Robert M. Gagné
IST:520 Term 2
Week Objectives
- Describe Robert M. Gagné- Conditions of Learning.
- Investigate and apply the Gagné- Briggs instructional model in a classroom.
- Review memory and information-processing models.
- Feedback from Week 2. Adult and Aging Learners.
- Review video "IST 520 Online Spring 16 Week 2. Feedback and Week 3 Introduction.
Reading Assignments
Gredler, M. E. (2009). Learning and Instruction, Theory into Practice, 6th Edition. Pearson/Merrill Prentice Hall: New Jersey
Abbreviation: LITP
Merriam, S.B. (Ed) (2008). Third Update on Adult Learning Theory: New Directions for Adult and Continuing Education. Jossey-Bass: San Francisco.
Abbreviation: 3RDALT
Abbreviation: LITP
- Chapter 5. Gagné
- Chapter 6. Cognitive Perspectives I
Merriam, S.B. (Ed) (2008). Third Update on Adult Learning Theory: New Directions for Adult and Continuing Education. Jossey-Bass: San Francisco.
Abbreviation: 3RDALT
- Chapter 2. Workplace Learning
- Chapter 4. Learning Through the Body
Writing Assignment. Forum 4. Robert M. Gagné - Let the Games Begin
Forum 4
Step 1.
Choose one (or both) of these statements to comment on. Do you agree? Disagree? Why or why not?
1. Video game design should be based on well-established learning theories proposed by educators like Gagne.
2. Gagne's theories laid the groundwork for the modern emphasis on individualized instruction and strict teacher accountability.
Step 2.
Post to the person before you with a brief comments. Do you agree with that person's statements? Fischer, D. (2016).
Step 1.
Choose one (or both) of these statements to comment on. Do you agree? Disagree? Why or why not?
1. Video game design should be based on well-established learning theories proposed by educators like Gagne.
2. Gagne's theories laid the groundwork for the modern emphasis on individualized instruction and strict teacher accountability.
Step 2.
Post to the person before you with a brief comments. Do you agree with that person's statements? Fischer, D. (2016).
Classmates,
Video game designs should be based on well-established learning theories proposed by educators like Robert Gagné. Applying Gagnés, Conditions of Learning towards video gaming design will continue to be a tremendous benefit for the video game designer and the player.
Minecraft. My favorite feature of this game is planning. Complexity increases with advancement in levels. As a beginner, I have been busy building new structures. I have also been practicing to survive through the continuous horde of mobs. Creepers, spiders, blaze, ghasts, skeletons, slimes, zombies and others are to be killed, only to respond and continue to hunt after me. This is supposed to be fun, and I must admit it is.
I searched the following topic online, “video game design, Robert Gagné” and found many articles.
“Gaming the classroom” created by Lee Sheldon and Jenna Hoffstein. Sheldon had written books, designed commercial video games. Multiplayer Online (MMO) Games. Prior to designing video games, he wrote and produced over 200 television shows including Star Trek: The Next Generation and Charlie’s Angels. Sheldon seems to be applying the principles of Robert Gagné learning theories. https://gamingtheclassroom.wordpress.com/about/ [1]
“Analyzing Commercial Video Game Instruction through the Lens of Instructional Design” is from, The Journal of Applied Instructional Design. The abstract of this paper examined how Robert Gagné nine events of instruction (1992) could appear in commercial games turning the beginner player to a successful player. They concluded that an experimental game setting has the potential to be a platform for instructional delivery.” http://www.jaidpub.org/?page_id=1368 [2] (abstract) and http://www.jaidpub.org/wp-content/uploads/2014/10/Copp-Fischer-Luo-Moore-Dikkers.pdf [3] (article).
Lumosity.com promote brain games to improve memory. Their motto “We transform science into delightful games.” The promotion of cognitive games designed by scientists working with designers to challenge a specific cognitive skill. Games for players of all ages. http://www.lumosity.com/ [4]
The future of video game designs should continue to be based on well-established learning theories proposed by educators like Robert Gagné.
