaking up into two groups and recording our thoughts/takeaways from Ellen Wagner's presentation. Our group had technical difficulties multiple times, with the result that the soundbytes of Alex and myself were chopped from the group file. We ended up making our own at home and are working on our shared file at the time of this writing. During, we got to hear from our peers on virtual worlds - which is right along the lines of my holodeck obsession. Viewing learning as a human enterprise, if and when we get to the technologically advanced stage of having a holodeck, the lines between reality and virtuality (I just coined that!) will be blurred ala Matrix. Now, after msging with Alex, I think I've been too negative about the potentiality of all that. Holodecks will lead to a new stage of human existence, virtually(!) unfettered by limits. If you read the writings of popular futurists, you might become overwhelmed. But it can also really be heartening to see what humanity may create.

Ellen Wagner Class

2009-03-07T09:30:00.000-08:00

Script:

- What did you learn?

3D learning, haptics, Wii IS going to be the future (see my voicethread from the last post). Web 4.0 - the ubiquitous web.

- What are your takeaways?

Designers should design for today - designing for the needs of now - that is the sweet spot.

- What keeps you up at night?

Feeling like technology and ID will end up the way it will end up, even without my participation/influence in/on it. Feeling overwhelmed with the possibilities of technology and neglecting the natural joys of life.

Reflection:

I really liked Ellen's "Hype Cycle". It's a great way to view trends and how people take to new ideas. Maybe we can get a copy of it? Also, web4.0 idea sounds a little scary. Actually it's like giving a certain level of consciousness to tools and objects. The dark side of this of course is when super villains command armies of robots and tanks to attack from their neural implant blue-brain. =)

Kurt Bonk

2009-03-03T23:38:00.000-08:00

I appreciated having the opportunity to hear from Kurt Bonk and getting an overview of his book The World is Flat. Definitely a lot of information crammed into about an hour and half. One thing that stuck out to me was when Kurt showed the picture of the family who took went on a Carribbean boat trip and their three kids were still able to have class. If WE truly ALL LEARN, then these sorts of things should be more possible. Also the example of kids having a little tutoring device was great to see as well. One topic that I'd see to see more discourse on IS exactly that, attitudes of the general public to how learning actually takes place outside of traditional ivory towers. In fact, I sometimes wonder about our very own ITEC program... hmmmm ;) If I've learned anything, its that ITEC has provided me with access of knowledge to tools and contacts. There is a lot of content in the program, that's for sure, but I feel like I'm not fully utilizing the information/skills/tools. I think a lot of this has to do with the constraints of having to work a f/t job and also because I'm not much of a night person. Perhaps I should take advantage more of HyFlex. =)

Oh and here is my 1 minute (It's gotta be at least 2 mins I think) response to Kurt Bonk. More about me having fun with Star Trek I think. =)

Seems like the screen is too thin to show the thing so here is the link as well: http://voicethread.com/share/379697/

2/19 Class

2009-02-19T16:19:00.000-08:00

MY TWO LEARNING WIKI EXAMPLES:
- Language Learning Wikis - Knowledge section
http://www.italki.com/knowledge/

- Permaculture
http://permaculture.wikia.com/wiki/Permaculture_Wiki

CLASS NOTES/REFLECTION:

- Blog lurkers (Hai)
- Information doesn't really belong to you, once it gets on the blogosphere (Hai)
- Blogs are very limited forms of communication (Various)
- The communication purpose of blogs depends on how you use them (Kim)
- Be careful what you share (David)
- Proliferation of tools, it's gradually simplifying (Kim)
- "Reduce the chain of pain" (Marc, Steve Jobs)

This class was good. I liked the presentation by the blog/wiki/twitter group. Had some good information that I didn't know. Also, what I realize is that the knowledge gained in this class comes through the unique/shared ideas of individuals who are questioning how ideas come about, processes work, etc. The thing I wonder though is how much of it is retained. Our human minds are so precarious I think. That's why something like wikipedia is great. Sometime in the future, people may still be editing wiks. Nice RSS presentation by Ethan. Love that Data + Lor page!

Blogs/Wiki/Twitter Review
- Uses: Journaling, expression
- How to use Twitter academically: academhack.outsidethetext.com/home/2008/twitter-for-academia/
- Blog/Wiki/Twitter mashups

COMMENTS ON "Emerging Technologies in E-learning":

I thought this was a great overview of Web2.0 and it's application in education and learning. An example of using cell-phones for learning was a game that was showcased at the 2008 NextFest. You would speak into your phone to make an avatar move on a screen, and you would fight/combat with ours. It was exhilirating yelling "walk, walk, walk" and "fire, fire, fire". Okay, that's actually not learning, but it has lots of potential for it. I could imagine people creating a list of brainstorming words, or sharing pictures of an assignment, etc. This is an example of just-in-time learning.

