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Two Kinds of Basic DesignTwo Kinds of Basic Design
Conceptual DesignConceptual Design.
Presentation DesignPresentation Design
Creating the learning “architecture” ofCreating the learning “architecture” ofthe programthe program
Creating the “look and feel” of the Creating the “look and feel” of the programprogram
Conceptual DesignConceptual Design
Three questions must be answered:Three questions must be answered:.
1. How will the content be organized?1. How will the content be organized?
2. How will the learners interact with 2. How will the learners interact with the program?the program?
3. What kind of context will the learners3. What kind of context will the learners do it in?do it in?
Structuring/Organizing Your Content Structuring/Organizing Your Content
Formal-Hierarchical ApproachFormal-Hierarchical Approach
Course
Unit 2Unit 1 Unit 3
1.21.1 3.23.12.1
Structuring/Organizing Your Content Structuring/Organizing Your Content
Formal-Hierarchical Approach:Formal-Hierarchical Approach:
• Learning decomposed into constituent partsLearning decomposed into constituent parts
• Very systematicVery systematic
• Tends to be linearTends to be linear
Structuring/Organizing Your Content Structuring/Organizing Your Content
Network Structured ApproachNetwork Structured Approach
Structuring/Organizing Your Content Structuring/Organizing Your Content
Network Structured Approach:Network Structured Approach:
• Content is highly modularContent is highly modular
• Students select sequence based on personalStudents select sequence based on personal needs and preferencesneeds and preferences
• Centered around getting learners startedCentered around getting learners started quickly on relevant tasksquickly on relevant tasks
Structuring/Organizing Your Content Structuring/Organizing Your Content
Competence-Based ApproachCompetence-Based Approach
Structuring/Organizing Your Content Structuring/Organizing Your Content
Competence-Based Approach:Competence-Based Approach:
• Content is structured not formally in termsContent is structured not formally in terms of a hierarchy, but in the service of of a hierarchy, but in the service of functionfunction
• One competency, complete in itself, isOne competency, complete in itself, is mastered at a time mastered at a time
• Only the content that is required for thatOnly the content that is required for that specific achievement is coveredspecific achievement is covered
• Used with more complex tasks where learnersUsed with more complex tasks where learners have to know certain things before proceedinghave to know certain things before proceeding
Structuring/Organizing Your Content Structuring/Organizing Your Content
Spiral Curriculum ApproachSpiral Curriculum Approach
Structuring/Organizing Your Content Structuring/Organizing Your Content
Spiral Curriculum Approach:Spiral Curriculum Approach:
• Content is structured in the service of Content is structured in the service of functionfunction again again
• Complexity dealt with by introducing topicsComplexity dealt with by introducing topics in phasesin phases that build on each other that build on each other
• Skills and knowledge introduced at basic Skills and knowledge introduced at basic level -- at second level same skills and level -- at second level same skills and knowledge are examined, but at moreknowledge are examined, but at more demanding level demanding level
Structuring/Organizing Your Content Structuring/Organizing Your Content
Thematic/Case-Based ApproachThematic/Case-Based Approach
Task 1
Task2
Structuring/Organizing Your Content Structuring/Organizing Your Content
Thematic/Case-Based Approach:Thematic/Case-Based Approach:
• Content introduced as part of the themeContent introduced as part of the theme of the unfolding storyof the unfolding story
• Content is embedded in an “authentic” task Content is embedded in an “authentic” task
Structuring/Organizing Your Content Structuring/Organizing Your Content
Generative ApproachGenerative Approach
Structuring/Organizing Your Content Structuring/Organizing Your Content
Generative ApproachGenerative Approach
• There is no structure at all -- only “tools” toThere is no structure at all -- only “tools” to solve problemssolve problems
• Content is generated by students as they useContent is generated by students as they use a tool to solve problems a tool to solve problems
Learner Interaction with the Program Learner Interaction with the Program
Directed LearningDirected Learning
ConstructivistConstructivist
Free Access/BrowsingFree Access/Browsing
• TutorialsTutorials
• Drill & PracticeDrill & Practice
• Intelligent TutorialsIntelligent Tutorials
• Simulations/Case-BasedSimulations/Case-Based
• Discovery Discovery
• ApprenticeshipApprenticeship
• Constructionism -- Constructionism -- Learning ToolsLearning Tools
• ArchivesArchives
Learner Interaction with the Program Learner Interaction with the Program
Constructionism: Constructionism:
Learning through the construction of artefacts Learning through the construction of artefacts (e.g. LOGO)(e.g. LOGO)
Apprenticeship: Apprenticeship:
1) Model of expert performance provided1) Model of expert performance provided
2) Apprentice works on task with coaching from master; 2) Apprentice works on task with coaching from master; master provides hints, comments, and handles more master provides hints, comments, and handles more complex partscomplex parts
3) Master’s support gradually removed (scaffolding)3) Master’s support gradually removed (scaffolding)
Learner Interaction with the Program Learner Interaction with the Program
Discovery : Discovery :
1) Explicit instructional material minimized -- 1) Explicit instructional material minimized -- “ “natural” patterns of learning supportednatural” patterns of learning supported
2) Learners started on meaningful tasks quickly2) Learners started on meaningful tasks quickly
3) Support provided for exploration, reasoning, and3) Support provided for exploration, reasoning, and improvisationimprovisation
4) Error recognition and recovery strongly supported4) Error recognition and recovery strongly supported
Learner Interaction with the Program Learner Interaction with the Program
Forms of GuidanceForms of Guidance
1) Amount of orientation1) Amount of orientation
2) Amount of structure 2) Amount of structure
3) How evaluation managed3) How evaluation managed
Information providedInformation provided
Support providedSupport provided
Feedback providedFeedback provided
ExternalExternal
IntrinsicIntrinsic
Learner Interaction with the Program Learner Interaction with the Program
OrientationOrientation
Information Provided Information Provided
State objectivesState objectives
Model targetModel target
Explicit access -- apprenticeshipExplicit access -- apprenticeship
Implicit access -- problem + resourcesImplicit access -- problem + resources
examples + refinementexamples + refinement
Set taskSet task
Compositional Context for the Learner Compositional Context for the Learner
BookBook
GameGame
TextbookTextbook
Reference hyperbookReference hyperbook
Arcade GameArcade Game
Adventure GameAdventure Game
WorkbookWorkbook
This provides a bridge to discussions about the overallThis provides a bridge to discussions about the overalllook and feel of the program, or presentation design.look and feel of the program, or presentation design.
Compositional Context for the Learner Compositional Context for the Learner
Tool Tool
Simulated VisitSimulated Visit
Simulated TaskSimulated Task
Case-based TaskCase-based Task
Composition ToolsComposition Tools
MuseumMuseumRegionRegion
Knowledge MappingKnowledge Mapping
Simulated ExperimentSimulated Experiment
Virtual RealityVirtual Reality