Understanding Behavior Show and Tell #2 Diana Abraham, Adam Brando, Gavin Darby and Donald West West Virginia University
Transcript
Slide 1
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Understanding Behavior Show and Tell #2 Diana Abraham, Adam
Brando, Gavin Darby and Donald West West Virginia University
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Points of Discussion Learners Outcomes Features Cognitive
theories/visual literacy Design decisions
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Learners Parents of toddlers to preschool age (2-4 years old).
Teachers, others (i.e. babysitter, behavior interventionists,
etc.)
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Outcomes Module 1 - How to take ABC data on challenging
behaviors Usability feedback: Module 1 needs to include examples of
how ABC data can be used. Module 2- How to use ABC data >
Identify the likely functions of behavior
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Features Wikispaces classroom featuring: Slides with Narration
(Brainshark>Uploaded to YouTube>Embedded into wiki) Videos of
real life behavior episodes (Embedded YouTube videos) Images to
illustrate complex concepts (Embedded YouTube videos) Questions
relating content to previous experiences. (Using
SurveyMonkey>Embedded into wiki)
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Features Wikispaces classroom featuring: Discussion section
where participants will post and receive feedback from peers.
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Sample Video
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Understanding ABCs of behavior ABCs for behavior episodes often
extend beyond a single behavior:
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Sample Survey
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Cognitive Theories Video Demos & Narrated Slides Dual
channels (visual and auditory) - (Mayer, 2009) Videos avoid
redundancies in cue summation - (Moore, Burton, & Myers, 2004 )
Use of Multiple External Representations - (Anglin, Vaez, &
Cunningham, 2004 ) - (Ainsworth, 1999)
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Visual Literacy Diagrams & Videos Consider spatial and
temporal contiguity 1 Consider a visual style and simplified
language for coherence 1 Narration can serve as an aide 1 (Mayer,
2009)
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Design Decisions Reducing extraneous processing Promote
essential processing Foster generative processing Framework taken
from Mayer (2009)
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Design Decisions Video editing with captions and narration
Embedding into Wiki>Less switching between windows, clear
sequence. Avoiding redundancies and spatial-temporal incongruities
(Reducing extraneous processing) Framework taken from Mayer
(2009)
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Design Decisions Splitting instruction into modules Navigation
features of wiki allow for further segmentation Start here page
provides training on how to navigate/use wiki Pre-training and
segmenting to promote self-pacing (Promote essential processing)
Framework taken from Mayer (2009)
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Design Decisions Use of conversational style in narration and
textual instructions Discussion features and peer feedback provide
more opportunities for personalized and applied practice
Personalization (Foster generative processing) Framework taken from
Mayer (2009)
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References Ainsworth, S. (1999). The functions of multiple
representations. Computers and Education, 33, 131152. Anglin, G.,
Vaez, H., & Cunningham, K. (2004). Visual representations and
learning: The role of static and animated graphics. In D. H.
Jonassen (Ed.), Handbook of research on educational communications
and technology (pp.865916). Mahwah, NJ: Erlbaum. ISBN 0 8058 4145
8. Retrieved August, 28, from
http://www.aect.org/edtech/33.pdfhttp://www.aect.org/edtech/33.pdf
Mayer, R. E. (2009). Multimedia Learning. (2nd ed.): Cambridge
University Press. Moore, D. M., Burton, J. K., & Myers, R. J.
(2004). Multiple-channel communication: The theoretical and
research foundations of multimedia. In D. H. Jonassen (Ed.)
Handbook of research in educational communications and technology
(2nd edition). Mahwah, N.J: Erlbaum. ISBN 0 8058 4145 8. Retrieved
August, 28, from
http://www.aect.org/edtech/36.pdfhttp://www.aect.org/edtech/36.pdf