Imagine yourself as an accountant and you are faced with an accounts related problem at work. Chances are, you would already have the solution to deal with the problem.
Now suppose someone else presents you with a financial problem, there might be some difficulty in solving the problem although the problem might be familiar or even similar to the ones you have been solving everyday.
This is an example of the limitations of cognitive strategies. As much as is about furthering your ability to apply previously acquired knowledge to solve unfamiliar problems, there are still areas that could not be conquoered.
Much of cognitive strategies suggest intuition as it involves a little element of risk taking. This is especially the case when there are other factors that are affecting the learning of cognitive strategies such as the structure, complexities and abstractness of problems.
As much as leaner’s have a pretty good grasps of cognitive strategies, there is a high chance that the might not be able to complete the tasks, which ultimately affects their feedback processes.
Moreover, individual differences tend to add to the confusion of difficulty level of the learning as each individual have different levels of prior knowledge with the subject in hand.
As such, at the end of learning, the tasks might still not be correctly completed, and yet the learner is already well acquainted with the problem solving skill.
Is this one of the reasons why Gagne does not treat this as a type of learning outcome?
Similarly, affective learning outcomes are not absolute. As such, learning outcomes should only be classified as desirable or other wise. There should not be a “right” or “wrong” answer due to the subjective nature of the problem.
This can be observed through the action verbs for affective outcome where they require a certain amount of prejudice or biases.
So once again, if problem-solving is not a learning outcome according to Gagne, can we say the same for Affective learning?
Seeing as both learning outcomes may not gurantee a correct completion of tasks.
Thursday, March 19, 2009
Thursday, March 12, 2009
Week 8 - Instructional strategies for Principles and Procedure learning
The knowledge of procedures, or rule using, teaches us on when to use the correct procedures during the most appropriate situations.
In simple terms, we use procedures when we have to use procedures. For example, when operating machinery, there are certain procedures so as to ensure the desired output.
Most of key instructional elements for procedure learning deals includes strong visual aspects. Such as demonstration and worked example. These elements require teachers to SHOW learners the different procedures.
Thinking back, these learning experiences also deals with learning of Mathematics and physics, where sums and questions are to be solved, and we are given formula and other other steps to solve the problem.
In the e-learning process, practice and feedback is considered to be the most difficult to be achieved. If practice requires hands-on experience, it would be almost impossible for the learner to practice online.
If feedback includes comparison, given the ephemerality of certain activities, the benchmarks may not exist after a long time.
In solving this, practice can be done in the way of computer simulated sums or actions, such as having tutorials on Secondlife where the learner can view the the situation and react accordingly.
In the read and write web, questionaires such cast study or situational problems can be posted online so as to allow the learners to recall and apple the rules that they have used. For example " After this step, what should Ah Huat do?"
Ideal solutions or benchmarks can be posted online for learners to compare. Also, a list of compiled results can also be made available.
Of course, the learning of procedures depends on mental memory and muscle memory. As such, it should suffice that feedback of learning concentrate on the retention of these procedures. We will leave the in-depth understanding to Principles.
Principles are combinations of rules, concepts and often facts, and using them to teach us the "why" behind all these.
The teaching of principles can be tricky and outcomes can often become unclear and unmeasurable.
To practice, the websites can include a series of problem questions, kind of similar to those in examination questions, but focused on the connections between the facts/variables and context/conditions.
Feedback may require another party to look and grade physically as the application of principles might not be correct. This might be replaced by computerised adaptive feedback, however, there will be certain exceptions. And it is these exceptions that may bring about historical breakthroughs.
In simple terms, we use procedures when we have to use procedures. For example, when operating machinery, there are certain procedures so as to ensure the desired output.
Most of key instructional elements for procedure learning deals includes strong visual aspects. Such as demonstration and worked example. These elements require teachers to SHOW learners the different procedures.
Thinking back, these learning experiences also deals with learning of Mathematics and physics, where sums and questions are to be solved, and we are given formula and other other steps to solve the problem.
In the e-learning process, practice and feedback is considered to be the most difficult to be achieved. If practice requires hands-on experience, it would be almost impossible for the learner to practice online.
If feedback includes comparison, given the ephemerality of certain activities, the benchmarks may not exist after a long time.
In solving this, practice can be done in the way of computer simulated sums or actions, such as having tutorials on Secondlife where the learner can view the the situation and react accordingly.
