I am at the CTC 2009 and finding it to be very informative.  Right now (Monday  – afternoon) I am attending a Web 2.0 session that is illustrating the use of Web 2.0 in teaching.  The types of instruction that involves and engages students.

Some of the sites shared are as follows:

http://www.appapopeal.com/web-2-0-application-world-mosaic/

http://www.go2web20.net – this site helps you find Web 2.0 tools

The tools needed and/or wanted are on the web and for the most part they are free.

The top 10 list of tools

• Twitter
• Jing
• youtube quickcapture
• polldaddy
• mogulus
• wordle
• prezi
• animoto

Web 2.0 is very fit for the faculty member that feels that an LMS or CMS has too many constraints.  With Web 2.0 types of applications .

I find it interesting that so many that speak are speaking from their perspective and what they perceive versus what is “real” -  An example of this would be that students’ having the aspirations to use technology is so many different ways and this is supposedly a GREAT thing.  However, when someone asked what impact this has on students’ learning the answer was, “that is outside of the scope of our interests.” — I don’t get that!!

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The next model presented is the Dick & Carey model.

The presenter is showing these are “process models” versus “design models”

Clark & Lyons book “graphics for learning” is presented in the book as a design model. This is a process model — this is presented as a better model. Almost all of the models so far have a phase for design.

Savvy Process: Allen Interactions
This is found in Michael Allen’s book and presented as a process model.
Preparation — Interactive Design

Participants at a Savvy Start include a producer and a developer from Allen Interactions.The producer is the person who provides project management and instructional design on the project.The developer is there to provide technical support and create prototypes. On the client side, participants usually include the project manager, stakeholders and subject matter experts (SMEs). It’s usually best to keep this group small – 4 or 5 people total (1-2 from Allen, 2-3 from the client) will be able to reach consensus and keep moving to make the best use of Savvy Start time.

Analysis for this project may include interviews with end-users, and an analysis report.

Revisions to SAVVY Start prototypes will be created (often called “Second Prototypes”, “Third Prototypes” etc.) and tested with users during this stage. Media prototypes will also be created, revised and approved.

Reigeluth, C.M. (1999). Instructional Design theories and models: a new paradigm of instructional theory (Vol III)

First Principles:
(Deavid Merrill)

Introduce Problem/sitution/goal
Activation of prior experience
Demonstration o skills
Application of skills
Integration of these skills into real world activities

INTEGRATION ACTIVATION

PROBLEM

APPLICATION DEMONSTRATION

The goal is to define the problem first:
Second “activation” — i.e. listen to an audio clip, then ask for initial reaction.
Third: Demonstration of skills — video showing the problem or situation
Fourth: Have the students to apply skills
Lastly, Integrate all into a solution

next model presented is the Dick & Carey model.

SEDA Model

Situation
Evaluation
Decision
Action

Star Legacy — Model
Vanderbilt Learning Technology Center (Schwartz et al, 1999)

Look ahead
The challenges
Generate ideas
Multiple prespectives
Research and Revise
Test your Mettle
Go Public
Reflect Back
(ETR&D Vol 50 No 2)

Nine Events of Learning (Robert Gagne)
Instructional Event Internal Mental Process
____________________________________________
1. Gain Attention : Stimuli activates receptors
2. Inform learners of objectives: Creates level of expectation for learning
3. Stimulate recall of prior learning: Retrieval & activation of ST memory
4. Present the content: Selective perception of content
5. Provide “learning guidance” : Semantic encoding for storing LT memory
6. Elicit performance: Response to questions to enhance encoding
7. Provide feedback: Reinforcement and assessment of correct performance
8. Assess performance: Retrieval and reinforcement of content as final eval.
9. Enhance retention and transfer to the job: Retrieval and generalization of learned skill

1. Gain attention

In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students’ attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.

2. Inform learners of objectives

Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of “Upon completing this lesson you will be able to. . . .” The phrasing of the objectives themselves will be covered under Robert Mager’s contributions later in this chapter.

3. Stimulate recall of prior learning

Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.

4. Present the content

This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.

5. Provide “learning guidance”

To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.

