How the internet works - information theory
Internet sends information in small parts called packets
Packet - Header (contains error correction)
Result - multiplies the big number by error number if it matches the result then it is ok
If it does not come correctly it asks for a resend of the internet
Body - basically a big number
The idea of trying to detect errors and correct them is what makes the communication possible
Communication is impossible with out the loop
The packaging of the information is truly important - the message needs to be important but if your packaging is bad it will never do any good.
When does feedback facilitate …
Common sense can not tell us everything - this is why we have so much conflicting research
Generalizability - how broadly generalizable are the findings
Book - visible learning - a book on meta meta analysis
On average we have 0.4 effect size for just putting a teacher in the room - we therefore need to judge studies based on that .4 effect size and how much it beats that.
We need to have a higher standard to which we hold our research
Page 11 - what I highlighted
p<.001 in statistics is the probability that it is by chance
P values that we generally care about - .05, .01, .001
Jacob leading the discussion on the Mason & Bruning
We can be emotionally swayed in our feedback to the students
The computer sticks with the and does not make unnecessary adaptations - cleavage story..
Time honored tradition in our field is to build taxonomies
Certitude of correct response - High Low
Low certitude
David - pg 7 Persistence of belief even when data does not show it
Pg 12 While no statistical data was collected…..
There is no single type of feedback that is best for each situation - there is a way that we can narrow them down into subgroups
Played Timez Attack - look for types of feedback
Similar game tux command
TED TALK
Elizabeth Gilbert
Fear of failure hinders creativity -
Should we be afraid of accomplishing the things we want to accomplish in our lives
Sometimes we get caught up our assumptions about types of people and careers
How do you continue on through that fear
Create a safe distance from your work and your life - the idea of a damon or a genius
Takes you out of the responsibility
We need to work hard and hope for the moments of inspiration
Show up for our part of the job!
Shute, Valerie (2008): Focus on Formative Feedback
Error Flagging - showing where the error is - does not necessarily tell you what the problem is
Hints/Cues / Prompts
Informative tutoring - not just generic hints but hints that are based upon the errors that you made
David - cognitive apprenticeship - thinking out loud and helping them come along and learn that thinking process
If you reinforce / motivate a behavior with something when that is taken away then you risk the chance of them becoming disengaging due to the lack of the motivator
Tuesday, June 29, 2010
0
Feedback - Highlights and Response to Readings
Providing Feedback in Computer Based Instruction - Mason & Bruning
Mason & Bruning hit the nail on the head in the opening paragraph of this reading. They state:
Among the most important outcomes of
feedback are helping learners identify errors and become aware of
misconceptions and to motivate further learning.
It wasn’t surprising to me that later on in the article they seemed to come to the conclusion that learning was effected positively when a combination of verification and elaboration existed. Although there can be variations in the specific types of feedback given, the more feedback that is provided the more potential the to increase the effectiveness of the learning. Mason & Bruning point to two items of research which thought this to be true:
Roper theorized that the increased amount of feedback information provided
students with enhanced knowledge from which they could correct
misunderstandings. All of these studies provide evidence for increased
learning in response to CBI programs incorporating elaborated feedback.
The research by Whyte et al. (1995) also showed that the
greatest learning gains in response to CBI came with the highest (most
elaborate) levels of feedback.
In determining how much / what type of feedback to give the user of a CBI, the learner control method seems to be a reasonable solution. This would enable the user to "opt-in" or "opt-out" of feedback. The user could then only receive they feedback they find most useful and consequently the feedback they are most likely going to use.
The research on when to give feedback was insightful. I agree with the reasoning to provide low ability learners with immediate feedback and delay feedback for higher level learners. However, I feel that more research needs to be done as to when and how to provide delayed feedback for higher level learners.
Brooks & Schraw: Performance Related Feedback - The Hallmark of Efficient Instruction
This article seemed to state the obvious. Their claims about feedback seemed to be overly generalized to the point that I'm not sure they made much of a point. At one point the authors state: " In other words, best instruction provides learners with much more feedback than does conventional instruction." Much more? What is conventional?