In the read and write web, questionaires such cast study or situational problems can be posted online so as to allow the learners to recall and apple the rules that they have used. For example " After this step, what should Ah Huat do?"
Ideal solutions or benchmarks can be posted online for learners to compare. Also, a list of compiled results can also be made available.
Of course, the learning of procedures depends on mental memory and muscle memory. As such, it should suffice that feedback of learning concentrate on the retention of these procedures. We will leave the in-depth understanding to Principles.
Principles are combinations of rules, concepts and often facts, and using them to teach us the "why" behind all these.
The teaching of principles can be tricky and outcomes can often become unclear and unmeasurable.
To practice, the websites can include a series of problem questions, kind of similar to those in examination questions, but focused on the connections between the facts/variables and context/conditions.
Feedback may require another party to look and grade physically as the application of principles might not be correct. This might be replaced by computerised adaptive feedback, however, there will be certain exceptions. And it is these exceptions that may bring about historical breakthroughs.
Wednesday, March 4, 2009
Week 7 - Instructional Strategies for Fact and Concept Learning
Starve, Stuff, then Vomit
"Hey! Lets go for dinner buffet later!"
"Wah! Like that I need to skip lunch le lor~~"
This is also often the case when it comes to learning of verbal information. We face the issue for the first time, and we become interested and hunger for more information.
Then we begin to feed (or perhaps feast) on hese information and then begin to stuff ourselves with food. Finally, when someone who is willing to listen comes along, we tell them as much as you can (oo as much as they want to listen).
Alfred mentioned during lecture that the learning of verbal information may encourage accuracy, which started me thinkimg. If the learning outcomes asks to state the position of the notes of F, A, C and E on the musical stave, the student maybe able to state the acronyms but may face problems in the positioning on the music score.
The lack of understanding (the "why") behind the facts is atypical of learning theories that encourages comprehension leading to application. Mere memorizing of these information may not gurantee a correct and accurate application of the theory learnt.
There was a time when I was sitting in a History class and having to remember huge chunks of information. We were forced to remember ridiculous melodies that contained these information. Following that, the teacher went on to try other strategies.
Mnemonics had the longest life.
To me, the best way to for Fact Learning is serve the most outstanding theory or concept to the learner, instead tryingto shuff the entire curriculum down the learner's throat.
In a learning design, fact learning should support on the earning of the most outstanding or major theory, such ADDIE in NM3204.
Afterall, you'd gag if you were forced to eat an entire Tuna.
****
In reviewing the active verbs for concept objectives, active tasks are evident. To achieve the respective learning outcomes, the learner has to engage in activities so as to apply the concepts learnt.
In fact, the instruction adopted is also active through elements such as demonstration. When I was learning mathematical formulas in JC, I had to learn the derivation of the formula, and actively use it to solve problems. And upon learning the derivation, the application of the formula is much more accurate.
Afterall, it you never know what comes out after you have stuffed your entire stomach with food hours before.
"Hey! Lets go for dinner buffet later!"
"Wah! Like that I need to skip lunch le lor~~"
This is also often the case when it comes to learning of verbal information. We face the issue for the first time, and we become interested and hunger for more information.
Then we begin to feed (or perhaps feast) on hese information and then begin to stuff ourselves with food. Finally, when someone who is willing to listen comes along, we tell them as much as you can (oo as much as they want to listen).
Alfred mentioned during lecture that the learning of verbal information may encourage accuracy, which started me thinkimg. If the learning outcomes asks to state the position of the notes of F, A, C and E on the musical stave, the student maybe able to state the acronyms but may face problems in the positioning on the music score.
The lack of understanding (the "why") behind the facts is atypical of learning theories that encourages comprehension leading to application. Mere memorizing of these information may not gurantee a correct and accurate application of the theory learnt.
There was a time when I was sitting in a History class and having to remember huge chunks of information. We were forced to remember ridiculous melodies that contained these information. Following that, the teacher went on to try other strategies.
Mnemonics had the longest life.
To me, the best way to for Fact Learning is serve the most outstanding theory or concept to the learner, instead tryingto shuff the entire curriculum down the learner's throat.
In a learning design, fact learning should support on the earning of the most outstanding or major theory, such ADDIE in NM3204.
