Using the familiar ADDIE (processes of Learning Design), we are at Design, Evaluation and Development. We are also at the Planning stage of E-learning process.
This week's material is actually linked to last week's. Remember last week's "Domains of learning"? In the Cognitive domain, both "fact" and "concept" are two possible outcomes of learning based on Gagne's version ("fact" is a form of Verbal Information/ Declarative Knowledge, whereas "concept" is a form of Intellectual Skill). A possible reason for not using Bloom's taxonomy is because his outcomes of learning have more to do with writing objectives, which are not mapped to instructional strategies (Gagne's have more to do with learning categories, which are mapped onto instructional strategies).
Below is a summary of what is learnt this week (Smith and Ragan's readings):
What is "fact"?
- knowing that...
- labels/ names
- facts/ lists
- organized discourse
- organization (organizing strategies) e.g. chunking
- association (linking strategies) e.g. mnemonic strategies
- elaboration (elaboration strategies) e.g. similar to mnemonic strategies, but more complex
- knowing the meaning of.../ knowing what... is
- objects
- symbols
- events
- best example/ definition
- critical attributes
- matched examples and non-examples
When there is a definition, it is a "concept". (e.g. city)
If not, it is a "fact". (e.g. Tokyo)
Note that "fact" is a form of Verbal Information/ Declarative Knowledge, whereas "concept" is a form of Intellectual Skill.
Reflections
There is an interesting question posted on fact-learning in the lecture notes, namely:
Should the instruction do the organization (of learning strategies), or should the learner find his own organization scheme?
In my opinion, I choose the former. This is because as a learner (of facts), I find it more effective. For example, I am given the task to learn the sequence of our nine planets (old version, with Pluto). If the teacher were to immediately reveal the trick* to organizing the information (mnemonic strategies) to me, I would learn it so much faster than having to develop my own set of mnemonic strategies. Developing mnemonic strategies can be a tedious process because one has to come up with a meaningful string of words that can be linked/ associated to the fact(s) in question. One has to draw from both his language and creative abilities in this case.
*by simply remembering a sentence, the sequence of the nine planets is out: My (Mercury) very (Venus) elderly (Earth) mother (Mars) just (Jupiter) showed (Saturn) us (Uranus) nine (Neptune) planets (Pluto).
If not, it is a "fact". (e.g. Tokyo)
Note that "fact" is a form of Verbal Information/ Declarative Knowledge, whereas "concept" is a form of Intellectual Skill.
Reflections
There is an interesting question posted on fact-learning in the lecture notes, namely:
Should the instruction do the organization (of learning strategies), or should the learner find his own organization scheme?
In my opinion, I choose the former. This is because as a learner (of facts), I find it more effective. For example, I am given the task to learn the sequence of our nine planets (old version, with Pluto). If the teacher were to immediately reveal the trick* to organizing the information (mnemonic strategies) to me, I would learn it so much faster than having to develop my own set of mnemonic strategies. Developing mnemonic strategies can be a tedious process because one has to come up with a meaningful string of words that can be linked/ associated to the fact(s) in question. One has to draw from both his language and creative abilities in this case.
*by simply remembering a sentence, the sequence of the nine planets is out: My (Mercury) very (Venus) elderly (Earth) mother (Mars) just (Jupiter) showed (Saturn) us (Uranus) nine (Neptune) planets (Pluto).
No comments:
Post a Comment