Dana
Links:
[1] https://gamingtheclassroom.wordpress.com/about/
[2] http://www.jaidpub.org/?page_id=1368
[3] http://www.jaidpub.org/wp-content/uploads/2014/10/Copp-Fischer-Luo-Moore-Dikkers.pdf
[4] http://www.lumosity.com/
Video game designs should be based on well-established learning theories proposed by educators like Robert Gagné. Applying Gagnés, Conditions of Learning towards video gaming design will continue to be a tremendous benefit for the video game designer and the player.
Minecraft. My favorite feature of this game is planning. Complexity increases with advancement in levels. As a beginner, I have been busy building new structures. I have also been practicing to survive through the continuous horde of mobs. Creepers, spiders, blaze, ghasts, skeletons, slimes, zombies and others are to be killed, only to respond and continue to hunt after me. This is supposed to be fun, and I must admit it is.
I searched the following topic online, “video game design, Robert Gagné” and found many articles.
“Gaming the classroom” created by Lee Sheldon and Jenna Hoffstein. Sheldon had written books, designed commercial video games. Multiplayer Online (MMO) Games. Prior to designing video games, he wrote and produced over 200 television shows including Star Trek: The Next Generation and Charlie’s Angels. Sheldon seems to be applying the principles of Robert Gagné learning theories. https://gamingtheclassroom.wordpress.com/about/ [1]
“Analyzing Commercial Video Game Instruction through the Lens of Instructional Design” is from, The Journal of Applied Instructional Design. The abstract of this paper examined how Robert Gagné nine events of instruction (1992) could appear in commercial games turning the beginner player to a successful player. They concluded that an experimental game setting has the potential to be a platform for instructional delivery.” http://www.jaidpub.org/?page_id=1368 [2] (abstract) and http://www.jaidpub.org/wp-content/uploads/2014/10/Copp-Fischer-Luo-Moore-Dikkers.pdf [3] (article).
Lumosity.com promote brain games to improve memory. Their motto “We transform science into delightful games.” The promotion of cognitive games designed by scientists working with designers to challenge a specific cognitive skill. Games for players of all ages. http://www.lumosity.com/ [4]
The future of video game designs should continue to be based on well-established learning theories proposed by educators like Robert Gagné.
Dana
Links:
[1] https://gamingtheclassroom.wordpress.com/about/
[2] http://www.jaidpub.org/?page_id=1368
[3] http://www.jaidpub.org/wp-content/uploads/2014/10/Copp-Fischer-Luo-Moore-Dikkers.pdf
[4] http://www.lumosity.com/
Response to peers post forum 4.
Gagné - video game learning theory - Learning outcomes
Step 1.
Choose one (or both) of these statements to comment on. Do you agree? Disagree? Why or why not?
1. Video game design should be based on well-established learning theories proposed by educators like Gagne.
2. Gagne's theories laid the groundwork for the modern emphasis on individualized instruction and strict teacher accountability.
Step 2.
Post to the person before you with a brief comments. Do you agree with that person's statements? Fischer, (2016).
Classmates,
Your Forum 4 submission provides a concise, exceptionally well written summation of Gagné video game design learning theories. Your agreement with the utility of his learning theories for video game design is well supported.
As you can tell from my forum 4 submission, I agree with Gagné learning theories for video game design and development.
Your opening premise (“deciding on which theory to follow is totally dependent on the nature and the purpose of the game such as: what you want to teach, how you want to teach, and to whom you are teaching”) is an effective introduction to the supporting details that follow.
Dana
Your Forum 4 submission provides a concise, exceptionally well written summation of Gagné video game design learning theories. Your agreement with the utility of his learning theories for video game design is well supported.
As you can tell from my forum 4 submission, I agree with Gagné learning theories for video game design and development.
Your opening premise (“deciding on which theory to follow is totally dependent on the nature and the purpose of the game such as: what you want to teach, how you want to teach, and to whom you are teaching”) is an effective introduction to the supporting details that follow.