Afterall, you'd gag if you were forced to eat an entire Tuna.
****
In reviewing the active verbs for concept objectives, active tasks are evident. To achieve the respective learning outcomes, the learner has to engage in activities so as to apply the concepts learnt.
In fact, the instruction adopted is also active through elements such as demonstration. When I was learning mathematical formulas in JC, I had to learn the derivation of the formula, and actively use it to solve problems. And upon learning the derivation, the application of the formula is much more accurate.
Afterall, it you never know what comes out after you have stuffed your entire stomach with food hours before.
Thursday, February 19, 2009
Week 6 - Domains of Learning and Writing Learning Objectives
I am sure many of us have written down goals for the new year, or what is better known as resolutions.
About a quarter of a year has past, and it is time for me review those resolutions. And when I did, I found out that I could hardly measure many of those goals.
According to Mager, some of these resolutions were formulated in generalities, which are often too abstract.
If you have ever attended those seminars that teaches goals setting, you would have known about setting goals the S.M.A.R.T. way:
S= Specific
M=Measurable
A= Attainable
R= Realistic
T= Time frame
And being able to measure your goals are not really important as goals are merely broad statements and are often have different degrees of understanding to different people.
The translation of goals into objectives is one job that requires the careful use of words so that these objectives will not fall into the categories of being fuzzy.
When considering objectives, it is also important to first note the types of learning outcome that is to be achieved, then zoom into the specific levels as objectives may not be achieved at every level. At different levels, different objectives are achieved.
Through the lecture, the 3 different learning domains have been taken apart and looked into individually. But I feel that at certain point in time, these 3 domains of learning do in fact coincide with one another.
For example, it might not be possible for the cpgnitive learning to take place if there is no willingness to receive the knowledge. In the course of attaining and accepting particular values, it is also important for the knowledge and certain facts to be comprehended or applied.
For example, when trying to accept and develop a preference for Christian Theology and teachings, it is very important to first know certain facts such as the birth, persecution, crucifixion and resurrection of Jesus Christ.
As such, it is also important to look at the models from the big picture perspective so as to develop an integrated instructional strategy where the individual objectives are mapped with suitable fit.
About a quarter of a year has past, and it is time for me review those resolutions. And when I did, I found out that I could hardly measure many of those goals.
According to Mager, some of these resolutions were formulated in generalities, which are often too abstract.
If you have ever attended those seminars that teaches goals setting, you would have known about setting goals the S.M.A.R.T. way:
S= Specific
M=Measurable
A= Attainable
R= Realistic
T= Time frame
And being able to measure your goals are not really important as goals are merely broad statements and are often have different degrees of understanding to different people.
The translation of goals into objectives is one job that requires the careful use of words so that these objectives will not fall into the categories of being fuzzy.
When considering objectives, it is also important to first note the types of learning outcome that is to be achieved, then zoom into the specific levels as objectives may not be achieved at every level. At different levels, different objectives are achieved.
Through the lecture, the 3 different learning domains have been taken apart and looked into individually. But I feel that at certain point in time, these 3 domains of learning do in fact coincide with one another.
For example, it might not be possible for the cpgnitive learning to take place if there is no willingness to receive the knowledge. In the course of attaining and accepting particular values, it is also important for the knowledge and certain facts to be comprehended or applied.
For example, when trying to accept and develop a preference for Christian Theology and teachings, it is very important to first know certain facts such as the birth, persecution, crucifixion and resurrection of Jesus Christ.
As such, it is also important to look at the models from the big picture perspective so as to develop an integrated instructional strategy where the individual objectives are mapped with suitable fit.
Wednesday, February 4, 2009
Week 4 - Learnign Design Authoring And Technology Integration
In the designing of the learning process, many things must be taken into consideration. AS such, in this week lecture, we were introduced into the 3 main components namely tasks, resources and support.
Besides learning what these components are about, it is more important to learn the affordances of each individual component. How well does the selected component fit with the rest of the design, and as an entire design on its own, how well can it facilitate learning.
Whether or not activities shoudl revolve around ideas (Copernican View of Curriculum> or ideas should revolve around activities (Ptolemaic View of Curriculum), depends very much on the type of learning, or objectives.
For example, if the learning objectives was for the learner to be aware of technical knowledge such as machinery usage, the Ptolemaic view (in my opinion) would fit better as compared to the Copernican view as it is important for learners to be familiar with the activity.
