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.
Thursday, February 19, 2009
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.
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