THEORY

1. Constructivist - Instructional Method Characteristics

1.1. Universal goals such as problem solving and critical thinking

1.2. Students generate knowledge through collaborative group work

1.3. Learning is not linear, often exploratory in nature

1.4. Prerequisite knowledge not always required or considered

1.5. Instruction emphasizes learning in experiential contexts

1.6. Learning is social

1.7. Assessment varies

2. Reigeluth's Theory

2.1. 7 Steps in Elaboration

2.1.1. Sequence

2.1.2. Organise

2.1.3. Summarization

2.1.4. Synthesize

2.1.5. Analogy

2.1.6. Cognitive Strategy Activator

2.1.7. Learner Control

3. Constructivist - "Why" (Higher order thinking, personalised meaning and situated/ contextual learning)

3.1. Learner Centered

3.1.1. Individual knowledge construction

3.1.2. Problem solving, experiential and/or social learning experiences

3.1.3. Interpret information

3.1.4. Activate prior knowledge and personal experiences

3.1.5. Observe, process and interpret learning to new experiences and knowledge

3.1.6. Personalized learning

3.1.7. John Dewy, Maria Montessori, Jean Piaget, Jerome Bruner, Cooper (1993), Wlilson (1997)

4. Gagne's Theory

4.1. 9 Events of Instruction

4.1.1. Gain Attention

4.1.2. Inform Learner of Objective

4.1.3. Recall of Prior Information

4.1.4. Present Information

4.1.5. Provide Guidance

4.1.6. Elicit Performance

4.1.7. Provide Feedback

4.1.8. Access Performance

4.1.9. Enhance Retention and Transfer

5. Connectivism

5.1. Society’s connectedness within a network of digital infrastructure

5.1.1. Learner drives the learning

5.1.2. Making connections (nodes) and building knowledge with a network

5.1.3. Nodes can be resources or people

5.1.4. Stephen Downes and George Siemens

6. Connectivism Instructional Method Characteristics

6.1. Learning is primarily online, open, learners engage within network

6.2. Learning objectives are not pre-determined, emerge throughout the course, determined by learners’ needs

6.3. Variety of content sources on web, extensive, accessible

6.4. Learners are self-directed, independent, know how-to-learn

6.5. Prerequisites not required

6.6. Learning is often disorganized, chaotic

7. Constructivist Implications for Online Learning

7.1. Active Learning

7.1.1. Meaning full activity

7.1.2. Personalized learning

7.1.3. Application to practical situations

7.2. Knowledge construction

7.2.1. Self lead

7.2.2. Instructor facilitation

7.2.3. Student interaction and instructor

7.2.4. Student controls learning agenda

7.2.5. Student information at first hand

7.2.6. Student opportunity to contextualize information

7.2.7. Student oppertunity to personal information

7.3. Collaborative & cooperative learning

7.3.1. Group work

7.3.2. Learn from others

7.3.3. Use strength of other learners

7.3.4. Assign roles in group work based on expertise

7.4. Learner Control

7.4.1. Student control process

7.4.2. Journey of discovery

7.4.3. Instructor guidance

7.5. Opportunities for reflection

7.5.1. Time

7.5.1.1. Reflect Information

7.5.1.2. Internalize information

7.5.2. Learning Journal

7.6. Meaningful learning

7.6.1. Activities to help apply information

7.6.2. Activities to help personalize information

7.7. Interaction

7.7.1. Information

7.7.1.1. Promote higher order thinking

7.7.1.1.1. New skills

7.7.1.1.2. New knowledge

7.7.1.1.3. New attitudes

7.7.2. Environment

7.7.2.1. Social interaction

7.7.2.1.1. Sense of presence

7.7.2.1.2. Sense of community

7.7.2.2. Technology

8. Implications for Online Learning

8.1. Learning and knowledge rests in diversity of opinions

8.1.1. Diverse opinions must be sought and reflected upon

