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Name: LI WAI-SANG/ Subject: Learning Design Technology, MITE by Mind Map: Name: LI WAI-SANG/ Subject: Learning Design Technology, MITE
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Name: LI WAI-SANG/ Subject: Learning Design Technology, MITE

Learning Technology Project

Tools: flowchart, storyboard, prototype

Learning outcome

ADDIE process

  Analyze – analyze learner characteristics, task to be learned, etc. Indentify Instructional Goals, Conduct Instructional Analysis, Analye Learners and Contexts Design – develop learning objectives, choose an instructional approach. Write Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy Develop – create instructional or training materials Design and selection of materials appropriate for learning activity, Design and Conduct Formative Evaluation Implement – deliver or distribute the instructional materials Evaluate – make sure the materials achieved the desired goals  

LT (Learning Technology) Product

Instruction Design and Event

Learning Theories

are about how learning occurs help us understand the process of learning are based on our philosophy about nature of knowledge or epistemology two main philosophical orientations in relation to knowledge: objectivism and idealism rientations result in learning theories across a continuum: behaviorism, cognition and constructivism translate into concrete actions in teaching and learning (pedagogical models, approaches, strategies, etc)

Constructivism

Bartlett (1932) pioneered what became the constructivist approach (Good & Brophy, 1990). Constructivists believe that "learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events." "What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind." (Jonasson, 1991).

Cognitivism

Cognitive theorists recognize that much learning involves associations established through contiguity and repetition. They also acknowledge the importance of reinforcement, although they stress its role in providing feedback about the correctness of responses over its role as a motivator. However, even while accepting such behavioristic concepts, cognitive theorists view learning as involving the acquisition or reorganization of the cognitive structures through which humans process and store information. (Good and Brophy, 1990, pp. 187).

Behaviorism

Behaviorism, as a learning theory, can be traced back to Aristotle, whose essay "Memory" focused on associations being made between events such as lightning and thunder. Other philosophers that followed Aristotle's thoughts are Hobbs (1650), Hume (1740), Brown (1820), Bain (1855) and Ebbinghause (1885) (Black, 1995). The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). It views the mind as a "black box" in the sense that response to stimulus can be observed quantitatively, totally ignoring the possibility of thought processes occurring in the mind. Some key players in the development of the behaviorist theory were Pavlov, Watson, Thorndike and Skinner.

Learning Model

Active Learning