Week 8

This week's learning objectives require us to know/ explain 1) what is a "procedure" and 2) what is a "principle", followed by designing E-learning instruction/ developing instructional strategies for 3) learning "procedures" and 4) learning "principles".

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.

Similar to last week, this week's materials are linked to Week 6's. Remember Week 6's "Domains of learning"? In the Cognitive domain, under Intellectual Skills, both "procedures" (rules) and "principles" (higher-order rules) are two possible outcomes of learning based on Gagne's version.

Below is a summary of what is learnt this week (Smith and Ragan's readings):

What is "procedure" (rule)?

• knowing how
• a sequence of actions
• an algorithm
• mental process and/ or physical skill (activities)
• involve decision points (for complex procedures)
• involve automaticity, an unconscious skill
• note that the difference between procedure (rule) and fact is that the former involves execution (Intellectual Skill) while the latter involves stating (Verbal Information)
  

How to develop instructional strategies for "procedure" (rule)?

• state when to use procedure (appropriate and inappropriate situations to use)
• state the steps of the procedure (involve sequencing and decision points)
• demonstrate the steps by showing:
• worked examples
• whole-to-parts
• parts-to-whole
• student to practise by:
• listing the steps
• executing the steps
• receiving feedback (from teacher)
  

What is "principle" (higher-order rule)?

• knowing why
• the relationships among two or more concepts
• combinations of rules (procedures), concepts and often facts
• relational rules (procedures) among concepts, expressed using:
• "if-then" statements
• "cause-effect" statements
  

How to develop instructional strategies for "principle" (higher-order rule)?

• state the principle
• state when the principle applies
• present variables/ factors through illustrations and explanations
• make the connections between contexts/ conditions (if-then) through practice and feedback

Reflections

There is an interesting activity given in the lecture notes. Given that practice and feedback are the two hardest instructional strategies in an E-learning environment, we are told to brainstorm some possible solutions.

In my opinion, asking the student to practise something (procedure/ rule or principle) using different scenarios and situations could be an effective solution. For example, if we were to teach a student to do manual-driving (involves steps like using the clutch, finding the biting point, changing of gear... etc.), we can put him through different road conditions. After going through the same procedure/ rule of manual-driving in different contexts, I would say the student has practised his stuff well.

In an E-learning environment, we can simulate different scenarios and situations for the student. A good example from the lecture is the simulation of a boat on the river. Students can be repeatedly exposed to the same Archimedes' principle by changing the boat's dimensions and observing the results. I think students will get a better idea of the principle via such practice.

From reading other students' blogs, I realised a couple of them is discussing about whether practice or feedback is the hardest instructional strategy in an E-learning environment. I agree with them that practice is actually the hardest. A E-learning designer will have to crack his brains to develop creative and interesting lessons so that students can effectively practise what is to be learned. If the practice session cannot capture the students' interest and involvement, it can be deemed as a failure or defeating its original purpose.

In comparison, coming out with feedback seems easier. A E-learning designer can simply refer students to model answers, as demonstrated by Week 7 lecture's "sample lessons for commuters" (places not to flag taxis) authored in exeXHTML. Within the program, the example is located in Lesson Preview > Reflection > Click here. Alternatively, the designer can develop the E-learning system such that it analyses and interprets students' answers (adaptive feedback). An example will be the system employed for the weekly assessment of this course. If the designer prefers something less rigid and more flexible, he can always set up an external feedback system (i.e. forum, e-tutor, digital materials).