8.2. Learning is a process of connecting specialized nodes or information sources.

8.2.1. Facilitation research and connections

8.2.2. Application of that knowledge in a course

8.3. Learning may reside in non-human appliances.

8.3.1. Learning does not have be instructor led

8.3.2. Online research

8.3.3. Online social networks e.g. Twitter

8.4. Capacity to know more is more critical than what is currently known

8.4.1. Allow opportunity to debate

8.4.2. Supported referencing by students

8.4.3. Asking questions to peers

8.5. Nurturing and maintaining connections is needed to facilitate continual learning.

8.5.1. Structure activities to support interactions

8.5.2. Weekly plans of interactions

8.6. Ability to see connections between fields, ideas, and concepts is a core skill.

8.6.1. Support "big picture" thinking

8.6.2. Mind Mapping

8.7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

8.7.1. Latest new current research

8.7.2. Relevant databases

8.7.3. Networks

8.8. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.

8.8.1. Personalized learning oppertunities

8.8.2. Relevant context to that cohort

9. DEEP LEARNING

9.1. INTRINSIC MOTIVATION

9.1.1. 6. Developing as a person

9.1.2. 5. Understanding reality in different ways

9.1.3. 4. The abstraction of meaning - (Making sense)

9.2. STUDENT CENTERED

9.2.1. Learner orientated

9.2.2. Facilitating understanding

9.2.3. More knowledge gained

9.2.4. Conceptual change

9.2.5. Intellectual development

9.2.6. Relates topic and ideas to past knowledge and experiences

9.2.7. Thinks critically about newly learned material

9.2.8. Ties in information from other sources

9.2.9. Creates new arguments and understands logic based on new information

9.2.10. Recognises a structure in the content

9.2.11. Motivation from within, wants to learn

9.2.12. Aims to understand the meaning behind the material

10. Learning theories

10.1. 1. Source of strategies

10.2. 2. Selection is the basis of strategy

10.3. 3. Integration blends relationships of Instructional components and design instruction

10.4. 4. Prediction of sucess

11. COGNITIVE - Memory

11.1. Preception and attention strategies

11.1.1. Sensory Systems

11.1.1.1. Pace information

11.1.1.2. Mode of delivery

11.1.1.2.1. Audio

11.1.1.2.2. Visuals

11.1.1.2.3. Animations

11.1.1.2.4. Video

11.1.1.3. Avoid

11.1.1.3.1. Sensory overload

11.1.1.3.2. Non essential information

11.1.2. Advance organisers

11.1.2.1. Place important information in the centre of the screen

11.1.2.2. Learners must be able to read left to right

11.1.2.3. Highlight critical information to focus attention

11.1.2.3.1. Headings to organise details

11.1.2.3.2. Formatted information to allow learners to attend and process it

11.1.2.4. Explain why learners should take the lesson to keep them focused

11.1.2.5. Location of information on screen

11.1.2.5.1. Colours

11.1.2.5.2. Graphics

11.1.2.5.3. Text type

11.1.2.5.4. Text Size

11.1.2.6. Material difficululty must match the cognitive level of the learner

11.1.2.6.1. Give link to complicated and simpler information to accommodate different knowledge levels

11.2. Memory Overload Prevention Strategies

11.2.1. Chunking

11.2.1.1. 5-9 items on screen

11.2.1.2. Information Maps = explain the relationships for lot of content

11.2.1.2.1. Linear

11.2.1.2.2. Hierarchical

11.2.1.2.3. Spider shaped etc.

11.2.1.3. Generalized maps can be broken into sub items as the lesson progresses

11.2.1.4. Present generalized map at the end again

11.2.1.5. Deep learning is facilitated when you ask the students to generate the information map themselves = "bigger picture"

