Instructional Design for Sociocultural Learning Environments - 18 views
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learning from experience and discourse
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authentic problems and collaborate
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Scenarios with authentic probelms that relate to their work will be developed for teachers. Teachers will also be given group tasks to collaborate and report back to others. Perhaps in teams of 3. The following are codified behaviours George advocates a teacher can adopt in the context of networked learning environments: Amplifying Curating Wayfinding and socially-driven sensemaking Aggregating Filtering Modelling Persistent presence -
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These kinds of designs are excellent for learning discrete bits of information, practicing simple and basic behaviors, building complex psychomotor skills, and learning to use applications or processes that require a narrow, prescriptive approach
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Siemens made a point: Learners with no prior exposure to new thoughts, technologies, benefit from this approach as they practice simple and basic behaviours they can move to map making which is applying their new knowledge of a technology to a given scenario/ problem. Therefore PIE approach: This is how the technology works This is a given scenario/ problem How can you apply the use of the technology (Collboratively or as individual)
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I agree we are trying to achieve some higher order learning in our design of PiE, however there is still aplace for instructional teachng and learning
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instruction that attempts to control the learner’s responses and environment
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acquisition
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learning goal is enculturation
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Enculturation results from interactions among people, objects, and culture in a collective effort to solve problems, create products, or perform service
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Solve problems, create products, perform service. Three activity formats we can use in PIE
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Carrying on a dialogue tells the student that she/he is an equal member of the community.
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Similarly the participants could be given a scenario to question each other and the facilitator in this manner.
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Conversation, discourse, talking, chat, dialogue, exchange, banter, discussion, communication, dissertation, critique, and exposition
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The activation of discourse is everything
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applicable to their needs when they need them, motivating learning
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This convergence of tools, practice, and theory enables teachers and students to discuss, plan, create, and implement unique strategies for providing instruction within a unique environment.
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Have a Moodle forum at root level encourage participants ot support each other.
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enablers
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critical thinking, problem solving, research, and lifelong learning
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For Participate in eLearning course activity ideas are welcome around these strategies.
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I think the challenge here is to shift thinking away from (ONLY) the competency (skill) based model of VET to encompass the often implicit underpinnings and soft skills etc -
Focus on developing confidence in the VLE tools & articulating needs, analysing existing skills and needs - identify desired outcomes for program
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I agree and adds to the themes expressed in the article by Oliver etal 2007 on authentic learning design
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learner outcomes, timelines, and budget. This is a systematic process with roots in behaviorist theory . This is a valuable process particularly useful for teaching concepts, procedures, and basic skills.
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Yes, I think it's about expanding current practice not replacing it. But it's also about being able to critically reflect on the limitations of this traditional model
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Identify existing knowledge, skills and experience - draw on advanced users - this could be done up front but also should occur throughout with each topic/ issue as raised
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often ill-defined, units of instruction in contextualize settings
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Get participants to define, choose, identify their own scenario/ problem after exposure to technology and work with others or individually to apply usage. Followed by show and tell.
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I think a strength based approach might be good here that focuses on current practices that ARE working, an identification of gaps/issues, and then on how a particular technology or suite of technologies can help us to do this better.
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Yes, the scenario in PiE is developing the learning programs using contemporary learning approaches-as we know quite a challenge
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critical thinking, problem solving, and transfer.
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PIE mixture of TIDM to introduce SIDM. Final assessment based on a given scenario/ problem whereby the participants choose appropriate tools and approaches to deliver a SIDM. Assessment is their Instructional Design Matrix based on IDM template.
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• The primary goal of learning is the acquisition of knowledge and skills to correct errors in performance or create new behaviors that may be applied later.
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Part 1 of the process is to look at how the technology works. Does not need to be too time consuming. Can involve self directed learning, task individual to research and report back to group on the nuts and bolts of how Adobe Connect audio works for example.
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learn and practice “the basics
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Learning occurs within authentic communities of practice.
