Web 2.0 tools have an impact on developing cognitive presence because it helps exploration across multiple domains, integrate different tools using technology (concept mapping, etc) and you can achieve solutions easily at any time and place
Gagne also contends that learning tasks for intellectual skills
can be organized in a hierarchy according to complexity:
stimulus recognition
response generation
procedure following
use of terminology
discriminations
concept formation
rule application
problem solving
Gagne also contends that learning tasks for intellectual skills
can be organized in a hierarchy according to complexity:
stimulus recognition
response generation
procedure following
use of terminology
discriminations
concept formation
rule application
problem solving
Gagne also contends that learning tasks for intellectual skills
can be organized in a hierarchy according to complexity:
stimulus recognition
response generation
procedure following
use of terminology
discriminations
concept formation
rule application
problem solving
Gagne also contends that learning tasks for intellectual skills
can be organized in a hierarchy according to complexity:
stimulus recognition
response generation
procedure following
use of terminology
discriminations
concept formation
rule application
problem solving
The primary significance of this hierarchy is to provide direction
for instructors so that they can "identify prerequisites that should be completed to
facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also
provides a basis for sequencing instruction. Gagne outlines the following nine
instructional events and corresponding cognitive processes (as cited in Kearsley
1994a):
gaining attention (reception)
informing learners of the objective (expectancy)
stimulating recall of prior learning (retrieval)
presenting the stimulus (selective perception)
providing learning guidance (semantic encoding)
eliciting performance (responding)
providing feedback (reinforcement)
assessing performance (retrieval)
enhancing retention and transfer (generalization)
The primary significance of this hierarchy is to provide direction
for instructors so that they can "identify prerequisites that should be completed to
facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also
provides a basis for sequencing instruction. Gagne outlines the following nine
instructional events and corresponding cognitive processes (as cited in Kearsley
1994a):
gaining attention (reception)
informing learners of the objective (expectancy)
stimulating recall of prior learning (retrieval)
presenting the stimulus (selective perception)
providing learning guidance (semantic encoding)
eliciting performance (responding)
providing feedback (reinforcement)
assessing performance (retrieval)
enhancing retention and transfer (generalization)
The primary significance of this hierarchy is to provide direction
for instructors so that they can "identify prerequisites that should be completed to
facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also
provides a basis for sequencing instruction. Gagne outlines the following nine
instructional events and corresponding cognitive processes (as cited in Kearsley
1994a):
gaining attention (reception)
informing learners of the objective (expectancy)
stimulating recall of prior learning (retrieval)
presenting the stimulus (selective perception)
providing learning guidance (semantic encoding)
eliciting performance (responding)
providing feedback (reinforcement)
assessing performance (retrieval)
enhancing retention and transfer (generalization)
The following tutorial consists of five learning modules. Each module describes a
learning theory and how that learning theory can be applied to improving online teaching
and training materials. Each module features:
a description of a well known learning theory;
a practical example of how the theory and related strategies can be applied to a
particular instructional objective or web-design problem; and
a list of related pedagogical and web-design strategies as researched in the literature.
This tutorial has been designed for MDDE 621 students studying in the Masters of
Distance Education program at Athabasca University.
The primary significance of this hierarchy is to provide direction
for instructors so that they can "identify prerequisites that should be completed to
facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also
provides a basis for sequencing instruction. Gagne outlines the following nine
instructional events and corresponding cognitive processes (as cited in Kearsley
1994a):
gaining attention (reception)
informing learners of the objective (expectancy)
stimulating recall of prior learning (retrieval)
presenting the stimulus (selective perception)
providing learning guidance (semantic encoding)
eliciting performance (responding)
providing feedback (reinforcement)
assessing performance (retrieval)
enhancing retention and transfer (generalization)
The primary significance of this hierarchy is to provide direction
for instructors so that they can "identify prerequisites that should be completed to
facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also
provides a basis for sequencing instruction. Gagne outlines the following nine
instructional events and corresponding cognitive processes (as cited in Kearsley
1994a):
gaining attention (reception)
informing learn
EXAMPLE
The following example applies Gagne's nine instructional events:
Instructional Objective: Recognize an equilateral
triangle (example from Kearsley 1994a).