The authors write about feedback being necessary for our cognitive development. From what I gathered from a few seemingly disconnected statements, Brooks & Schraw seem to believe that feedback is the cognitive filter we use to make sense of the world around us.
It was interesting to see that the section on "explicit suggestions about teaching". In this section were some very common teaching practices. I've never thought of these practices being effective because of the way that they provide feedback.
Pashler, Cepeda, & Wixted: When Does Feedback Facilitate Learning of Words and Facts?
Near the fist of this writing the author states:
"a number of recent reviews have argued that while providing full feedback (i.e., knowledge of what the correct response would have been on the previous trial) tends to improve performance during training, it often does so at the expense of later retention (Bjork, 1994; Rosenbaum, Carlson & Gilmore, 2000; Schmidt & Bjork, 1992)."
I found this statement to be intriguing due to the previous papers read on the subject of feedback. In the other papers read, feedback was always (as far as I can recall) referred to as something that either had no effect on the learning process or positively affected it. I had a hard time interpreting their findings in relation to feedback negatively affecting retention. The overall conclusion of the study found that feedback was effective when the student didn't already know the correct answer. If the student could answer the question correctly they did not benefit from the feedback.
Shute, Valerie (2008): Focus on Formative Feedback
I found the authors findings on motivation and feedback to be interesting. I found their connection to the uncertainty of the students performance to a lack of motivation. It also makes sense that if the students receive more formative feedback it will reduce the cognitive load. This could also have a positive effect on the motivation of the learner due to the fact that the learning experience could now be more manageable.
Shute states:
Motivation has been shown to be an important mediating factor in learners’ performance
(Covington & Omelich, 1984), and feedback can be a powerful motivator
when delivered in response to goal-driven efforts. Some researchers suggest
that the learner’s goal orientation should be considered when designing instruction,
particularly when feedback can encourage or discourage a learner’s effort
(Dempsey et al. 1993).
I like the way that, in this context, formative feedback can be formative towards the learners goals and not solely based on whether they got the correct answer or not.
Mason & Bruning hit the nail on the head in the opening paragraph of this reading. They state:
Among the most important outcomes of
feedback are helping learners identify errors and become aware of
misconceptions and to motivate further learning.
It wasn’t surprising to me that later on in the article they seemed to come to the conclusion that learning was effected positively when a combination of verification and elaboration existed. Although there can be variations in the specific types of feedback given, the more feedback that is provided the more potential the to increase the effectiveness of the learning. Mason & Bruning point to two items of research which thought this to be true:
Roper theorized that the increased amount of feedback information provided
students with enhanced knowledge from which they could correct
misunderstandings. All of these studies provide evidence for increased
learning in response to CBI programs incorporating elaborated feedback.
The research by Whyte et al. (1995) also showed that the
greatest learning gains in response to CBI came with the highest (most
elaborate) levels of feedback.
In determining how much / what type of feedback to give the user of a CBI, the learner control method seems to be a reasonable solution. This would enable the user to "opt-in" or "opt-out" of feedback. The user could then only receive they feedback they find most useful and consequently the feedback they are most likely going to use.
The research on when to give feedback was insightful. I agree with the reasoning to provide low ability learners with immediate feedback and delay feedback for higher level learners. However, I feel that more research needs to be done as to when and how to provide delayed feedback for higher level learners.
Brooks & Schraw: Performance Related Feedback - The Hallmark of Efficient Instruction
This article seemed to state the obvious. Their claims about feedback seemed to be overly generalized to the point that I'm not sure they made much of a point. At one point the authors state: " In other words, best instruction provides learners with much more feedback than does conventional instruction." Much more? What is conventional?
The authors write about feedback being necessary for our cognitive development. From what I gathered from a few seemingly disconnected statements, Brooks & Schraw seem to believe that feedback is the cognitive filter we use to make sense of the world around us.