Dana
Writing assignment. Forum 5. Improving your memory.
Step 1 (of 3):
Research non-academic articles on improving your memory.
Step 2:
Summarize what you found in a sentence or two, then discuss whether or not the ideas and advice presented are in keeping with or relate to the concepts described in Chapter 6 (Cognitive Perspectives I). Provide specific examples from the textbook and the articles.
Step 3:
When you respond to the person who posts before you, indicate whether you feel that the advice provided is useful (either personally or for others). Fischer, (2016).
Classmates,
People around the world are using smart drugs and supplements. Often referred as the smart pill. One such supplement has made claims of improving our ability to learn and retain information.
Increasing our attention span, focus, concentration, improving mood, and motivation levels. It acts on the brain and nervous system to increase certain types of activity between neurons. People suffering from cognitive degeneration, have found relief and have improved memory, increased reasoning ability, and concentration.
Patients suffering from dementia or cognitive impairment, “provided compelling evidence for the global efficacy of Piracetam, in a diverse group of older subjects with cognitive impairment.”
The cognitive process. How we process information; remember, recall, and apply information or knowledge is covered in our assigned reading; Chapter 6 page 214-215.
The fact that some pills cause regeneration of circulation and function in other parts of the body, there appears to be promising gains related to improving cognitive functions through pharmaceuticals.
Should, or are clinical trials being conducted on humans?
Dana
References:
Waegemans, T., Wilsher, C. R., Danniau, A., Ferris, S. H., Kurz, A., & Winblad, B. (2002). Clinical efficacy of piracetam in cognitive impairment: a meta-analysis. Dementia and geriatric cognitive disorders, 13(4), 217-224.
People around the world are using smart drugs and supplements. Often referred as the smart pill. One such supplement has made claims of improving our ability to learn and retain information.
Increasing our attention span, focus, concentration, improving mood, and motivation levels. It acts on the brain and nervous system to increase certain types of activity between neurons. People suffering from cognitive degeneration, have found relief and have improved memory, increased reasoning ability, and concentration.
Patients suffering from dementia or cognitive impairment, “provided compelling evidence for the global efficacy of Piracetam, in a diverse group of older subjects with cognitive impairment.”
The cognitive process. How we process information; remember, recall, and apply information or knowledge is covered in our assigned reading; Chapter 6 page 214-215.
The fact that some pills cause regeneration of circulation and function in other parts of the body, there appears to be promising gains related to improving cognitive functions through pharmaceuticals.
Should, or are clinical trials being conducted on humans?
Dana
References:
Waegemans, T., Wilsher, C. R., Danniau, A., Ferris, S. H., Kurz, A., & Winblad, B. (2002). Clinical efficacy of piracetam in cognitive impairment: a meta-analysis. Dementia and geriatric cognitive disorders, 13(4), 217-224.
Reply from peer forum 5. Improving our memory
Step 1 (of 3):
Research non-academic articles on improving your memory.
Step 2:
Summarize what you found in a sentence or two, then discuss whether or not the ideas and advice presented are in keeping with or relate to the concepts described in Chapter 6 (Cognitive Perspectives I). Provide specific examples from the textbook and the articles.
Step 3:
When you respond to the person who posts before you, indicate whether you feel that the advice provided is useful (either personally or for others). Fischer, (2016).
Dana,
The class of drugs are called (PIEDs), Performance and Image-Enhancing Drugs or (NPSs) Novel Psychoactive Substances, on the street known as "Kryptonite", "Spice", or "Black Mamba" (Corazza et al, 2014).
Your readers may be warned by a 2014 study that finds little efficacy in the use of piracetam (Waegemans, Wilsher, Danniau, Ferris, Kurz & Winblad, 2002). The FDA classifies them as supplements, and as such they are currently under little regulation.
The study about dementia patients was conducted at the same university where piracetam was first synthesized, UCB S.A., Belgium, and that now owns the commercial patent for distribution worldwide.
Sometimes all you need is a good night's sleep and a strong cup of coffee.