Methodology:
Gain attention - show a variety of computer
generated triangles
Identify objective - pose question: "What is an
equilateral triangle?"
Recall prior learning - review definitions of
triangles
Present stimulus - give definition of equilateral
triangle
Guide learning - show example of how to create
equilateral
Elicit performance - ask students to create 5
different examples
Provide feedback - check all examples as
correct/incorrect
Assess performance - provide scores and remediation
Enhance retention/transfer - show pictures of
objects and ask students to identify equilateral triangles.
EXAMPLE
The following example applies Gagne's nine instructional events:
Instructional Objective: Recognize an equilateral
triangle (example from Kearsley 1994a).
Methodology:
Gain attention - show a variety of computer
generated triangles
Identify objective - pose question: "What is an
equilateral triangle?"
Recall prior learning - review definitions of
triangles
Present stimulus - give definition of equilateral
triangle
Guide learning - show example of how to create
equilateral
Elicit performance - ask students to create 5
different examples
Provide feedback - check all examples as
correct/incorrect
Assess performance - provide scores and remediation
Enhance retention/transfer - show pictures of
objects and ask students to identify equilateral triangles
The primary significance of this hierarchy is to provide direction
for instructors so that they can "identify prerequisites that should be completed to
facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also
provides a basis for sequencing instruction. Gagne outlines the following nine
instructional events and corresponding cognitive processes (as cited in Kearsley
1994a):
gaining attention (reception)
informing learners of the objective (expectancy)
stimulating recall of prior learning (retrieval)
presenting the stimulus (selective perception)
providing learning guidance (semantic encoding)
eliciting performance (responding)
providing feedback (reinforcement)
assessing performance (retrieval)
enhancing retention and transfer (generalization)
EXAMPLE
The following example applies Gagne's nine instructional events:
Instructional Objective: Recognize an equilateral
triangle (example from Kearsley 1994a).
Methodology:
Gain attention - show a variety of computer
generated triangles
Identify objective - pose question: "What is an
equilateral triangle?"
Recall prior learning - review definitions of
triangles
Present stimulus - give definition of equilateral
triangle
Guide learning - show example of how to create
equilateral
Elicit performance - ask students to create 5
different examples
Provide feedback - check all examples as
correct/incorrect
Assess performance - provide scores and remediation
Enhance retention/transfer - show pictures of
objects and ask students to identify equilateral triangles.
EXAMPLE
The following example applies Gagne's nine instructional events:
Instructional Objective: Recognize an equilateral
triangle (example from Kearsley 1994a).
Methodology:
Gain attention - show a variety of computer
generated triangles
Identify objective - pose question: "What is an
equilateral triangle?"
Recall prior learning - review definitions of
triangles
Present stimulus - give definition of equilateral
triangle
Guide learning - show example of how to create
equilateral
Elicit performance - ask students to create 5
different examples
Provide feedback - check all examples as
correct/incorrect
Assess performance - provide scores and remediation
Enhance retention/transfer - show pictures of
objects and ask students to identify equilateral triangles
Gagne also contends that learning tasks for intellectual skills
can be organized in a hierarchy according to complexity:
stimulus recognition
response generation
procedure following
use of terminology
discriminations
concept formation
rule application
problem solving
Gagne also contends that learning tasks for intellectual skills
can be organized in a hierarchy according to complexity:
stimulus recognition
response generation
procedure following
use of terminology
discriminations
concept formation
rule application
problem solving
Gagne also contends that learning tasks for intellectual skills
can be organized in a hierarchy according to complexity:
stimulus recognition
response generation
procedure following
use of terminology
discriminations
concept formation
rule application
problem solving
Simplify navigation.
Create effective menus.
Include indexes, table of contents, and search capabilities.
Pedagogical Practices and Practical Web-Design
Strategies
Clearly identify content with appropriate headings and
titles.