It was interesting to see that the section on "explicit suggestions about teaching". In this section were some very common teaching practices. I've never thought of these practices being effective because of the way that they provide feedback.
Pashler, Cepeda, & Wixted: When Does Feedback Facilitate Learning of Words and Facts?
Near the fist of this writing the author states:
"a number of recent reviews have argued that while providing full feedback (i.e., knowledge of what the correct response would have been on the previous trial) tends to improve performance during training, it often does so at the expense of later retention (Bjork, 1994; Rosenbaum, Carlson & Gilmore, 2000; Schmidt & Bjork, 1992)."
I found this statement to be intriguing due to the previous papers read on the subject of feedback. In the other papers read, feedback was always (as far as I can recall) referred to as something that either had no effect on the learning process or positively affected it. I had a hard time interpreting their findings in relation to feedback negatively affecting retention. The overall conclusion of the study found that feedback was effective when the student didn't already know the correct answer. If the student could answer the question correctly they did not benefit from the feedback.
Shute, Valerie (2008): Focus on Formative Feedback
I found the authors findings on motivation and feedback to be interesting. I found their connection to the uncertainty of the students performance to a lack of motivation. It also makes sense that if the students receive more formative feedback it will reduce the cognitive load. This could also have a positive effect on the motivation of the learner due to the fact that the learning experience could now be more manageable.
Shute states:
Motivation has been shown to be an important mediating factor in learners’ performance
(Covington & Omelich, 1984), and feedback can be a powerful motivator
when delivered in response to goal-driven efforts. Some researchers suggest
that the learner’s goal orientation should be considered when designing instruction,
particularly when feedback can encourage or discourage a learner’s effort
(Dempsey et al. 1993).
I like the way that, in this context, formative feedback can be formative towards the learners goals and not solely based on whether they got the correct answer or not.
Thursday, June 24, 2010
0
Class Notes 6-24-10
Instructional models are used by the people who are designing the product
ADDIE is a high level framework - (not a model because it doesn't give you specifics)
Design languages - what we use to communicate across the design boundaries
Evaluation is the evaluation of the effectiveness of the product
There is a philosophy that the principles of instruction that are relevant regardless of what subject you are teaching.
The question is if there are high level principles of teaching
Example of math instruction
At a high level the sequence is important (scope and sequence)
At a lower level you need randomize or the instruction will be broken
Subject Matter Expert (SME)
Usually overloaded with other responsibilities because they are the "expert"
We need them but they are overloaded
Analyze
Is training the answer
Needs Analysis - learning outcomes
Domain Analysis - breaking it apart
Learner analysis
We sometimes don't evaluate due to - fear, pride, expense, time…
Sometimes we don't do a good enough job of ADD that we spend so much time going back and forth and until we are past due on the deadline and over budget the evaluate gets left behind
TED TALK - Tim Brown Creativity and play (president of IDEO)
Playful activities are brought to pass by having possibilities
Change the circles on the page into objects
Self edit why we have ideas - focus too much on quality - just go for it and explore things
Gave a creativity test before taking drugs and after and then have them work on a hard problem they are trying to work on -
The drugs helped shock them out of the way that they were normally thinking
Building - 50% of children's play time is spent doing constructive play time
Thinking with you hands - low level prototypes
Quickly having your thinking represented
Discussion
Prototype = multiple low level designs
In ID we tend to do only one and just let the client see more
Our common conception is that it needs to be clean cut and boring - we need to incorporate the idea of play into our ID
Making instruction with a strong emotional tie will help the students remember it better - there is nothing wrong with having someone dislike your instruction
Our field doesn't exist before WW2
To the extent that you are ideological pure you will be less effective as a designer
University of Indiana - physics envy split of programs - IT vs Learning Science
Debates in the field about - learning theory vs Instructional theory vs instructional design systems
Instructional systems model is the whole process - Instructional design is about the design step only
KSA - knowledge skills and attitudes
The Elaboration Theory by Reigeluth - super interesting take the simple across the whole subject and move up with difficulty
Breadth fist and not depth first
Learn all the skills integrated together
ADDIE is a high level framework - (not a model because it doesn't give you specifics)
Design languages - what we use to communicate across the design boundaries
Evaluation is the evaluation of the effectiveness of the product
There is a philosophy that the principles of instruction that are relevant regardless of what subject you are teaching.