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Learning and practicing the basics of figuring out how the technology works can occur in this context. PIE ID provides direction participants to find screencasts for example from youtube, adding to a palylist, rating commenting etc. This could form the basis of an activity followed by a show and tell with each other subscribing to PIE participants channels
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• The primary goal of learning is development of the abilities to use authentic cog­nitive, affective, and strategic skills and knowledge. • Takes a broad view of learning focusing on participation in a community of practice. • Learning and teaching is a continuous process that is mediated by the learner’s prior knowledge, experience, and personal goals; the learning environment; strategy selection; and interpersonal interactions. • Learners practice higher order thinking and problem-solving skills in a form of cognitive apprenticeship that can be applied immediately in an authentic context. • Learners are considered members of a community of practice and work within the community from the beginning of the learning experience.
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Don't spell this breakdown out , eg. with the youtube activity. Introduce as a reflective point after exploring the youtube technology , perhaps with Diigo linkroll of participants youtube channels embeded within Moodle HTML page. Using diigo sticky notes for conversation to tease out how it applies to the teacher's work i.e reflective activity (Assessible)
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The objective is to encourage the learner to think through the problem rather than to expect to receive “the answer”.
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Learners are collaborators in the learning process and have an equal role in setting goals.
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This relates to the facilitator modelling their use of a technology for participants to review.
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They make most of the decisions related to what to learn, how to study, and which resources to use.
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Teachers pass on information to the learner. The clearer the information the more the learner will acquire.
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Evaluation is a critical strategy within traditional learning environments
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Teachers focus on interacting at a metacognitive level with the learners. They help students analyze their learning deficits through questioning.
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Insufficient learning or failure
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Tools enable learners to contribute to the community.
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learners who want to learn what they need as fast as they can to apply within their community of practice
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Activity: Participants go into open internet and communicate with say the author of this article in twitter, another expert in theitr field, a community of practice such as moodle.org and report back on whether they got the answer to their problem.
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learning comes from the learner’s participation in the community of practice.
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OK, once the Instructional Design Matrix is developed, why not have the facilitators modell their own learning according to the scenarios presented. I.e the facilitator develops an approach to utlising a technology and presents it to the participants. For example udering the modelling behaviour I woul like to demonstrate the use of Picassa. This will keep the course fresh for the faci;litaors and mean they can develop as well. The tasks, problems within scenarios are the key, the solutions are many.
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• Teachers help learners solve problems, determine goals, gather resources and participate in the community.
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A key role of the facilitator is to provide guidance in the participants planning. i.e I'm going to use this tool in this particular way, the facilitator being available for any problems that may arise.
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• Teaching strategies focus on creating discourse among teachers, learners, and other members of the community.
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I think we should make peer assessment part of the assessment for PIE, Moodle has the workshop module for this.
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Tools are not objects of instruction.
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Students use tools to solve decontextualized problems. For example, calculators support learning in math, physics, science, and chemistry. Word processors support learning in languages and social sciences. Video cameras support learning in the arts. When it is important for students to learn to use tools for job performance, then the tool becomes a focus of instruction rather than a means to an end — another form of decontextualization.
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• Tools support the teaching and learning process. • Tools are enablers of theory-based instructional strategies within the unique community of practice. • Learners use tools to participate within the community, to learn, and, ultimately, to improve the community. • Teachers view learner use of tools as a means to an end. Tools enable learners to contribute to the community. • Tools are not objects of instruction. Rather, tools help learners participate as equals with the community of practice.
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Scott Grabinger
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Do not underestimate the importance of involving students in their own instructional designs.
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Instructional Design for Sociocultural Learning Environments
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I think the challenge for many in this shift is the unpredictable, chaotic nature of design. It's about metacognition, choice and self-control over how learning takes place. It's no longer something that is DONE to you and that's a big challenge for teachers as they make the shift away from how they were taught themselves
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For assessment assessment provide an overarching scenario/ problem for applying their new skills and knowledge (Traditional IDM on Sociological ID) to develop alearning design matrix (Sociological IDM). using the tools and approaches explored in PIE towards
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Thnx Julie. I'm doing my assignment for the Flexible Learning module of my Bachelor of Voc Ed & this is a GREAT resource
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