{"id":13,"date":"2012-10-19T13:25:47","date_gmt":"2012-10-19T20:25:47","guid":{"rendered":"https:\/\/blogs.ubc.ca\/infoprocess\/?page_id=13"},"modified":"2012-11-17T11:45:44","modified_gmt":"2012-11-17T18:45:44","slug":"evaluation","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/infoprocess\/evaluation\/","title":{"rendered":"Implications For Design"},"content":{"rendered":"

\"AI\"<\/a>Cognitivist approaches focused on what exactly happens in the brain between stimulus and response. \u00a0Like behaviourism, cognitivism is prescriptive and cognitive theorists believe \u00a0that human behaviour and thought processes are predictable. \u00a0The role of the instructional designer then, is to figure out which stimulus will lead to a desired outcome or response. In other words, cogntitivists \u00a0believe that they can control the \u00a0learning processing to achieve learning outcomes. The cognitivist theorist, Gagne, attempted to outline a theory of instruction and identified a taxonomy of learning outcomes<\/span><\/a> <\/span>and events of instruction.<\/p>\n

Information processing theory has had a strong influence on educational technology, and is largely connected with technologies such as intelligent tutoring systems<\/span><\/a><\/span> (ITS) and artificial intelligence<\/span><\/a><\/span> (AI).<\/p>\n

In the previous two sections we have covered some good background information on Information Processing Theory.\u00a0 In the first section we reviewed the key concepts <\/a>of the theory including the three stages of information processing and some key ideas\u00a0that could impact lesson planning.\u00a0 Moving to the second major section of our blog we introduced you to\u00a0influential theorists <\/a>associated with the theory whose work is the basis for the model as it stands today.<\/span><\/p>\n

Our next step is to take that information presented in the key concepts constructed by the theorists and put it to use in designing lesson material.\u00a0 Often educators use techniques that hit on key principles of the Information Processing Theory in the classroom, but how does this translate into an online environment?\u00a0 Below is a combination of information presented by W. Huitt in the paper \u201cThe information processing approach to Cognition\u201d (Huitt, 2003).\u00a0 Huitt\u2019s paper focused on the classroom experience.\u00a0 In order to demonstrate how the principles presented by Huitt transfer to online learning the classroom examples given by Huitt are included.\u00a0 The third column contained additional \u00a0information from Alonso et al.\u2019 s paper \u201cAn instructional model for web-based e-learning education with a blended learning process approach\u201d has been incorporated to make the connection with the design of online learning materials (Alonso et al. 2005. P 228.).\u00a0 Additional examples, links, and tools have been added into the final column to provide educators with real world examples that can be implemented.<\/span><\/p>\n

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USING <\/strong>THE INFORMATION PROCESSING APPROACH<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Huitt\u2019s<\/strong><\/p>\n

Principles<\/strong><\/strong><\/p>\n<\/td>\n

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Huitt\u2019s<\/strong><\/p>\n

Examples<\/strong><\/strong><\/p>\n<\/td>\n

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Alonso\u2019s Examples<\/strong><\/p>\n<\/td>\n

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Tools, concepts and links that could be used to illustrate examples<\/strong><\/p>\n<\/td>\n<\/tr>\n

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1. Gain the students’ attention.<\/strong><\/p>\n<\/td>\n

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Use cues to signal when you are ready to begin.<\/strong><\/p>\n

Move around the room and use voice inflections.<\/strong><\/p>\n<\/td>\n

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Visual formats, texts, fonts colours.<\/strong><\/p>\n

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Complementary colour scheme, clear easy to read font.<\/strong><\/p>\n<\/td>\n<\/tr>\n

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2. Bring to mind relevant prior learning.<\/strong><\/p>\n<\/td>\n

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Review previous day’s lesson.<\/strong><\/p>\n

Have a discussion about previously covered content.<\/strong><\/p>\n<\/td>\n

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Language, Vocabulary Questions<\/strong><\/p>\n

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Create an infographic<\/span><\/a> on previously presented information<\/strong><\/p>\n<\/td>\n<\/tr>\n

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3. Point out important information.<\/strong><\/p>\n<\/td>\n

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Provide handouts.<\/strong><\/p>\n

Write on the board or use transparencies.<\/strong><\/p>\n<\/td>\n

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Text incrusted in pictures and audio<\/strong><\/p>\n<\/td>\n

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Provide links to videos that reinforce important information<\/strong><\/p>\n

Add annotations<\/span><\/a> to youtube videos to reinforce important points.<\/strong><\/p>\n<\/td>\n<\/tr>\n

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4. Present information in an organized manner.<\/strong><\/p>\n<\/td>\n

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Show a logical sequence to concepts and skills.<\/strong><\/p>\n

Go from simple to complex when presenting new material.<\/strong><\/p>\n<\/td>\n

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\u00a0<\/strong><\/p>\n

Remove Ornamental materials<\/strong><\/p>\n

Presentation as text and pictures<\/strong><\/p>\n<\/td>\n

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A webquest<\/span><\/a> is a practical way to have students build from a simple concept to a more complex one following a step by step process.<\/strong><\/p>\n<\/td>\n<\/tr>\n