The question is if there are high level principles of teaching
Example of math instruction
At a high level the sequence is important (scope and sequence)
At a lower level you need randomize or the instruction will be broken
Subject Matter Expert (SME)
Usually overloaded with other responsibilities because they are the "expert"
We need them but they are overloaded
Analyze
Is training the answer
Needs Analysis - learning outcomes
Domain Analysis - breaking it apart
Learner analysis
We sometimes don't evaluate due to - fear, pride, expense, time…
Sometimes we don't do a good enough job of ADD that we spend so much time going back and forth and until we are past due on the deadline and over budget the evaluate gets left behind
TED TALK - Tim Brown Creativity and play (president of IDEO)
Playful activities are brought to pass by having possibilities
Change the circles on the page into objects
Self edit why we have ideas - focus too much on quality - just go for it and explore things
Gave a creativity test before taking drugs and after and then have them work on a hard problem they are trying to work on -
The drugs helped shock them out of the way that they were normally thinking
Building - 50% of children's play time is spent doing constructive play time
Thinking with you hands - low level prototypes
Quickly having your thinking represented
Discussion
Prototype = multiple low level designs
In ID we tend to do only one and just let the client see more
Our common conception is that it needs to be clean cut and boring - we need to incorporate the idea of play into our ID
Making instruction with a strong emotional tie will help the students remember it better - there is nothing wrong with having someone dislike your instruction
Our field doesn't exist before WW2
To the extent that you are ideological pure you will be less effective as a designer
University of Indiana - physics envy split of programs - IT vs Learning Science
Debates in the field about - learning theory vs Instructional theory vs instructional design systems
Instructional systems model is the whole process - Instructional design is about the design step only
KSA - knowledge skills and attitudes
The Elaboration Theory by Reigeluth - super interesting take the simple across the whole subject and move up with difficulty
Breadth fist and not depth first
Learn all the skills integrated together
0
System for Memorizing Information
An effective system to memorize information would include:
• Randomization
• Graphical representations of the information
• Forced vocalization on the behalf of the learner
• Levels of difficulty
• Scaffolding of information (presentation of information that draws upon previous knowledge)
• Redefining / restating information in the users own words
• Contextual references of the information
• Audio presentation of the information
• Classification of similar information into one group
• Learning activities that only last around 20 min
• Randomization
• Graphical representations of the information
• Forced vocalization on the behalf of the learner
• Levels of difficulty
• Scaffolding of information (presentation of information that draws upon previous knowledge)
• Redefining / restating information in the users own words
• Contextual references of the information
• Audio presentation of the information
• Classification of similar information into one group
• Learning activities that only last around 20 min
0
ADDIE - What's the big deal?
Upon reading the overview of the ADDIE model given by Clark , it seems to me that ADDIE is simply a framework for a problem solving process. There exist many different problem solving processes, for example the Engineering Design Process. ADDIE seems to take the general idea from several of these processes and group them under the labels of Analysis, Design, Development, Implement, and Evaluate. Although the acronym may have originated in 1975 by the Center for Educational Technology at Florida State University (Clark), the steps in the process do not seem to be unique to the Instructional Design field. Almost all problem solving models follow the same general steps outlined in ADDIE
Through the paper In Search of the Elusive ADDIE Michael Molenda of the University of Indiana details his search for an original or authoritative definition of the ADDIE model. Despite his efforts, Molenda was not able to identify an authoritative definition of the ADDIE model. In order for the ADDIE model to hold more weight in the realm of problem solving models or as something unique to the field of Instructional Design, specific subsets of each of the steps in the process need to be identified. With these subsets in place there would be more direction in the process of the model. Without these subsets I agree with Molenda when he identifies ADDIE as more of a label than a process.