Thanks for bring us this interesting piece, it was well written.
Name
_____
Corazza, O., Valeriani, G., Bersani, F. S., Corkery, J., Martinotti, G., Bersani, G., & Schifano, F. (2014). “Spice,”“Kryptonite,”“Black Mamba”: an overview of brand names and marketing strategies of novel psychoactive substances on the web. Journal of psychoactive drugs, 46(4), 287-294.
Waegemans, T., Wilsher, C. R., Danniau, A., Ferris, S. H., Kurz, A., & Winblad, B. (2002). Clinical efficacy of piracetam in cognitive impairment: a meta-analysis. Dementia and geriatric cognitive disorders, 13(4), 217-224.
The class of drugs are called (PIEDs), Performance and Image-Enhancing Drugs or (NPSs) Novel Psychoactive Substances, on the street known as "Kryptonite", "Spice", or "Black Mamba" (Corazza et al, 2014).
Your readers may be warned by a 2014 study that finds little efficacy in the use of piracetam (Waegemans, Wilsher, Danniau, Ferris, Kurz & Winblad, 2002). The FDA classifies them as supplements, and as such they are currently under little regulation.
The study about dementia patients was conducted at the same university where piracetam was first synthesized, UCB S.A., Belgium, and that now owns the commercial patent for distribution worldwide.
Sometimes all you need is a good night's sleep and a strong cup of coffee.
Thanks for bring us this interesting piece, it was well written.
Name
_____
Corazza, O., Valeriani, G., Bersani, F. S., Corkery, J., Martinotti, G., Bersani, G., & Schifano, F. (2014). “Spice,”“Kryptonite,”“Black Mamba”: an overview of brand names and marketing strategies of novel psychoactive substances on the web. Journal of psychoactive drugs, 46(4), 287-294.
Waegemans, T., Wilsher, C. R., Danniau, A., Ferris, S. H., Kurz, A., & Winblad, B. (2002). Clinical efficacy of piracetam in cognitive impairment: a meta-analysis. Dementia and geriatric cognitive disorders, 13(4), 217-224.
*Reply from Professor Donald Fischer Ph.D.
Very interesting. I looked up other studies and thought that it would be useful to look at study participants and the conclusions drawn. For example, Waagemans (sp?) was a participant in two studies claiming favorable results. Marsden was in at least one study that said further was needed to support conclusions of effectiveness. This would be a great item to do a meta-analysis on.
Response to peer from 5. Remembering an old idea
Re: Dianetics: The Modern Science of Mental Health Hubbard, (1968)
Name,
Your paper contains a wealth of information – much of which is new to me. I appreciate the opportunity to review and do my best at providing constructive feedback.
A. Catchy title: “Remembering an old idea.”
Seems like a clever double (or even triple) entendre – but then most entendres are by their nature – clever (as is the case with a wide range of Country & Western songs).
(1) When does a new idea become an old idea? My supposition is that a new idea becomes an old idea after the very moment it is envisioned. Therefore, any idea we remember is by definition – an old idea.
(2) On the other hand, the opening paragraph refers to idea (or concept) of “memories stored as ‘engram’” - first postulated by German zoologist, Richard Wolfgang Semon (1859-1918). The implied supposition is that the late L. Ron Hubbard likely co-opted (without credit) the old idea of engrams from Semon – and is thus, Hubbard is “remembering an old idea.”
(3) Finally, regarding the concept of memories stored as an “engram,” Semon wrote engramphy, engram and ecphory (terms of his own invention). Engraphy refers to the encoding of information into memory. Engram refers to the change in the nervous system – the “memory trace” – that preserves the effect of experience. Ecphory refers to a retrieval process, or “the influences which awakens… the engram our of its latent state into one of manifested activity” (Semon, 1921, p.12). Thus, a possible triple entendre for your title is evoking the engram (or memory trace) from it’s latent state to one of activity – ergo “remembering an old idea.”