Place most important information on the top-left. Important
information should go to the top-left.
Web is (Fahy 1999, 181-182):
Easy to get lost in (users can get confused bouncing around from one link to the
next)
Unstructured
Non-interactive (although this is changing)
Complex (the amount of information on the Web is mind-boggling)
Time-consuming (because it is non-linear and invites exploration. NOTE: Research by
Thaler [1997, as cited in Fahy 1999, 181] shows that "employees in a 1997 survey
reported spending an average of 90 minutes per day visiting sites unrelated to their
jobs").
social presence is to support the cognitive and affective objectives of learning by building an environment of trust and comfort.
Cognitive presence facilitates the construction of meaning through a process of individual or community inquiry that goes beyond merely covering course content
participation in online discussion
forums provides opportunities for responsibility and active learning
through the expectation of regular participation in online discussions.
hey construct
knowledge through the shared experiences that each participant
brings to the collaborative discussions. The online web courses
about teaching offer deeper perspectives and opportunities to
learn because the participants are teachers from school districts
around the state and other states.
This particular use of the discussion forum, to negotiate
and construct knowledge, is an example of using the technology
as a cognitive tool and not simply as another kind of blackboard
or one-way communication method. Cognitive tools and environments
stimulate cognitive learning strategies and critical thinking
(Jonassen, 1998). Students engaged with course content in discussions
and group work with other students engage in generative processing
of information.
his involves the processes of reflection
and the construction and re-construction of domains of knowledge.
The resulting kinds of learning from these processes are not
a regurgitation of a lecture or reading. It is a negotiated interpretation
of knowledge
The discussion forum environment evens
the playing field of opportunity and accessibility.
The discussion forum makes active participation
by all students the price of citizenship within this learning
community.
Students quickly discover that their peers are
also holders of knowledge and they initiate discussions and respond
to one another's postings
It is possible to feel invisible in an online
discussion forum if no one responds to an individual's postings.
Part of a course design should include a requirement that students
respond to at least 3 or more students each week and at least
1 of those should be a student not previously responded to. This
helps distribute the responses. Responses are a hook to student
motivation to participate above and beyond grades.
They recommended that, "Instructors
can encourage and model this behavior from the beginning of a
course, thereby creating a safe learning environment of acceptance
and trust. Activities that enhance sharing and cooperation can
further develop openness and solidarity within groups."
(McDonald & Gibson, 1998, p.21)
Web environments can make use
of interactive components and educators should design and look
for activities that are problem oriented, interactive, and engage
students in an application of knowledge, principles, and values
(Hazari & Schnorr, 1999).
he stage for disagreement within
the discussion forum is also a motivation and invitation for
students to become more engaged in the discussions.
instructors should have
the syllabus developed and the course up and online before the
first day of class
Instructors need
to be a "presence" in the virtual conference center
as they monitor the discussions and provide continuous guidance
to students to focus on the course goals by utilizing a technique
called "weaving". This is a skill that involves using
a part of a student comment in a posting and re-directing it
to the main topic without an explicit negative value judgment.
Instructors in a discussion forum will set and maintain the type
of language and tone used in the virtual conference center. It
is harder to interpret the tone and therefore the meaning of
a message without visual clues or the sound of a voice. Instructors
fulfill a role like that of a list moderator as they support
and give students guidance in communicating successfully within
the environment.
Feedback has long been recognized
as critical to the learning process and timely feedback is potent.
Feedback
needs to be specific, personal, and within 24 hours of the posting.
I find my self doing this. I am always corious what my classmates have to add to what I have posted.
The need for affection is also present in a virtual discussion forum. This need
is characterized by trust, self-disclosure and willingness to reveal
experiences, thoughts and interpretations.
challenging deeply held beliefs
These "getting-to-know-you" scenarios are as important as course content in
reaching the goal of a collaborative community of learners. The instructor needs
to be sensitive to this need and find a balance within the discourse.
If they are left dangling for days on end, they lose a feeling of connection and
begin to feel lost in Cyberspace.