The overview and objectives page serves the learner from the behaviorist point of view in\u00a0that “according to the behavioral perspective, just as we set goals for appropriate\u00a0behavior, so can we express in behavioral telIDS the instructional outcomes we desire\u00a0students to achieve.” (Driscoll, 2005, pg.58) There is one general aim and one overall\u00a0objective that are both stated such that the manner for evidencing or evaluating if the\u00a0learner has retained information after having completed the module is not stated.\u00a0awkward sentence The objectives should include a second part with the learning goal\u00a0stated using language, such as “evidenced by” or “demonstrated by”, to indicate how the\u00a0learner would be able to indicate their comprehension\/learning of the material being\u00a0presented in the module. Another major aspect of the basic model for a behaviorist\u00a0design of web learning would include a basic assessment of the leamer’s “needs and\u00a0capabilities so that instruction is appropriate and meaningful.” (Deubel, 2003, pg. 4) This\u00a0is not evident in the presentation of this introductory module for the course Wood 120.\u00a0The list of topics provided on the content\/objectives page gives the direction that the\u00a0students should become familiar with this information. The organization and\u00a0interrelatedness of the topics are not introduced to the learners as effectively as they\u00a0could be with an advance organizer to activate prior knowledge. please elaborate-where\u00a0did this come from? The theorist sib referenced at the least e.g. (Driscoll, ????) Although\u00a0the course is aimed at first year undergraduate students they would almost certainly have\u00a0been exposed to some information and concepts through their elementary and secondary\u00a0school education as well as through the television and other media sources. This learning\u00a0intervention must be presented at the beginning of the course prior to learning any of thematerial. (Driscoll, 2005) Meaningful learning instruction has provided several useful\u00a0criterions for advance organizers. First the organizer could be created in a very general\u00a0manner to function for the wide variety of learners that could be taking this course. The\u00a0advance organizer would include the most inclusive and relatable concepts and as a result\u00a0would be more abstract and inclusive then the learning materials. (Driscoll, 2005) more\u00a0detail would strengthen paper-page numbers and quotes The resources\/references page,\u00a0which is presented on the page following the module content page, includes a reference\u00a0to the Temperate Forest Foundation webpage. On this site a visual model is provided that\u00a0would serve as a good basic cognitive structure upon which to base the design of the\u00a0advance organizer and incorporate the main ideas that will be presented in the module.\u00a0(See appendix 1)<\/p>\n
The first section (A) in module 1 deals with Terminology used In Forest Management\u00a0Issues. The learning task is to be accomplished by providing a list of definitions that the\u00a0learner can utilize to answer a self-test\/ review set of questions. A behaviorist strategy to\u00a0learn this terminology would be to design and administer the self-test\/review using the\u00a0principals that I described earlier with basic factual questions and immediate response\u00a0from the computer program. “Atkins (1993) concluded that a structured, deductive\u00a0approach to design multimedia applications can lead to rapid acquisition of basic\u00a0concepts, skills, and factual information within a clear framework. The effectiveness of\u00a0behavioral design approaches for higher-order learning tasks or for transfer oflearning is\u00a0still unproven, however.” (Deubel, 2003, pg. 5) good This is not to say that other\u00a0cognitive strategies cannot be utilized to embed this information in the learner’s longterm\u00a0memory. By rewriting the definitions in the learner’s own words, a technique of\u00a0elaboration in encoding is used as a corresponding Cognitive Information Processing\u00a0(CIP) strategy. (Driscoll, 2005) The learner could also create a chart using three columns\u00a0with the headings Social, Economic, Ecological corresponding to the advance organizer.\u00a0The task would be for the learner to put the terms that are listed in the terminology\u00a0section into the most appropriate column and cross list any terms that are appropriate for\u00a0more than one column. Furthermore, by posting the lists on the discussion page students\u00a0could compare and provide justification for their decisions.<\/p>\n