B. The layout, graphics and clipart (e.g. “the form”) compliments the chosen content (e.g. “the substance”) of the paper.
(1) The background color contrasts well with the slightly grayscale text, making it easy to read.
(2) The green-colored, curved text around the clipart of ‘The Brain” and “The Neuron” adds visual appeal with the addition of two simple graphics that are related to the content of the paper.
C. Some comments on content and writing style.
(1) Introduction of characters (e.g. authors): The introductory paragraph “introduced” the reader to L. Ron Hubbard, John W. Campbell and Richard Wolfgang Semon with their complete names and context as applicable to this paper. The introductions of the last names of Baars, Alexander, Ashmead and Perlmutter in the following two sections lacks context (for whom these two individuals are as related to the paper) as well as complete names. While it is a matter of choice to use only last names only when first introducing a “character” (although I do not recommend it)… one should be consistent in the approach to introducing new characters throughout the paper.
(2) For me, this paper would flow even better if the closing sentence in the introductory paragraph served as a transition to the following paragraph(s) by making mention of the major concepts to follow (specifically “Global Workspace” and “Subconscious Mental Scripts”).
(3) The title and content of the second paragraph uses the term “global workforce.” At first I thought the term “workforce” was being confused with the term “workspace” from the title of one of this week’s readings (Chapter 2 from Third ALT, Workspace Learning). Upon further inspection, it was clear that there was no tie-in with this chapter and the content of the Forum 5. Next I did some Google searching on (Bernard) Baars and workforce. When that yielded no meaningful results, I Googled the name of Baars’s book that you supplied in your well documented references (thank you) and realized the intended term for the second paragraph in the paper was “Global Workspace” – of Global Workspace Theory (GWT) initially proposed by Baars.
(4) The second paragraph seems incomplete. “The tendency for memories to play out like scripts is further support for Hubbard in the reading.” What reading? Who’s reading? Is it Ashmead & Perlmutter? If this is the case, then consider this addition to the last sentence: “The tendency for memories to play out like scripts is further support for Hubbard in Daniel Ashmead & Marion Perlmutter’s article “Infant memory in everyday life” (1980).
D. Some comments on the concluding paragraph.
(1) How are the ideas and advice presented in this paper in keeping with or relate to the concepts described in Chapter 6 (Cognitive Perspectives 1)?
(2) How does “early criticism in the scientific community of Hubbard” related to Hubbard’s Science Fiction writing? The fact that Hubbard is a scientific writer is interesting, no doubt, but why introduce this “new information” in the conclusion (particularly when it does not readily appear to have direct relevance to the topic under discussion?
(3) It is not clear how Hubbard’s alleged plagiarism plays into the premise of the paper’s conclusion that “a lack of empirical evidence for his [Hubbard’s] ideas has [have] allowed psychology, neuroscience, and philosophy to continue on without clearly defining the biological mechanism of memory.” Did the scientific community reject Hubbard/s ideas because they believe his work was not authentic?
(4) It does not seem plausible that the professions of psychology, neuroscience, and philosophy have been precluded from continuing on “without clearly defining the biological mechanism of memory” due to early scientific criticism of Hubbard’s work and a lack of empirical evidence for his ideas.
Ironically, were it not for L. Ron Hubbard’s alleged plagiarism of Semon’s work, Semon’s concept of engrams might have become another old idea “not remembered” and thus lost forever in the dustbin of history.
Dana
Name,
Your paper contains a wealth of information – much of which is new to me. I appreciate the opportunity to review and do my best at providing constructive feedback.
A. Catchy title: “Remembering an old idea.”
Seems like a clever double (or even triple) entendre – but then most entendres are by their nature – clever (as is the case with a wide range of Country & Western songs).
(1) When does a new idea become an old idea? My supposition is that a new idea becomes an old idea after the very moment it is envisioned. Therefore, any idea we remember is by definition – an old idea.