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5. Show students how to categorize (chunk) related information.<\/strong><\/p>\n<\/td>\n

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Present information in categories.<\/strong><\/p>\n

Teach inductive reasoning.<\/strong><\/p>\n<\/td>\n

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Knowledge organisers (indices, objectives preliminary questions)<\/strong><\/p>\n

Conceptual maps<\/strong><\/p>\n

Process Diagrams<\/strong><\/p>\n<\/td>\n

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Have student create Glogs<\/span><\/a> to create an interactive online poster of their understanding of a topic area<\/strong><\/p>\n

Students can use a program, such as mindjet<\/span><\/a>, to create a concept map and present to other students.<\/strong><\/p>\n<\/td>\n<\/tr>\n

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6. Provide opportunities for students to elaborate on new information.<\/strong><\/p>\n<\/td>\n

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Connect new information to something already known.<\/strong><\/p>\n

Look for similarities and differences among concepts.<\/strong><\/p>\n<\/td>\n

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Forums and dialogues with tutors and fellow students<\/strong><\/p>\n<\/td>\n

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Use an online forum where students can post their ideas and have other students comment on them.<\/strong><\/p>\n<\/td>\n<\/tr>\n

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7. Show students how to use coding when memorizing lists.<\/strong><\/p>\n<\/td>\n

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Make up silly sentence with first letter of each word in the list.<\/strong><\/p>\n

Use mental imagery techniques such as the keyword method.<\/strong><\/p>\n<\/td>\n

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Checklists<\/strong><\/p>\n

Questions and sentences aimed at the thought process<\/strong><\/p>\n<\/td>\n

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Use popular and appropriate memes to have students associate keywords with concepts.<\/strong><\/p>\n<\/td>\n<\/tr>\n

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8. Provide for repetition of learning.<\/strong><\/p>\n<\/td>\n

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\u00a0<\/strong><\/p>\n

State important principles several times in different ways during presentation of information (STM).<\/strong><\/p>\n

Have items on each day’s lesson from previous lesson (LTM).<\/strong><\/p>\n

Schedule periodic reviews of previously learned concepts and skills (LTM).<\/strong><\/p>\n<\/td>\n

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Encourage distributed and extensive practice<\/strong><\/p>\n

Simulations<\/strong><\/p>\n<\/td>\n

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Online simulations, such as second life, could be used to create online role playing exercises.<\/strong><\/p>\n<\/td>\n<\/tr>\n

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9. Provide opportunities for overlearning of fundamental concepts and skills.<\/strong><\/p>\n<\/td>\n

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Use daily drills for arithmetic facts.<\/strong><\/p>\n

Play form of trivial pursuit with content related to class<\/strong><\/p>\n<\/td>\n

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Encourage distributed and extensive practice<\/strong><\/p>\n<\/td>\n

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Create online trivia games<\/span><\/a> that allow students to review key facts.<\/strong><\/p>\n

Encourage the exploration of concepts through educational games (such as this one exploring the concept of relativity<\/span><\/a>)<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n

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Alonso, F., Lopez, G., Manirique, D., & Vines, J. (2005). An instructional model for web-based e-learning education withe a blended learning process approach.\u00a0British Journal of Education Technology<\/em>,\u00a036<\/em>(2), 217-235. Retrieved from:http:\/\/aulatika.net\/app\/download\/1629822702\/An+instructional+model+for+web-based+e-learning+education.pdf.<\/p>\n

Harasim, L. (2011).\u00a0Learning Theory and Online Technology: How New Technologies are Transforming Learning Opportunities.<\/em>\u00a0New York: Routledge Press.<\/p>\n

Huitt, W. (2003). The information processing approach to cognition.\u00a0Educational Psychology Interactive<\/em>. Valdosta, GA: Valdosta State University. Retrieved [date] from,\u00a0http:\/\/www.edpsycinteractive.org\/topics\/cognition\/infoproc.html<\/a><\/p>\n

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Cognitivist approaches focused on what exactly happens in the brain between stimulus and response. \u00a0Like behaviourism, cognitivism is prescriptive and cognitive theorists believe \u00a0that human behaviour and thought processes are predictable. \u00a0The role of the instructional designer then, is to figure out which stimulus will lead to a desired outcome or response. In other words, […]<\/p>\n","protected":false},"author":7289,"featured_media":0,"parent":0,"menu_order":5,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-13","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/infoprocess\/wp-json\/wp\/v2\/pages\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/infoprocess\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/infoprocess\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/infoprocess\/wp-json\/wp\/v2\/users\/7289"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/infoprocess\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":20,"href":"https:\/\/blogs.ubc.ca\/infoprocess\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"predecessor-version":[{"id":69,"href":"https:\/\/blogs.ubc.ca\/infoprocess\/wp-json\/wp\/v2\/pages\/13\/revisions\/69"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/infoprocess\/wp-json\/wp\/v2\/media?parent=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}