Transcript Instructional Design

Instructional Design
教學設計
Content
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Learning Theories
Instructional Architecture
Hints
What makes good instruction isn't the
medium; it's the instructional
methods that guide the way the
medium is used
How Learning Happens
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Behaviorism
Cognitive Theories -- The
Information Processing Model
Constructivism -- Situated Learning
行為主義學派
行為主義
Behaviorism
古典制約
操作 (工具)制約
Classical Conditioning Operant (Instrumental)
Conditioning
古典制約
Classical Conditioning
Before Training:
Unconditioned
Stimulus -- Food
Unconditioned
Response -- Saliva
Training: A bell is rang when the food is given to the dog
After Training:
Conditioned
Stimulus -- Bell
Conditioned Response -- Saliva
操作制約
Operant Conditioning
E
D
Trial & Error
A
C
B
Behavior C has more
chance to be repeated
Flow of Information in a computer
RAM
DISK
CPU
ROM
Information Processing Model
Control
Receptor
Register
Long Term Memory
Short Term
Memory
Effector
Sensory
Sensory Register
Information
Receptor
Memory
Attention
perceived
(organized)
information
goes to working
memory
leaves in 1 to
3 seconds
Maintenance
rehearsal
Short-term
Memory
Elaborative
Rehearsal
Long-term
Memory
Working
Memory
Interference
(forgetting)
Knowledge from
long-term memory
Decay
(forgetting)
Storage
Structur
e
Code
Capacity
Duratio
n
huge
sec.
Retrieval
Causes of
failure to
recall
Complete:
with each
item being
retrieved
every 35
msec.
Displaceme
nt,
interference
; decay
Characteristics of Components of
12-20
250
Sensory Cognitive
Sensory:
Masking or
Storage
items
to msec. - 4Systems
Complete
"store"
features
decay
Short-ter
m
memory
Acoustic,
visual,
semantic,
sensory
features
identified
and named
7 +- 2
items
About 12
sec.;
longer
with
rehearsal
Specific and
Interference
semantic,
general
, organic
Long-ter visual know., Enormous
information
Indefinit
dysfunction
m
abstractions, , virtually
available
e
ing,
meaning,
unlimited
given
memory
inappropriat
images
proper
e cues
cueing
Recall as a function of recall interval where
rehearsal was prevented
100
80
60
40
20
0
3
6
9
Recall interval (sec.)
12
15
18
To Memorize
To Store into the Long Term Memory
Environment
all
Sensory Register
attention
Short Term Memory
Elaboration or rehearsal
Long Term Memory
Thinking –
Processing Information
Elaboration – linking information in the Working
Memory with those in the LTM
Limited by the capacity of the Working Memory (7±2)
How the WM handles complicated information –
Chunking
Chunking
FB
IPH
DTW
AIB
M
FBI PHD TWA IBM
Chunking enables STM to handle a large
amount of information
Cognitive Load –
How chunking helps
memorizing
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chessboard where 24 pieces are
arranged in a game in progress. Could
you replicate the arrangement of the
pieces after looking at the board for 10
seconds?
Pieces arranged in the form of a game in progress
Experts have
better memory
powers?
Pieces placed randomly on the board
Which screen do you find
most readable and learnable?
Cognitive Overload
Long Term Memory
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Where the information is permanently
stored
Forgetting due to interference
Dual encoding
Retrieving depends on cues – links
between concepts
Adjusted mean retention scores
100
60
40
Time after initial experience
47 yr. 7 mo.
Name matching
Free recall
34 yr. 1 mo.
14 yr. 6 mo.
7 yr. 5 mo.
3 yr. 10 mo.
1 yr. 11 mo.
Information is permanently stored
9.3 mo
0
Picture recognition
Picture cueing
25 yr. 10 mo
Name recognition
Picture matching
20
3.3 mo
Correct (%)
80
情境認知
Situated Learning
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知識與情境不可分割,因此學習不可脫離
情境
學習者是完整的個體, 其主動探索可自我
管理的能力, 是學習成效的重要關鍵
Instructional Architecture
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receptive
directive
guided discovery
exploratory
Receptive architecture
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Provides information that the learner absorbs.
Learners absorb the new information as they
receive it.
provides relatively little in the way of learner
interaction.
Briefings and linear video programs are
typical examples of the receptive architecture.
Example: 愛麗絲夢遊分數王國
Directive architecture
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short lessons that include rules or definitions,
examples, and practice exercises.
Lessons are generally sequenced starting with easier
or prerequisite skills, and build gradually to more
complex skills.
Frequent questions with feedback are provided to
build patterns of correct associations.
based on behavioral principles of psychology and
served as the predominant architecture of instruction
in early computer-based training.
Examples: au(Biology), tense
Guided discovery architecture
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experiential learning in which learners
are immersed in job-like problems
and—with various support options
including tutors, reference, and best
practice models—
Learners are encouraged to solve the
problems
Example: 唐伯虎與秋香
http://www.cse.cuhk.edu.hk/~mhp/all.html
Exploratory architecture
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a rich layered or networked resource of
information and effective navigational
and orientation interfaces provided
learners can acquire the knowledge
they need.
Examples: money, gotoairport
Hints on Instructional Design
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Helps reducing cognitive load:
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Helps retrieving from LTM:
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Integration of graphics and audio
Helps storing into LTM:
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Avoiding multimedia-induced overload, keep your
screens simple and consistent.
directing attention: instructional cueing
Adjunct memory support
rote repetition, elaborative rehearsal, organizing
Heuristics for complex problems:
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Cognitive Apprenticeship: high-fidelity simulations;
systematic sequence of problems for a new
Example: 古從軍行
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What are the objectives?
There are 4 interactive parts, 對偶句, 疊
音詞, 烘托, 借古諷今, are these related
to what taught in the main part? If not,
are they supposed to teach something?
Suitable Use of Multimedia?
Suitable use of Multimedia?
Example: Go to the Airport
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To teach or to test,
An explorative approach (situational
learning)?
Good use of multimedia – Snoopy’s trip
Ways to help memorization -- rehearsal
Ways to help memorization -rehearsal
Other Good Examples
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http://course.fed.cuhk.edu.hk/2002_1_
EDD5169BD_20/
http://course.fed.cuhk.edu.hk/2002_1_
EDD5169BD_10/
http://course.fed.cuhk.edu.hk/2002_1_
EDD5169BD_22/authorware/Web/phyfi
nal.htm
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Instructional cueing
Adjunct Memory Support