11.3. Memory Link Strategies

11.3.1. Framework for Learning

11.3.1.1. Comparative advance organiser

11.3.1.1.1. Recall prior knowledge

11.3.1.2. Expository advanced organiser

11.3.1.2.1. Lesson Details

11.4. Long Term Information Strategies

11.4.1. Learners need to

11.4.1.1. Apply

11.4.1.2. Analyse

11.4.1.3. Synthesize

11.4.1.4. Evaluate

11.5. Implications for Online Learning

11.5.1. Multimedia Learning Theory

11.5.1.1. Any a combination of 2 to promote deeper thinking: Audio, Visuals or Text

11.5.1.1.1. Visuals accompanied by audio narration versus onscreen text.

11.5.1.1.2. Minimise cognitive overload

11.5.1.1.3. Text close to graphics

11.5.1.1.4. Arrows/ circles/ highlighting & pauses in speech

11.5.1.1.5. Learner control

11.5.1.1.6. Segment into small chunks

11.5.1.1.7. No distracting music or irrelevant videos

11.5.1.1.8. Personalisation - informal tone

12. Behaviourists

12.1. Explicit Outcomes

12.2. Self assess outcomes have been achieved

12.3. Online self assessment facility

12.4. Assessment sequenced into learning

12.5. Grades and corrective feedback

13. Objectivist - Instructional Method Characteristics

13.1. Instruction is directive

13.2. New node

13.3. Instructors transmit body of knowledge/skills to learners

13.4. Assessments: multiple choice, short answer tests, or essays and projects graded by rubrics or checklists

13.5. Students require prerequisite skills for advancing through curriculum

13.6. Instruction is sequential, linear, standardized

13.7. Efficient

14. Merrill's Principles of Instruction

14.1. Problem

14.1.1. Demonstration

14.1.2. Intergration

14.1.3. Activation

14.1.4. Application

15. Objectivist

15.1. Behaviorist "What" (Facts)

15.1.1. Knowledge transmitted to learner

15.1.2. No interpretation by learner

15.1.3. No contextualization by learner

15.1.4. Reinforce learner behaviour

15.1.5. Behavioral change shows learning

15.1.6. Possible to observe and measure behaviour

15.1.7. Thorndike (1913), Pavlov (1927), Skinner (1974), Good & Brophy (1990)

15.2. Cognitivist "Why" (Processes & principles)

15.2.1. Uses memory, motivation, thinking and refelction

15.2.2. Structures and processes of the learner

15.2.3. Application of learning

15.2.4. Depends on the processing capacity of the learner, their effort/ depth of the processing and existing knowledge structure

