module-i introduction to instructional technology.pdf
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Master of Science in Secondary Education of
Students who are Deaf or Hard of Hearing
Educational Technology
and
Teaching
Module I - Introduction to InstructionalTechnology
Week 1
National Technical Institute for the deafRochester Institute of Technology
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Notes to the instructor
Please review chapter 1 from Gagnes
book and 1 & 2 from Heinich et. al text book
and the instructors resource guide before
presenting the powerpoint. The topics
included in this ppt are:
Overview of the field of Instructional technology
Introduction to learning theories
Introduction to Instructional Media
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Overview of Instructional
Technology Instructional Design: systematic development of
instructional specifications using learning andinstructional theory to ensure the quality of
instruction.
Instructional Development: process ofimplementing the design plans.
Instructional technology: systemic and systematicapplication of strategies and techniques derived
from behavioral, cognitive, and constructivist
theories to the solution of instructional problems.(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)
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Instructional Design + Instructional Development
=
Instructional Technology
(Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State University)
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Introduction to Learning
Theories Theory
Provides a general explanation for observations made over time.
Explains and predicts behavior. Can never be established beyond all
doubt and may be modified.
Theories seldom have to be thrown out completely if thoroughly tested
but sometimes a theory may be widely accepted for a long time and
later disproved.
(Dorin, Demmin & Gabel, 1990)
Learning
Development of new knowledge, skills, or attitudes as an individual
interacts with information and the environment.
Learning Environment Includes the physical facilities, psychological atmosphere, instructional
methods, media, and technology.(Heinich, et.al, 2002)
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Behaviorism, Cognitivism and
Constructivism - The Basics Behaviorism: Based on observable changes in
behavior. Behaviorism focuses on a new behavioral
pattern being repeated until it becomes automatic. Cognitivism: Based on the thought process behind
the behavior. Changes in behavior are observed,
and used as indicators as to what is happeninginside the learner's mind.
Constructivism: Based on the premise that we allconstruct our own perspective of the world, through
individual experiences and schema. Constructivismfocuses on preparing the learner to problem solve inambiguous situations.
(Schuman, 1996)
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What Works and How Can We
Use It? Behavioral
tasks requiring a low degree of processing (e.g., basic pairedassociations, discriminations, rote memorization) seem to be facilitated
by strategies most frequently associated with a behavioral outlook (e.g.,stimulus-response, contiguity of feedback/reinforcement).
Cognitive
Tasks requiring an increased level of processing (e.g., classifications,rule or procedural executions) are primarily associated with strategies
having a stronger cognitive emphasis (e.g., schematic organization,analogical reasoning, algorithmic problem solving).
Constructive
Tasks demanding high levels of processing (e.g., heuristic problemsolving, personal selection and monitoring of cognitive strategies) are
frequently est learned with strategies advanced by the constructivistperspective (e.g., situated learning, cognitive apprenticeships, socialnegotiation.
(Ertmer P. & Newby, T., 1993)
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Gagn (1985)how learning could be demonstrated:
intellectual skills - concepts
are demonstrated by labelling or classifying things, intellectual skills - rules
are applied and principles are demonstrated,
intellectual skills - problem solving
allows generating solutions or procedures, cognitive strategies
are used for learning,
verbal informationis stated,
motor skillsenable physical performance,
attitudesare demonstrated by preferring options.
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Introduction to
Instructional Media Technologyis both a product and a process
Instructional materials are products of the application oftechnologicalprocesses
Medium (plural, media) is a channel of communication
Anything that facilitates information between a source and areceiver
Examples include, Video, TV, audio, computers, printedmaterials, and instructor
Instructional Media is NOT synonymous with InstructionalTechnology, it is a subsetof Instructional Technology.
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Role of Media in Learning Instructor directed
Supplemental support for the live classroom
instruction
Its effectiveness depends on the instructor Instructor-independent/Self-instruction
Objectives, guidance for achieving the
objectives, materials, and self-evaluation are
provided
Cooperative learning is closely related
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Instructional Methods Presentation
Demonstration Discussion
Drill and Practice
Tutorial Cooperative learning
Gaming
Simulation Discovery
Problem solving
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The Pervasiveness of Instructional Media
12
3
4
5
6
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8
9
AUDIENCE MESSAGE MEDIUM METHOD SETTING
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Technologies for Learning
Technologies for Learning is defined as specific teaching-learning
patterns that serve reliably as templates for achieving demonstrably
effective learning.
for INDIVIDUAL instruction:
Programmed Instruction, Programmed Tutoring
Personalized System of Instruction (PSI), Learning Centers
for SMALL GROUP instruction:
Cooperative Learning, Games, Simulations, Simulation
Games
for LARGE GROUP instruction: Mastery Learning, Programmed Teaching
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Successful instruction
includes a number ofcommon features
Active Participation
Practice
Individual Differences
Feedback
Realistic Context Social Interaction
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References Berger, C., Kam,R. (1996). Definitions of Instructional Design. [On-line].
Available: http://www.umich.edu/~ed626/define.html Dorin, H., Demmin, P. E., Gabel, D. (1990). Chemistry: The study of matter.
(3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc.
Ertmer, P. A., Newby, T. J. (1993). Behaviorism, cognitivism,constructivism: Comparing critical features from an instructional design
perspective. Performance Improvement Quarterly, 6 (4), 50-70 Heinch, R., Molenda, M., Russell, J., and Smaldino, S. (2002). Instructional
Media and Technologies for learning (7th ed.). Englewood Cliffs, NJ:Prentice Hall, Inc.
Mergel, B. (1998). Instructional Design and Learning theories. [On-line].Available:http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
Schuman, L. (1996). Perspectives on instruction. [On-line]. Available:http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htmhttp://www.usask.ca/education/coursework/802papers/mergel/brenda.htmhttp://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.htmlhttp://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.htmlhttp://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.htmlhttp://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
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