Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Instructional Design 教學設計 Content Learning Theories Instructional Architecture Hints What makes good instruction isn't the medium; it's the instructional methods that guide the way the medium is used How Learning Happens Behaviorism Cognitive Theories -- The Information Processing Model Constructivism -- Situated Learning 行為主義學派 行為主義 Behaviorism 古典制約 操作 (工具)制約 Classical Conditioning Operant (Instrumental) Conditioning 古典制約 Classical Conditioning Before Training: Unconditioned Stimulus -- Food Unconditioned Response -- Saliva Training: A bell is rang when the food is given to the dog After Training: Conditioned Stimulus -- Bell Conditioned Response -- Saliva 操作制約 Operant Conditioning E D Trial & Error A C B Behavior C has more chance to be repeated Flow of Information in a computer RAM DISK CPU ROM Information Processing Model Control Receptor Register Long Term Memory Short Term Memory Effector Sensory Sensory Register Information Receptor Memory Attention perceived (organized) information goes to working memory leaves in 1 to 3 seconds Maintenance rehearsal Short-term Memory Elaborative Rehearsal Long-term Memory Working Memory Interference (forgetting) Knowledge from long-term memory Decay (forgetting) Storage Structur e Code Capacity Duratio n huge sec. 7 +- 2 items About 12 sec.; longer with rehearsal Retrieval Causes of failure to recall Complete: with each item being retrieved every 35 msec. Displaceme nt, interference ; decay Characteristics of Components of 12-20 250 Sensory Cognitive Sensory: Masking or Storage items to msec. - 4Systems Complete "store" features decay Short-ter m memory Acoustic, visual, semantic, sensory features identified and named Specific and Interference semantic, general , organic Long-ter visual know., Enormous information Indefinit dysfunction m abstractions, , virtually available e ing, meaning, unlimited given memory inappropriat images proper e cues cueing Recall as a function of recall interval where rehearsal was prevented 100 80 60 40 20 0 3 6 9 Recall interval (sec.) 12 15 18 To Memorize To Store into the Long Term Memory Environment all Sensory Register attention Short Term Memory Elaboration or rehearsal Long Term Memory Thinking – Processing Information Elaboration – linking information in the Working Memory with those in the LTM Limited by the capacity of the Working Memory (7±2) How the WM handles complicated information – Chunking Chunking FB IPH DTW AIB M FBI PHD TWA IBM Chunking enables STM to handle a large amount of information Cognitive Load – How chunking helps memorizing chessboard where 24 pieces are arranged in a game in progress. Could you replicate the arrangement of the pieces after looking at the board for 10 seconds? Pieces arranged in the form of a game in progress Experts have better memory powers? Pieces placed randomly on the board Which screen do you find most readable and learnable? Cognitive Overload Long Term Memory Where the information is permanently stored Forgetting due to interference Dual encoding Retrieving depends on cues – links between concepts Adjusted mean retention scores 100 60 40 Time after initial experience 47 yr. 7 mo. Name matching Free recall 34 yr. 1 mo. 14 yr. 6 mo. 7 yr. 5 mo. 3 yr. 10 mo. 1 yr. 11 mo. Information is permanently stored 9.3 mo 0 Picture recognition Picture cueing 25 yr. 10 mo Name recognition Picture matching 20 3.3 mo Correct (%) 80 情境認知 Situated Learning 知識與情境不可分割,因此學習不可脫離 情境 學習者是完整的個體, 其主動探索可自我 管理的能力, 是學習成效的重要關鍵 Instructional Architecture receptive directive guided discovery exploratory Receptive architecture Provides information that the learner absorbs. Learners absorb the new information as they receive it. provides relatively little in the way of learner interaction. Briefings and linear video programs are typical examples of the receptive architecture. Example: 愛麗絲夢遊分數王國 Directive architecture short lessons that include rules or definitions, examples, and practice exercises. Lessons are generally sequenced starting with easier or prerequisite skills, and build gradually to more complex skills. Frequent questions with feedback are provided to build patterns of correct associations. based on behavioral principles of psychology and served as the predominant architecture of instruction in early computer-based training. Examples: au(Biology), tense Guided discovery architecture experiential learning in which learners are immersed in job-like problems and—with various support options including tutors, reference, and best practice models— Learners are encouraged to solve the problems Example: 唐伯虎與秋香 http://www.cse.cuhk.edu.hk/~mhp/all.html Exploratory architecture a rich layered or networked resource of information and effective navigational and orientation interfaces provided learners can acquire the knowledge they need. Examples: money, gotoairport Hints on Instructional Design Helps reducing cognitive load: Helps retrieving from LTM: Integration of graphics and audio Helps storing into LTM: Avoiding multimedia-induced overload, keep your screens simple and consistent. directing attention: instructional cueing Adjunct memory support rote repetition, elaborative rehearsal, organizing Heuristics for complex problems: Cognitive Apprenticeship: high-fidelity simulations; systematic sequence of problems for a new Example: 古從軍行 What are the objectives? There are 4 interactive parts, 對偶句, 疊 音詞, 烘托, 借古諷今, are these related to what taught in the main part? If not, are they supposed to teach something? Suitable Use of Multimedia? Suitable use of Multimedia? Example: Go to the Airport To teach or to test, An explorative approach (situational learning)? Good use of multimedia – Snoopy’s trip Ways to help memorization -- rehearsal Ways to help memorization -rehearsal Other Good Examples http://course.fed.cuhk.edu.hk/2002_1_ EDD5169BD_20/ http://course.fed.cuhk.edu.hk/2002_1_ EDD5169BD_10/ http://course.fed.cuhk.edu.hk/2002_1_ EDD5169BD_22/authorware/Web/phyfi nal.htm END Instructional cueing Adjunct Memory Support