Section (B) content would be transferred effectively using a behavioral model of\u00a0presentation and learning to simply teach what different values regarding a forest are. The\u00a0majority of the content is at a higher level of thinking and requires more cognitive\u00a0learning strategies. The section begins with an exercise that activates prior knowledge for\u00a0the learner by coming up with different values related to forests that you have\u00a0experienced, read or heard about. This activity could be enhanced with an interactional\u00a0flow chart! or organizer sheet that would enhance the learners encoding and engagement.\u00a0In the chart the learner would provide specific examples ofhow a value from one\u00a0category (Environmental, Economic, Social) directly relates to another value. For\u00a0example, money to pay for jobs (economic) provides long term, stable employment\u00a0(social). Another activity would be for the learner to write a short scenario, in a\u00a0hypothetical setting, comparing and contrasting the values the learner visualizes in a\u00a0meaningful interpretation of the types ofinteractions between different values instead of\u00a0making and extending lists of Economic, Social and Environmental values that are\u00a0provided in the notes. This would apply the strategy of elaboration in encoding with\u00a0examples that are meaningful to the learner. (Driscoll, 2005) good-but again a more\u00a0detailed reference would be better It is appropriate to note that the model (visual\u00a0representation), which the advance organizer is based on, is repeated from the web page\u00a0mentioned previously for illustrating the needs for living sustainably, for the types of\u00a0forest values.<\/p>\n
The next two areas of this section involve conflicting and complementary forest values.\u00a0The interaction is again supported by the advance organizer graphic structure in the\u00a0overlapping areas of the Venn diagram. Instead of individually developing examples\u00a0these topics lend themselves quite nicely to having students assigned or choosing various\u00a0roles to play out in a forestry scenario. For example: First Nations, Loggers,\u00a0Environmentalists, Recreation interest groups and business interests. Then through\u00a0presentations in the discussion forum the students could develop position briefs and\u00a0interact\/respond to their classmates concerns. By developing an opinion in the leamer’s\u00a0own words a technique of elaboration in encoding is used as a corresponding erp\u00a0process. (Driscoll, 2005) A visual representation would be helpful here as well which\u00a0would be supported by Mayer’s generative theory of multimedia learning where learners\u00a0construct meaningful knowledge by “selecting words and selecting images from the\u00a0presented material. .. and integrating the resulting verbal and visual representations with\u00a0one another.” (Deubel, 2003) (See Appendix 2) good Assignment I provides the students with increased extensive and variable practice, which\u00a0is a corresponding eIP process of elaborating on new information with examples that are\u00a0meaningful to you. I would hypothesize that the results on this assignment would be\u00a0better following the discussion forum that was previously described then if students were\u00a0to complete this assignment without participating in the discussion forum. (An interesting\u00a0study could be developed comparing results over two different semesters in which the\u00a0course is presented).<\/p>\n
The next section e involves the study of Forest systems. The first concept, forest system\u00a0time, is covered by visualizing two examples familiar to the learner that have experienced\u00a0a serious impact. Then the learneris asked to describe what the example would look like\u00a0after a recovery period of 20 years and 100 years. I think a better activity to encode this\u00a0concept into a leamer’s memory would be to make annotated diagrams of some of the\u00a0scenarios that are outlined in this section after including greater detail in the scenarios.\u00a0This would provide the learner with a dual code to embed the concept in more than oneway\u00a0and more than one mode. (Driscoll, 2005)\u00a0The second concept covered is Forest system level, which is described through several\u00a0definitions that the learner must use to answer questions in the self-test\/review section.\u00a0By examining annotated visual representations and categorizing them at the different\u00a0levels the learner would have an experience in applying the information presented and a\u00a0visual representation to support the learner to encode the concept. This would provide the\u00a0learner with a dual code to embed the concept in more than one-way and more than one\u00a0mode. (Driscoll, 2005)\u00a0The third concept is Forest System Dynamics there is some written material given to the\u00a0learner but little support to embed the material in the leamer’s memory. Having the\u00a0learner do an annotated graphic representation of an area that is moving through a cycle\u00a0of succession by filling in a cyclic chart would support the learner to embed this concept.\u00a0(See appendix 3)<\/p>\n