15.2.5. Gange, Craik & Lockhart (1972), Craik & Tulving 1975), Ausubel, (1974)

16. COGNITIVE - Individual Differences

16.1. Learner Types

16.1.1. Concrete experience learners

16.1.1.1. Group Work

16.1.1.2. Peer Feedback

16.1.1.3. Instructor = Guide

16.1.2. Reclective observation learners

16.1.2.1. Like to see all the content immediately

16.1.2.2. Observe before taking action

16.1.2.3. Instructor = Expert

16.1.3. Abstract conceptualization learners

16.1.3.1. Like to work with things and symbols

16.1.3.2. No person centred

16.1.3.3. Like theory

16.1.3.4. Ability to analyse systematically

16.1.4. Active experimentation learners

16.1.4.1. Lean by doing

16.1.4.2. Practical projects

16.1.4.3. Group discussions

16.1.4.4. Learn actively

16.1.4.5. Peers provide information and feedback

16.1.4.6. Self evaluation criteria

16.2. Instructor support

16.2.1. Assimilators

16.2.1.1. High instructor presence

16.2.2. Accommodators

16.2.2.1. Low instructor presence

16.3. Presenting Content

16.3.1. Text Information

16.3.2. Verbal Information

16.3.3. Visual Information

16.4. Motivation

16.4.1. Intrinsic

16.4.1.1. Learner driven

16.4.1.1.1. ARCS

16.4.1.1.2. Deci & Ryan

16.4.1.1.3. Csíkszentmihályi - Flow

16.4.2. Extrinsic

16.4.2.1. Instructor and performance driven

16.5. Metacognition

16.5.1. Reflection opportunity

16.5.2. Collaboration opportunity

16.5.3. Self access overall progress

16.5.4. Feedback opportunities to check knowledge progress

16.6. Transfer of Learning

16.6.1. Real life simulation

16.6.2. Real life case studies

16.6.3. Real life application in assignments and/or projects

17. Cognitive - Implications for Online Learning

17.1. Memory

17.2. Individual Differences

18. SURFACE LEARNING

18.1. EXTRINSIC MOTIVATION

18.1.1. 1. A qualitative increase in knowledge

18.1.2. 2. For memorization and storing

18.1.3. 3. The acquisition of facts for subsequent use

18.2. TEACHER CENTERED

18.2.1. Content orientated

18.2.2. Impart information

18.2.3. Transmitting structured knowledge

18.2.4. Less knowledge gained

18.2.5. Unreflective approach, facts no elaborated

18.2.6. No interaction with content or ideas

18.2.7. Concentrates only on memorisation

18.2.8. Underlying argument not comprehended

18.2.9. Treats the task as like a monotonous chore

18.2.10. External incentive, based on demands of a test

18.2.11. Aims to recite and regurgitate material inactively

19. COLLABORATIVE LEARNING

19.1. Online Collaborative Learning (OCL)

19.1.1. Social Course

19.1.1.1. Teacher rep of subject and facilitator

19.1.1.1.1. Idea organising (IO)

19.1.1.1.2. Idea generating (IG)

19.1.1.1.3. Intellectual convergence (IC)

19.1.2. Forums

19.1.2.1. Key component of the teaching

19.1.2.1.1. Online Discussions

19.1.3. Strengths

19.1.3.1. Scaffold learning

19.1.3.2. Recordings

19.1.3.3. Asynchronous discussion

19.1.3.3.1. Intincsic value of discussion important

19.1.3.3.2. Supports critical & analytical thinking, synthesis & evaluation

19.1.4. Weakness

19.1.4.1. Not scalable

19.2. Community of Inquiry Model (COI) (Theory)

19.2.1. COI Framework

19.2.1.1. Construct and confirm meaning through sustained reflection and discourse

19.2.1.1.1. Social Presence

19.2.1.1.2. Teaching presence

19.2.1.1.3. Cognitive presence

19.2.2. Learning theory

19.2.2.1. Good for = Higher Order thinking

19.2.2.1.1. Constructivist

19.2.2.1.2. Collaboration

19.2.2.2. Bad for = Lower Order thinking

19.2.2.2.1. Objectivist

19.2.3. Technology

19.2.3.1. Audio Feedback

19.2.3.2. Rubrics Assessing

19.2.3.2.1. Exploration

19.2.3.2.2. Intergration

19.2.3.2.3. Resolution

19.2.3.3. Documentation Creation Tools

19.2.3.4. Dynamic Rich Internet Applications

19.2.3.5. Synchronous Chat

19.2.4. Academic Diciplines

19.2.4.1. Hard

19.2.4.1.1. Linear Thinkers

19.2.4.1.2. More direct instruction than facilitation

19.2.4.1.3. Emphasis factual knowledge

19.2.4.1.4. Course design and organisation - focuses on the design and presentation of content

19.2.4.2. Soft

19.2.4.2.1. Lateral Thinkers

19.2.4.2.2. More facilitation than direct instruction

19.2.4.2.3. Course design and organisation - focus on netiquette and participation expectations

19.3. Collaborative Learning Online (COL)

19.3.1. Small groups

19.3.1.1. Active learning

19.3.1.1.1. Enhances individuals abilities to master knowledge

19.3.1.1.2. Activities to develop higher order thinking skills

19.3.1.2. Learner centered

19.3.1.2.1. Empowering learners

19.3.2. Community of Practice (COP)

19.3.2.1. Similar interest/ goals

19.3.2.1.1. "Sounding boards" for ideas

19.3.2.1.2. Varied backgrounds

19.3.2.1.3. Varied views / expereinces

19.3.2.1.4. Knowledge sharing

19.3.2.2. Computer Mediated Communicaton (CMC)

19.3.2.2.1. Synchronous

19.3.2.2.2. Asynchronous

19.3.3. Assessment

19.3.3.1. Group

19.3.3.1.1. One grade per team

19.3.3.2. Individual

19.3.3.2.1. Issues

19.3.3.3. Collaborative

19.3.3.3.1. Types

19.3.3.4. Techniques

19.3.3.4.1. Projects

19.3.3.4.2. Papers

19.3.3.4.3. Performances

19.3.3.4.4. Portfolios

19.3.3.4.5. Exhibitions

19.3.4. Technologies