(2) On the other hand, the opening paragraph refers to idea (or concept) of “memories stored as ‘engram’” - first postulated by German zoologist, Richard Wolfgang Semon (1859-1918). The implied supposition is that the late L. Ron Hubbard likely co-opted (without credit) the old idea of engrams from Semon – and is thus, Hubbard is “remembering an old idea.”
(3) Finally, regarding the concept of memories stored as an “engram,” Semon wrote engramphy, engram and ecphory (terms of his own invention). Engraphy refers to the encoding of information into memory. Engram refers to the change in the nervous system – the “memory trace” – that preserves the effect of experience. Ecphory refers to a retrieval process, or “the influences which awakens… the engram our of its latent state into one of manifested activity” (Semon, 1921, p.12). Thus, a possible triple entendre for your title is evoking the engram (or memory trace) from it’s latent state to one of activity – ergo “remembering an old idea.”
B. The layout, graphics and clipart (e.g. “the form”) compliments the chosen content (e.g. “the substance”) of the paper.
(1) The background color contrasts well with the slightly grayscale text, making it easy to read.
(2) The green-colored, curved text around the clipart of ‘The Brain” and “The Neuron” adds visual appeal with the addition of two simple graphics that are related to the content of the paper.
C. Some comments on content and writing style.
(1) Introduction of characters (e.g. authors): The introductory paragraph “introduced” the reader to L. Ron Hubbard, John W. Campbell and Richard Wolfgang Semon with their complete names and context as applicable to this paper. The introductions of the last names of Baars, Alexander, Ashmead and Perlmutter in the following two sections lacks context (for whom these two individuals are as related to the paper) as well as complete names. While it is a matter of choice to use only last names only when first introducing a “character” (although I do not recommend it)… one should be consistent in the approach to introducing new characters throughout the paper.
(2) For me, this paper would flow even better if the closing sentence in the introductory paragraph served as a transition to the following paragraph(s) by making mention of the major concepts to follow (specifically “Global Workspace” and “Subconscious Mental Scripts”).
(3) The title and content of the second paragraph uses the term “global workforce.” At first I thought the term “workforce” was being confused with the term “workspace” from the title of one of this week’s readings (Chapter 2 from Third ALT, Workspace Learning). Upon further inspection, it was clear that there was no tie-in with this chapter and the content of the Forum 5. Next I did some Google searching on (Bernard) Baars and workforce. When that yielded no meaningful results, I Googled the name of Baars’s book that you supplied in your well documented references (thank you) and realized the intended term for the second paragraph in the paper was “Global Workspace” – of Global Workspace Theory (GWT) initially proposed by Baars.
(4) The second paragraph seems incomplete. “The tendency for memories to play out like scripts is further support for Hubbard in the reading.” What reading? Who’s reading? Is it Ashmead & Perlmutter? If this is the case, then consider this addition to the last sentence: “The tendency for memories to play out like scripts is further support for Hubbard in Daniel Ashmead & Marion Perlmutter’s article “Infant memory in everyday life” (1980).
D. Some comments on the concluding paragraph.
(1) How are the ideas and advice presented in this paper in keeping with or relate to the concepts described in Chapter 6 (Cognitive Perspectives 1)?
(2) How does “early criticism in the scientific community of Hubbard” related to Hubbard’s Science Fiction writing? The fact that Hubbard is a scientific writer is interesting, no doubt, but why introduce this “new information” in the conclusion (particularly when it does not readily appear to have direct relevance to the topic under discussion?
(3) It is not clear how Hubbard’s alleged plagiarism plays into the premise of the paper’s conclusion that “a lack of empirical evidence for his [Hubbard’s] ideas has [have] allowed psychology, neuroscience, and philosophy to continue on without clearly defining the biological mechanism of memory.” Did the scientific community reject Hubbard/s ideas because they believe his work was not authentic?
(4) It does not seem plausible that the professions of psychology, neuroscience, and philosophy have been precluded from continuing on “without clearly defining the biological mechanism of memory” due to early scientific criticism of Hubbard’s work and a lack of empirical evidence for his ideas.