I think a big tool that will be used in the near future (next 2-10 years +) will be voice recogition. Voice to text will get a lot better, and also, computers will be able to recognize more complex voice commands. (Right now, help lines and car gps systems are the most popular utilizations). Ultimately, we'll be able to say something like: "Launch Google" "Search Web 2.0 + learning" and then "Find Instructional Design, and be able to find information quickly. We might even be able to say "Find users who play guitar, etc." I think the future of technnology is in video and audio.

Lastly, I loved the part where they draw from fiction: Star Trek, Star Wars, etc. I'd love to write more on that topic.

2/5 Class

2009-02-05T16:39:00.000-08:00

Discussion: Connectivism

Summary/Observations on Siemens article:

Connectivism, as a learning theory, takes into account the radical changes occurring in the modern world: the availability of vast amounts of information, knowledge living outside of humans, a focus on how to access information versus what the information is, increasing multinodal and globalized collaboration, and much more. People are learning in ways that seem difficult to describe in the language of behaviorism and other older learning theories. My take on these changes are that they are part of an evolutionary trend of survival. Humans are constantly finding ways to survive in the world. Now, however, human beings have not only learned how to survive in the external world of nature, but also the human-made world of information. Connectivism belie a human need to adapt to change, to be human. As humans once developed social groupings in the past, so now today have our technologies created new social networks.

One of the most fascinating ideas is that one day, human knowledge and thought will live entirely in a non-human form.

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Interesting things from class:
- George Siemens
- Knowledge residing in an object.
- Danger of sharing personal information with the world. What if GoogleDocs were to go down one day? Honey bee virus?
- Globalizing trend - human race becoming closer? oneness? loss of individual identity? (identity theft)
- Ty: Technology compared to magic. People are learning spells on a mass-scale. It has a normalizing effect on what once was thought of as spectacular. Connectivism is a "force", the "pattern", the "chaos theory", "entropy".
- Interesting Blog: Information Aesthetics
- Ty: Connectivism sounds like Borg collectivism, hive-mentality culture/operation/connections
- Ty: Why do we learn? Progression from Survival to Enjoyment to ???? (Control? Mastery? Godliness?)
- Ty: What happens when: all of learning resides in non-human appliances? The matrix and virtual worlds powered by Dyson Spheres! =D
- Ty/'s Group: Biological analogy: virus is replicated (bee virus), incorrect or malicious information can be replicated. People can create this too: genetically modified. $-making: Biotech, Monsanto "terminator" seed that die after they are planted once so must be bought again.
- Jeff's group: Knowledge validity: Wiki's self-filtering/verifying ability
- Jeff's group: Competency, how do you involve everyone? You don't. It's all about "capacity to know more than what is known".
- Angie's group: Death of experts? Everyone is an expert, no one is an expert.
- Angie's group: Who sets boundaries?
- Blogs as natural extension of human desire to communicate/talk/chat/gossip. Some bloggers have more accurate information than others. Just as certain villagers are more credible than others.
- Ty: Is advanced technology allowing us to become more human across geography/distance?
- Ty: The more collective we become the more individual we feel.
- Ty: Truth VS human imperfection. Are the borg the villified versions of humans... becoming too "truth-obsessed", science is the embodiment of truth, and the Borg are certainly scientific.

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Note: THU 4/2 1-5pm Web 2.0 EXPO Meet up with Class. You are registered.

1/29 Class

2009-01-29T16:28:00.000-08:00

First night of ITEC830 class! Lots of familiar faces.

SHARED IN CLASS:

- Commoncraft: Video shares in plain English

WHAT IS WEB 2.0?
- Collaborative, social, communal, cloud-think
- Multidirectional
- Global, far-reaching, distance-conquering
- Customizable
- Open source, creative commons, democratized
- Ease-of-use, economical, efficient
- A/synchronous
- No software, all web-based
- Creating natural learning environments, virtually
* Hidden agendas - capitalist veins, true costs
* Severity of viral infection

SIX C's of Web 2.0, Connectivism
- Content
- Context
- Create
- Communicate
- Collaborate
- Contribute

TOOLS
-A Whole New Mind - Daniel Fink 2005 (Required)
-The Design of Everyday Things - Donald Norman (Required)
-Flock - Web 2.0 enhanced web browser

ASSIGNMENTS
- Make Blog (DONE!)
- Sign-up for ITEC 830 Ning Group (DONE!)
- iGoogle (DONE - just rearranged it a bit)

Here's something fun. I think it's an example of how diy media is being created by your "average jo", and being shared around the world (viral?). Web 2.0 has enabled people notoriety, and the ability to influence others.

Notes from Interactional Theories of Cognitive Development (Ch 7)

2008-04-20T07:50:00.000-07:00

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

Week 7 - Meaningful Learning and Schema Theory

2008-03-06T19:24:00.001-08:00

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.

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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.

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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.

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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.

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Next Week: Situated Cognition! Hooray!

Gagne's Nine Events of Instruction

2008-02-28T20:29:00.000-08:00

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

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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.