instructional design 教學設計 content learning theories instructional architecture hints

Instructional Design

教學設計

Content Learning Theories Instructional Architecture Hints

What makes good instruction isn't the medium; it's the instructional methods that guide the way the medium is used

How Learning Happens

Behaviorism Cognitive Theories -- The

Information Processing Model Constructivism -- Situated

Learning

行為主義學派

古典制約Classical Conditioning

操作 ( 工具 ) 制約Operant (Instrumental) Conditioning

行為主義Behaviorism

古典制約Classical Conditioning

Unconditioned Stimulus -- Food

Unconditioned Response -- Saliva

Before Training:

After Training:

Conditioned Stimulus -- Bell

Conditioned Response -- Saliva

Training: A bell is rang when the food is given to the dog

操作制約Operant Conditioning

Trial & Error

A

E

B

C

D

Behavior C has more chance to be repeated

Flow of Information in a computer

ROMCPU

RAM

DISK

Information Processing Model

Sensory

Register

Effector

Receptor

Short T

erm M

emory

Long T

erm M

emory

Control

Sensory Register

Receptor Memory

Information

leaves in 1 to 3 seconds

perceived (organized) informationgoes to working memory

Attention

Short-term Memory

Working Memory

Elaborative Rehearsal

Knowledge from long-term memory

Long-term Memory

Decay (forgetting)

Interference (forgetting)

Maintenance rehearsal

Characteristics of Components of Cognitive Storage Systems

Storage Structur

eCode Capacity

Duration

RetrievalCauses of failure to

recall

Sensory "store"

Sensory: features

12-20 items to

huge

250 msec. - 4

sec.Complete

Masking or decay

Short-term

memory

Acoustic, visual,

semantic, sensory features

identified and named

7 +- 2 items

About 12 sec.;

longer with

rehearsal

Complete: with each item being retrieved every 35

msec.

Displacement,

interference; decay

Long-term

memory

semantic, visual know., abstractions,

meaning, images

Enormous, virtually unlimited

Indefinite

Specific and general

information available

given proper cueing

Interference, organic

dysfunctioning,

inappropriate cues

Recall as a function of recall interval where rehearsal was prevented

3 6 9 12 15 180

20

40

60

80

100

Recall interval (sec.)

To Memorize

To Store into the Long Term Memory

Environment

Sensory Register

Short Term Memory

Long Term Memory

all

attention

Elaboration or rehearsal

Thinking – Processing Information

Limited by the capacity of the Working Memory (7±2)Limited by the capacity of the Working Memory (7±2)

Elaboration – linking information in the Working Memory with those in the LTM

Elaboration – linking information in the Working Memory with those in the LTM

How the WM handles complicated information – Chunking

How the WM handles complicated information – Chunking

Chunking

FB IPH DTW AIB M

FBI PHD TWA IBM

Chunking enables STM to handle a large amount of information

Cognitive Load – How chunking helps memorizing

chessboard where 24 pieces are arranged in a game in progress. Could you replicate the arrangement of the pieces after looking at the board for 10 seconds?

Pieces arranged in the form of a game in progress

Experts have better memory powers?

Pieces placed randomly on the board

Which screen do you find most readable and learnable?

Cognitive Overload

Long Term Memory Where the information is

permanently stored Forgetting due to interference Dual encoding Retrieving depends on cues – links

between concepts

Adjusted mean retention scores3.

3 m

o

9.3

mo

1 yr

. 11

mo.

3 yr

. 10

mo.

7 yr

. 5 m

o.

14 y

r. 6

mo.

25 y

r. 10

mo

34 y

r. 1

mo.

47 y

r. 7

mo.

Time after initial experience

0

20

40

60

80

100

Cor

rect

(%)

Name recognition Picture recognition Name matching

Picture matching Picture cueing Free recall

Information is permanently stored

情境認知Situated Learning 知識與情境不可分割 , 因此學習不可脫離

情境 學習者是完整的個體 , 其主動探索可自

我管理的能力 , 是學習成效的重要關鍵

Instructional Architecture receptive directive guided discovery exploratory

Receptive architecture Provides information that the learner

absorbs. Learners absorb the new information as

they receive it. provides relatively little in the way of

learner interaction. Briefings and linear video programs are

typical examples of the receptive architecture.

Example: 愛麗絲夢遊分數王國

Directive architecture short lessons that include rules or definitions,

examples, and practice exercises. Lessons are generally sequenced starting with

easier or prerequisite skills, and build gradually to more complex skills.

Frequent questions with feedback are provided to build patterns of correct associations.

based on behavioral principles of psychology and

served as the predominant architecture of instruction in early computer-based training.

Examples: au(Biology), tense

Guided discovery architecture experiential learning in which

learners are immersed in job-like problems and—with various support options including tutors, reference, and best practice models—

Learners are encouraged to solve the problemsExample: 唐伯虎與秋香

http://www.cse.cuhk.edu.hk/~mhp/all.html

Exploratory architecture a rich layered or networked

resource of information and effective navigational and orientation interfaces provided

learners can acquire the knowledge they need.

Examples: money, gotoairport

Hints on Instructional Design

Helps reducing cognitive load: Avoiding multimedia-induced overload, keep your

screens simple and consistent. directing attention: instructional cueing Adjunct memory support

Helps retrieving from LTM: Integration of graphics and audio

Helps storing into LTM: rote repetition, elaborative rehearsal, organizing

Heuristics for complex problems: Cognitive Apprenticeship: high-fidelity simulations;

systematic sequence of problems for a new troubleshooter to solve

Example: 古從軍行 What are the objectives? There are 4 interactive parts, 對偶句 ,

疊音詞 , 烘托 , 借古諷今 , are these related to what taught in the main part? If not, are they supposed to teach something?

Suitable Use of Multimedia?

Suitable use of Multimedia?

Example: Go to the Airport To teach or to test, An explorative approach

(situational learning)? Good use of multimedia – Snoopy’s

trip Ways to help memorization --

rehearsal

Ways to help memorization -- rehearsal

Other Good Examples http://course.fed.cuhk.edu.hk/2002

_1_EDD5169BD_20/ http://course.fed.cuhk.edu.hk/2002

_1_EDD5169BD_10/ http://course.fed.cuhk.edu.hk/2002

_1_EDD5169BD_22/authorware/Web/phyfinal.htm

END

Instructional cueing

Adjunct Memory Support