Ironically, were it not for L. Ron Hubbard’s alleged plagiarism of Semon’s work, Semon’s concept of engrams might have become another old idea “not remembered” and thus lost forever in the dustbin of history.
Dana
Reply from Professor Donald Fischer, Ph.D.
:) Fischer, (2016).
Dana: a fabulous set of comments. Fischer, (2016).
Dana,
A+ (99%). I took one point off for not enough country music reference.
Thank you for the thoughtful and well reasoned response. I appreciate you taking it apart piece by piece.
Name,
Thanks for bring L. Ron Hubbard and Dianetics into the discussion. It reminds me of the need to move from theory to the concrete which is why I appreciate the cognitive scientists and the neuroscientists. In the absence of experimentation, research and a learning community, Hubbard's comments are as plausible as Freud's or Jung's. The wikipedia critique of Hubbard is pretty devastating. Fischer, (2016).
Payne- Journal 4. Robert Gagne
Please submit your weekly journal to this site. This is not posted for your classmates to see but I can see it. Use this space to think about what you read this week and how it relates to you or your experiences. Feel free to "try the theory out," or see if there are parts of it you respond to or are against. These journal entries will help you formulate your own theory of instruction and therefore provide the basis for Paper 2.
At the top, list your name, journal week and subject. For example: Don Fischer, Journal 4, Gagne. Fischer, (2016).
Dear Journal,
From my reading of Chapter 5 (Robert Gagné Conditions of Learning) in Learning and Instruction, Theory into Practice:
Robert Gagné challenged main stream philosophy by stating the traditional thoughts of learning were not helpful in improving the training of humans. Although he wasn’t suggesting that early research or other theories were wrong, his theories changed the way we think about learning.
Early theories were based on studies of animals in research labs. An example is Pavlov’s research of dogs reacting to the sight of food. Although valuable information was gained by these studies, Gagne stated that Pavlov’s research could not account for the capacity of humans to learn complex skills. (Gagné, 1977a).
Learning is a collection of knowledge. Secondly, it is cumulative. Think of building blocks and Legos. Build a strong base or foundation, and continue building on top of it. The third factor involved, is to remember that every human is unique. Finally, human learning is complex and varies greatly.
Gagné Components of Learning consists of three major areas described as the framework in Gagné theory. (1) Human diversity of human capabilities, (2) the processes by which the capabilities are acquired, and (3) the process or steps in instruction that support every and each of the steps in learning.
Dana
From my reading of Chapter 5 (Robert Gagné Conditions of Learning) in Learning and Instruction, Theory into Practice:
Robert Gagné challenged main stream philosophy by stating the traditional thoughts of learning were not helpful in improving the training of humans. Although he wasn’t suggesting that early research or other theories were wrong, his theories changed the way we think about learning.
Early theories were based on studies of animals in research labs. An example is Pavlov’s research of dogs reacting to the sight of food. Although valuable information was gained by these studies, Gagne stated that Pavlov’s research could not account for the capacity of humans to learn complex skills. (Gagné, 1977a).
Learning is a collection of knowledge. Secondly, it is cumulative. Think of building blocks and Legos. Build a strong base or foundation, and continue building on top of it. The third factor involved, is to remember that every human is unique. Finally, human learning is complex and varies greatly.
Gagné Components of Learning consists of three major areas described as the framework in Gagné theory. (1) Human diversity of human capabilities, (2) the processes by which the capabilities are acquired, and (3) the process or steps in instruction that support every and each of the steps in learning.
Dana
Reply from Professor Donald Fischer, Ph.D.
Good way to record key points and use a journal as something to refer back to. Fischer (2016).
Please submit your weekly journal to this site. This is not posted for your classmates to see but I can see it. Use this space to think about what you read this week and how it relates to you or your experiences. Feel free to "try the theory out," or see if there are parts of it you respond to or are against. These journal entries will help you formulate your own theory of instruction and therefore provide the
basis for Paper 2.
Please label this entry with your name, Journal 5, Memory and Information Processing. Fischer, (2016).
