TechGrads Week 5 Research: Pamela Jefferson (Mickle)

Group Summary:

 Several principles for learning invariant tasks were accomplished with the group Alice and Scratch projects. Stephanie’s project reviewed the legislative branch using association with basic recall. Christ took cognitive load theory into consideration when incorporating a simple user interface for her project. Rachel related our use of the flowcharts and repeated practice before designing our own project to the principles of chunking and using visuals.

Most of our group members used the routine procedure of presentation, practice and feedback for our Alice or Scratch project. Stephanie’s project also incorporated the aspects of enrichment by requiring the learner to redo questions that were wrong and motivation by rewarding the learner with cheers when questions are answered correctly. Additionally, Christa’s project addressed application by requiring the learner to apply the presented concepts.

The two strategies that our group would employ if we were required to redesign our Alice or Scratch projects are pre-assessment and chunking. Pre-assessment would be used in the analyze phase to identify needs and analyze learners while chunking would be used during the design phase to ensure we do not overwhelm the learner with information.

            Rachel’s post prompted a discussion on our use of the flowcharts in the design process. We all felt that they aided in our understanding of the task and see their benefits in the classroom. I wanted to extend the discussion by researching the use of digital graphic organizers as an instructional tool.

Research:

  

A New Use for Semantic Maps outlines the use of concept mapping as a pre-assessment technique in science. The author outlines the seven steps to use the maps effectively and provides the analysis for two science concept maps.

Wolfinger, D. M. (2006). A new use for semantic maps. Science and Children, 43(4), 48-51

Comparing Hand Drawn and Computer Generated Concept Mapping presents the findings of a 2004 study to find out if concept maps created with computer software are more complex than concept maps created with paper/pencil tools and if students prefer to use computer tools or pencil/paper tools to create concept maps. I want you to read this article to see if your classroom experiences support the author’s findings. This article can be found in the Education Full Text (H.W. Wilson) of EBSCOHost in SHSU’s Newton Gresham Library.

Royer, R., & Royer, J. (2004). Comparing Hand Drawn and Computer Generated Concept Mapping. The Journal of Computers in Mathematics and Science Teaching, 23(1), 67-81.

Using Technology to Support Visual Learning Strategies presents the research base for using digital visual learning tools to organize information, clarify relationships between concepts and develop high order thinking skills in students. Visual learning techniques as well as adaptations for students with special needs are outlined.

O'Bannon, B., Puckett, K., & Rakes, G. (2006). Using technology to support visual learning strategies. Computers in the Schools, 23(1/2), 125-137. doi:10.1300/J025v23n01•11.

 

Discussion Question for Group:

 On page 69 Royer, R. and Royer, J. (2004) suggest that if meaningful learning occurs when students identify relationships, more meaningful learning occurs if students have access to tools that provide them the opportunity to create more complex maps. Do you agree or disagree with this position? As classroom teachers time is valuable. Is the time needed to introduce and demonstrate technology tools worth the benefits or can we get the same result with a paper and pencil?

TechGrads - Christa Tucker

1.     What principles for learning invariant tasks had accomplished in this Alice or Scratch project? Explain the reasons with references.

Retrieval from memory occurs through links among nodes, and the links become stronger each time they are used (Reigeluth, 1999).  Although getting information into memory maybe an easy process, the difficulty is to retrieve information from memory. The challenge then becomes to create links strong enough to retrieve information as quickly and effortlessly as possible in a way that the interface, graphics or media does not constitute a limitation to learning.  Therefore, one of the goals of my Alice project was to convey to the learner an instructional design that aids the learning process.  When an instructional interface has too many features to be remembered, it can constitute a barrier to the learning process: the more items, the harder the task. Thus, cognitive load is a very important principle of learning that has to be considered when designing instructional multimedia (Reigeluth, 1999).

2.     What principles for teaching invariant tasks had accomplished in this Alice or Scratch project? Explain the reasons with references.

The application principle: Learning is promoted when learners are able to apply the new knowledge.  For my Alice project to be effective, the learner must be able to apply the concepts that were presented. 

3.    If you were required to redesign this project with Alice or Scratch, how would you apply the Development Process to complete this task?

Given that this was my first attempt at either the Alice or Scratch project, I would take more time to pre-assess the learner and use feedback in order to redesigned to ensure instructional effectiveness. 

Reigeluth, C. (1999). Principles for teaching invariant tasks. Instructiona-Design Theories Site.Retrieved from http://www.indiana.edu/~idtheory/methods/m2e.html