Some have used the ADDIE model as a basis for defining the domain of Instructional Design (Bichelmeyer). Although I am just becoming familiar with this domain, I believe that it would be shortsighted to say that Instructional Design can be defined by a single process used within the domain. Rather, Instructional Design should be defined by what it strives to accomplish. In short, Instructional Design strives to design instruction in such a way that effective learning occurs. Many of the problems associated with the “identity crisis” of Instructional Design could more effectively be addressed if a focus was placed on what is done within this domain rather than how it differs from other domains.
Through the paper In Search of the Elusive ADDIE Michael Molenda of the University of Indiana details his search for an original or authoritative definition of the ADDIE model. Despite his efforts, Molenda was not able to identify an authoritative definition of the ADDIE model. In order for the ADDIE model to hold more weight in the realm of problem solving models or as something unique to the field of Instructional Design, specific subsets of each of the steps in the process need to be identified. With these subsets in place there would be more direction in the process of the model. Without these subsets I agree with Molenda when he identifies ADDIE as more of a label than a process.
Some have used the ADDIE model as a basis for defining the domain of Instructional Design (Bichelmeyer). Although I am just becoming familiar with this domain, I believe that it would be shortsighted to say that Instructional Design can be defined by a single process used within the domain. Rather, Instructional Design should be defined by what it strives to accomplish. In short, Instructional Design strives to design instruction in such a way that effective learning occurs. Many of the problems associated with the “identity crisis” of Instructional Design could more effectively be addressed if a focus was placed on what is done within this domain rather than how it differs from other domains.
Tuesday, June 22, 2010
0
Class Notes 6-22-10
Design - Goal oriented choices made under constraint
Learning takes place when the learner sends out probes into the environment, receives feedback and recognizes patterns.
Help Toward a new ethics….
Physics envy - aspirations to be scientific
Apologetics - look up - for people who believe or want to believe
IDT - is an ethical profession - we are here to help people learn
We are all a part of a field because we are all trying to help people
"mean (average) time to help" - this is the right metric for our success
Bloom
Conventional (1 to 35) vs tutoring (1 to 1)
The average student who is tutored scores better than 98% of the average student taught in a conventional way
We are failing in helping our students achieve their true potential
New version
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
-Remembering is underrated
-Music theory - rules of Bach - but no new Bach - there is an art and a science
We need the creativity and the rules combined in order to create the masterpiece
-We need to hold the center position of art and science
-Read Aeros impossibility theory - if more than one person get together and try to follow a set of rational decision making rules it is impossible to do… there has to be some compromise in order to make things happen
-The effectiveness of an instructional material is a combination of the instructional material and the learner
Learning takes place when the learner sends out probes into the environment, receives feedback and recognizes patterns.
Help Toward a new ethics….
Physics envy - aspirations to be scientific
Apologetics - look up - for people who believe or want to believe
IDT - is an ethical profession - we are here to help people learn
We are all a part of a field because we are all trying to help people
"mean (average) time to help" - this is the right metric for our success
Bloom
Conventional (1 to 35) vs tutoring (1 to 1)
The average student who is tutored scores better than 98% of the average student taught in a conventional way
We are failing in helping our students achieve their true potential
New version
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
-Remembering is underrated
-Music theory - rules of Bach - but no new Bach - there is an art and a science
We need the creativity and the rules combined in order to create the masterpiece
-We need to hold the center position of art and science
-Read Aeros impossibility theory - if more than one person get together and try to follow a set of rational decision making rules it is impossible to do… there has to be some compromise in order to make things happen
-The effectiveness of an instructional material is a combination of the instructional material and the learner
Subscribe to:
Posts (Atom)