Payne- Forum 5. Memory
Dear Journal,
Reading Learning and Instruction, Theory into Practice. Chapter 6, “Cognitive Perspectives: The Processing of Information.”
Learning, remembering, and recalling information from the human brain varies on the individual and their current set of circumstances.
“Learning is an active construction of knowledge: Organizing Information, Prior Knowledge; Process of storing information.” (Week 3- Cognitive PPT 2015)
There are similarities between Robert Gagné Nine Events of Instruction and in the reading from this chapter. This information was also provided from the (Week 3- Cognitive PPT 2015)
The early opinions about the human brain and memory have evolved and changed over time. One idea may have been to think of the human brain and memory as a sponge and bucket. Collecting thoughts, images, and information, and then squeezing everything into the bucket.
The human memory is a complex system that processes all information into areas rather than files. As mentioned in the chapter, it is the brain that transforms the data into meaningful information and recalls it later when needed.
There are different types of memory. Semantic memory, procedural memory, and episodic memory.
Dana
Reading Learning and Instruction, Theory into Practice. Chapter 6, “Cognitive Perspectives: The Processing of Information.”
Learning, remembering, and recalling information from the human brain varies on the individual and their current set of circumstances.
“Learning is an active construction of knowledge: Organizing Information, Prior Knowledge; Process of storing information.” (Week 3- Cognitive PPT 2015)
There are similarities between Robert Gagné Nine Events of Instruction and in the reading from this chapter. This information was also provided from the (Week 3- Cognitive PPT 2015)
The early opinions about the human brain and memory have evolved and changed over time. One idea may have been to think of the human brain and memory as a sponge and bucket. Collecting thoughts, images, and information, and then squeezing everything into the bucket.
The human memory is a complex system that processes all information into areas rather than files. As mentioned in the chapter, it is the brain that transforms the data into meaningful information and recalls it later when needed.
There are different types of memory. Semantic memory, procedural memory, and episodic memory.
Dana
Reply from Professor Donald Fischer, Ph.D.
I liked your pulling the following out because the idea of learning as behavior change requires a look at what we mean by behavior change. The Behaviorists wanted something measurable (if you can't measure it, you can't manage it) so that means some kind of assessment. But we get behavior change when we read, hear, see that may not be converted into an externally measurable output. So doing what is said in this statement you included: "Learning is an active construction of knowledge: Organizing Information, Prior Knowledge; Process of storing information.s" These lead to behavior changes of which the learner is aware. For example, reading a book may provide a phrase that the learner uses forever as a conduct or ethical principle. Fischer, (2016).
Feedback from Week 2
Video IST 520 Online Spring 16 Week 2 Feedback and Week 3 Introduction
- Slide titled "Week 2 Feedback"
- "General"
Charle Rose got the big viewings.
Reference made on Zac's paper was an example on how a paper should be written. Kudos to Zac. - Slide titled "Adult and Aging Learners"
Schumann- Learning is based on need/motivation. "The baby learns how to copy the care giver's facial expressions" Fischer, (2016).
Decline in birth rates means older population will need to continue working to support society.
"You learn what you need to learn" "By learning we develop new synapses in our brains". Fischer, (2016).
Action research on himself. Lifelong learning is serious business.
Breuer-Myth of the Critical Period. "Research states do not make the jump to an amino acid to play Mozart". - Slide titled "Motivation "
Learning as behavioral change
The outcomes lead to repeated behavior. Note to myself. Read about the chicken.
Charlie Rose and the brain. Observation, Pigeons to learn to bowl. Operants leading to behavior repetition. - Slide titled "Motivation Continued" Addiction of the game of golf. Procrastination, gamblers, read up on Guthrie and Schumann. Zac makes a great point about protecting oneself from avoiding the task.
Forced training. What will make that training interesting? - Slide titled "Incidental / Informal Learning" Bandura and modeling, appreciative inquiry. "What is learning, you can measure what you have learned once you have applied it towards a new behavior. Also, read about reverse evaluation. Fischer, (2016).