On the other hand, as literal or subjective topics such as theoretical concepts are the main concerns of the learning objectives, a Copernica view on curriculum is relatively moee relevant.
As instructional Design passes the onus of learning to the learners, the design has also neglected other social factors such as pressures from multiple sources that might inevitably distract the learner from completing the tasks. As much as e-learning is self paced, if the tasks have be forestalled, it would render the entire learning process inefficient and useless.
Therefore, when designing learning, it is important to design the learning process and placing yourself in the shoes of the learner so as to obtauin the best learning design.
Besides learning what these components are about, it is more important to learn the affordances of each individual component. How well does the selected component fit with the rest of the design, and as an entire design on its own, how well can it facilitate learning.
Whether or not activities shoudl revolve around ideas (Copernican View of Curriculum> or ideas should revolve around activities (Ptolemaic View of Curriculum), depends very much on the type of learning, or objectives.
For example, if the learning objectives was for the learner to be aware of technical knowledge such as machinery usage, the Ptolemaic view (in my opinion) would fit better as compared to the Copernican view as it is important for learners to be familiar with the activity.
On the other hand, as literal or subjective topics such as theoretical concepts are the main concerns of the learning objectives, a Copernica view on curriculum is relatively moee relevant.
As instructional Design passes the onus of learning to the learners, the design has also neglected other social factors such as pressures from multiple sources that might inevitably distract the learner from completing the tasks. As much as e-learning is self paced, if the tasks have be forestalled, it would render the entire learning process inefficient and useless.
Therefore, when designing learning, it is important to design the learning process and placing yourself in the shoes of the learner so as to obtauin the best learning design.
Monday, February 2, 2009
Assignment 2 - Learning Theories
Learning can be seen as a process of involving 3 steps, Encoding, storage and retrieval. Reception is the way the person recieves the data. It can be in the form of relaying of information from instructor to student as is in the classroom. It can also be via other means such as electronically, or through mass media, as is discussed in the first week. It also refers to how the learner consolidates information.
Storage refers to the where in the memory system the knowledge is embedded in. And the human memory system is made up of And the way the learning process is sensory memory (lasting only seconds), short-term memory (lasting only minutes) and long term memory (which lasts a lifetime). And it takes different actions for information to be stored in the respective memory.
Retrieval would refer to the different aspects of recalling the images back to memory. And this would also specify the amount or type stimulus that is required to bring the knowledge out from the abyss of the human memory, the activities engaged to aid in the retrieval process.
And learning theories may also be embedded in the way the human brain attains and retains information.
I would likened Behaviourism very much to the carrot-and-stick approach. At which the individual recieves the information, stores and retrieves at the reaction of certain stimulis. The information that is accepted and and retained are those which reacting to the stimuli producing positive consequences. The information that has been rejected or have not been recording are those whose reacting to the respective stimuli have produced negative consequence. And upon viewing the stimuli, the learner would retrieve the appropriate results.
Cognitivism in my opinion looks in detail the way the learner uses the new information to build upon preceeeding knowledge and structures.This often involves a different encoding and storage process. And as the learner begins to interact more often with the information, he or she rehearses the information more often and the information tends to be stored in the long term memory.
Socioculturism relates to learning in terms of human interaction and activity. However, I do see parallels between Socioculturalism and Behaviourism in that in the course of interaction, the learner responds and reacts to the stimulis. Of course as Wortham said, the difference in the theories lie the unit of focus.
I think in solving the different learning problems that a learner faces, all three theories can be applied all at the sametime. And more often that not, we go through these theories without knowing.
For example, when a parent disciplines the child for a miscreant behaviour, the child, at his tender age, tends to learn that particular behaviour as unacceptable. However, in the interaction between the parent and teh child, the child is instructed and counciled.
This is therefore similar in dealing with social issues. With the constitutions in place, criminal activity is prosecuted and the sentence levied. All three theories can be applied so as to "teach" the public. Severe punishments such as incacceration or caning, through behaviourism teaches that crime is unacceptable. Councilling and rehabilitation can often help a criminal (or a drug addict for this matter)learn about their deviant behaviour through socioculturalism. And of course as a preventive measure, public service announcement serves as cognitive educative devices.