6. Elicit performance (practice)

In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.

7. Provide feedback

As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.

8. Assess performance

Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.

9. Enhance retention and transfer to the job

Learning Philosophies: Provide the underlying approach and driving mechanism that creates the relationship between teacher and student of facilitator and participant.

This was a fantastic presentation — very informative.

Where do you draw your happiness and inspiration from? How can everyday images, phrases, and events inspire you or provide a source for ideas? Stefan Sagmeister is among today’s most important graphic designers. He has designed branding, graphics and packaging for clients as diverse as the Rolling Stones, HBO, the Guggenheim Museum and Time Warner. He has also earned near to every major international design award. In this presentation he will challenge you — through his life observations and lessons learned — to look at design, work, and your daily activities from a new and inspiring viewpoint. This fun, funny and thought-provoking closing general session will recharge your innovative and creative spark and send you off with new ways of looking at the world, your life, and your work.

This presentation is very interesting. As I am live-blogging, I am hearing and seeing this presenter’s works. His company works in three areas, Music Industry, Socially Responsibilities, and Corportate Design.
He has shown his designs in each area. He has just stated what many designers already have suggested and that is that the quality of design is much different when the designer is not working under pressure. He is presently sharing what he feels he has learned in life through his profession.

There is so much that he is saying and showing that I will have to stop this typing and be more attentive. I feel at least this keynote speaker is more worthwhile.

He states that we have only experience 5% of what the internet offers for us.

Many of his comments so far are quite shallow and common sense to me. He is a good speaker, but I am not sure he knows his audience as well as he should. Speaking on topics of email, security, websites, business oriented topics that are not indepth is less than I anticipated.

For the most part, the conference has been great. I am still waiting for this speaking to state what the “Future of the Internet IS” … he hasn’t said it yet!!!

As I am blogging his speech live, I am waiting — and becoming tired of waiting.

Here is th
e info he has bestowed upon us thus far …
1. Email is common and the primary way teenagers communicate.
2. Web services should be global in their design
3. Internet Service Providers must offer all services, all hours.
4. Companies are not being as responsible as they should be in responding to customers
5. Spam is a problem and the filters are blocking customers

As can be seen, this is not NEW information, and it does NOT tell about the future of the internet.

Ah ha — he just said that he will us about the future of the internet – so apparently he knows that he hasn’t gotten to that point yet.

Most of the things he speaks of as “futurisitic” of the internet are already in place. The point he is focusing on right now is “learning” and talking about how schools and libraries will change. The fact of the matter is that they HAVE changed.

I guess I will cut off at this point and add better information and more information later.

I will be back with up to date information I am studying on the topics of Intrinsic Motivation and Self-Directed Learning. I am seeking, in the process, a copy of the Self-Directed Learning Readiness Inventory.

This research group
in the UK includes Mercer (cited in nearly every article for today),
Wegerif, Littleton and others

The Open University: Educational Dialogue Research Unit

http://edru.open.ac.uk/index.cfm

• Incongruity
• Contradictions
• Novelty
• Surprise
• Complexity
• Uncertainty

Strategy #7 – Right about of Stimulation
Be aware of the degree of stimulation that is entered into the learning situation. Remember, some learners will become anxious if the stimulus is too compex or too uncertain (Gorlitz, 1987). They may quickly leave the Zone of Curiosity and entehr the Zone of Anxiety.
Strategy #8 – Exploration
Encourage students to learn through active exploration.
Strategy #9 – Rewards
The exploration and discovery should be its own reward. Use other external rewards as well. Studies have found that extrinisic rewards for a task that a learner finds intrisically motivating may hinder future interest.
Stategy #10 – Modeling
Model curiosity. Ask questions. Engage in specific exploration to resolve a question posed, and demonstrate enthusiasm.

How does all of that tie to the autonomous learner? My logic suggests that the autonomous learner is motivated by curiosity in the first place. So, when we, as instructors, stimulate curiosity in our students, we are ineviatebly turning them into autonomos learners. Along with the many other factors that may come as I do more research, this is one that seems the most useful (so far) for the classroom setting.