Section D concerns the Harvesting of Forests. This section is an overview of a large\u00a0amount of information the learner is exposed to by presenting some basic ideas. One way\u00a0this information could be presented with a better learning outcome would be to outline a\u00a0few learning objectives at the beginning of the section that would be reflected on the selftest\/\u00a0quiz and the module test. The questions on the quiz, which involve basic knowledge\u00a0acquisition, that are well suited to computer interactive testing as outlined previously\u00a0(multiple choice, fill in the blank or true\/false questions with immediate reinforcement)\u00a0are numbers 1,2,3,4,5,9,10,11. (Deubel, 2003) The first area of knowledge that is\u00a0covered is an overview of the kinds of Management Decisions that need to be made.\u00a0Harvesting methods are the presented in a format of advantages and disadvantages. By\u00a0having the learner create a comparative organizer using their own words to compare and\u00a0contrast the different harvesting methods a useful tool would be created to enhance\u00a0learning this information. (Driscoll, 2005) The last area covered in this section is\u00a0Harvesting Phases: Planning, Operations, Regeneration, and Silvicultural Stand Tending.\u00a0Questions requiring higher order thinking skills or more open ended answers (questions\u00a06,7,8 on the quiz) would provide more meaningful learning if three scenarios where\u00a0presented to the learner. Plans could then be developed describing the type of operations\u00a0required, which of the harvesting methods would be most appropriate (including the\u00a0advantages, and disadvantages to each of the scenarios) and an outline of the\u00a0Regeneration phase and what considerations regarding Silviculture Stand Tending would\u00a0be involved.<\/p>\n
Section E covers perspectives on the environment. The initial area of focus is Ecological\u00a0footprint. Appropriate and effective examples are given but the learning process could be\u00a0improved by having students outline what their ecological footprint is and how it could\u00a0be reduced. This activity would correspond to the CIP principal of encoding by\u00a0elaborating on new information with examples that are meaningful to the learner and by\u00a0making the information personal by relating it to the leamer’s life. (Driscoll, 2005) The\u00a0next concepts are Withdrawals and Sinks. Using a compare\/contrast chart to embed the\u00a0concepts of Withdrawals and Sinks would enhance the leamer’s experience for this\u00a0information. (Driscoll, 2005) The third area is presented as two different perspectives on\u00a0Environmental Issues: Biological and Economic. There is no reinforcement for the\u00a0material presented in the module. To support learning this material a problem question\u00a0could be posed regarding the two different perspectives and their descriptions.What are\u00a0your thoughts\/opinions regarding the question are the two perspectives completely\u00a0separate or are they linked? What are the disadvantages or potential problems with\u00a0following either of the perspectives? The fourth area, Life Cycle Analysis, is enhanced by\u00a0a graphic representation (one is included as Fig 1.4). To increase cognitive processing the\u00a0learner should apply one example that is familiar or relevant to them. (Driscoll, 2005)\u00a0The last section F covers two main concepts: Loca11eve1 considerations and G10ba1 1eve1\u00a0considerations. Scenarios are presented with answered questions for the 10ca11evel. The\u00a0objective for the 10ca11eve1 follows the behavioral processing model in that the goal for\u00a0performance is stated although it is very broad. The G10ba11eve1 considerations have\u00a0evidence of a cognitive processing perspective in that the learner must analyze the\u00a0scenario and evaluate what “good” and “bad” aspects are products of this management\u00a0decision.<\/p>\n
The study group assignment provides the students with increased extensive and variable\u00a0practice, which is a corresponding eIP process. (Driscoll, 2005) This is a high level\u00a0cognitive processing activity that incorporates the knowledge and learning activities that\u00a0have been completed through out the module.<\/p>\n
In conclusion the introductory module to the course Wood 120 can be presented using a\u00a0combination of behaviorist and cognitive learning theories that are generally suited better\u00a0for different types of thinking processes. The behaviora11earning theory is conducive for\u00a0teaching knowledge through computer assisted learning\/reinforcement and evaluation\u00a0programs. Higher level thinking skills, which require application, synthesis, and\u00a0evaluation, are better suited to cognitive teaching theories that accommodate answers,\u00a0which are not appropriate to be graded as simply correct or incorrect. This is also a factor\u00a0of current computer technology’s inability to interpret natura11anguage responses.\u00a0(Deubel, 2003)<\/p>\n
I<\/em><\/p>\n Appendix 1<\/p>\n Appendix 2<\/p>\n![\"\"](\"https:\/\/blogs.ubc.ca\/mr2010metport\/files\/2011\/03\/appendix-12.jpg\" "\\"appendix")
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