As such, it would not be complete and almost impossible to isolate the 3 theories in order to understand a person's learning process totally.
Storage refers to the where in the memory system the knowledge is embedded in. And the human memory system is made up of And the way the learning process is sensory memory (lasting only seconds), short-term memory (lasting only minutes) and long term memory (which lasts a lifetime). And it takes different actions for information to be stored in the respective memory.
Retrieval would refer to the different aspects of recalling the images back to memory. And this would also specify the amount or type stimulus that is required to bring the knowledge out from the abyss of the human memory, the activities engaged to aid in the retrieval process.
And learning theories may also be embedded in the way the human brain attains and retains information.
I would likened Behaviourism very much to the carrot-and-stick approach. At which the individual recieves the information, stores and retrieves at the reaction of certain stimulis. The information that is accepted and and retained are those which reacting to the stimuli producing positive consequences. The information that has been rejected or have not been recording are those whose reacting to the respective stimuli have produced negative consequence. And upon viewing the stimuli, the learner would retrieve the appropriate results.
Cognitivism in my opinion looks in detail the way the learner uses the new information to build upon preceeeding knowledge and structures.This often involves a different encoding and storage process. And as the learner begins to interact more often with the information, he or she rehearses the information more often and the information tends to be stored in the long term memory.
Socioculturism relates to learning in terms of human interaction and activity. However, I do see parallels between Socioculturalism and Behaviourism in that in the course of interaction, the learner responds and reacts to the stimulis. Of course as Wortham said, the difference in the theories lie the unit of focus.
I think in solving the different learning problems that a learner faces, all three theories can be applied all at the sametime. And more often that not, we go through these theories without knowing.
For example, when a parent disciplines the child for a miscreant behaviour, the child, at his tender age, tends to learn that particular behaviour as unacceptable. However, in the interaction between the parent and teh child, the child is instructed and counciled.
This is therefore similar in dealing with social issues. With the constitutions in place, criminal activity is prosecuted and the sentence levied. All three theories can be applied so as to "teach" the public. Severe punishments such as incacceration or caning, through behaviourism teaches that crime is unacceptable. Councilling and rehabilitation can often help a criminal (or a drug addict for this matter)learn about their deviant behaviour through socioculturalism. And of course as a preventive measure, public service announcement serves as cognitive educative devices.
As such, it would not be complete and almost impossible to isolate the 3 theories in order to understand a person's learning process totally.
Tuesday, January 6, 2009
Week 1 - E for Exposure to E Learning.
As with all of the rest of social sciences topics, there is no one definition for E-Learning.
The scene is even confused with the different perspectives on E-Learning.
There is one common thing among all these is that E-Learning almost always involve the use of the computer and Internet. This places alot of emphasis on technology. This is what diffeentiates E-LEarning from the rest of learning experiences. The classroom is now being brought onto the computer screen.
Many of us think that E-Learning includes forums, chat rooms, live webcast emails.. but i think the most important element of the E-LEarning is still the "Learning component". Now that any visual cues have been removed, Learning concepts and perspectives need to be re-looked, or studied further in detail so as to enhance learning experience.
Personally, I am not a great fan of E-Learning ( as in online E-Learning) as I prefer physical classes more. Albeit live webcasts helps a lot, especially for 8 a.m. lectures (Hint! Hint!), but the presence in the classroom and the visual cues is irreplaceable, no matter the technology developments.
I am expecting that this module will convince me that E-Learning can one day overtake physical classes.
The scene is even confused with the different perspectives on E-Learning.
There is one common thing among all these is that E-Learning almost always involve the use of the computer and Internet. This places alot of emphasis on technology. This is what diffeentiates E-LEarning from the rest of learning experiences. The classroom is now being brought onto the computer screen.
Many of us think that E-Learning includes forums, chat rooms, live webcast emails.. but i think the most important element of the E-LEarning is still the "Learning component". Now that any visual cues have been removed, Learning concepts and perspectives need to be re-looked, or studied further in detail so as to enhance learning experience.
Personally, I am not a great fan of E-Learning ( as in online E-Learning) as I prefer physical classes more. Albeit live webcasts helps a lot, especially for 8 a.m. lectures (Hint! Hint!), but the presence in the classroom and the visual cues is irreplaceable, no matter the technology developments.
I am expecting that this module will convince me that E-Learning can one day overtake physical classes.
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