Foundations for practice
Walt Wager
What do we know, and
why do we believe it?
URL
• www.fsu.edu/~ids/wager/foundations.ppt
• Other presentations are indexed by the
presenter’s last name, e.g., Janet Hill’s
presentation URL is:
• www.fsu.edu/~ids/wager/hill.ppt
• www.fsu.edu/~ids/wager/schwier.ppt
• www.fsu.edu/~ids/wager/gibbons.ppt
• www.fsu.edu/~ids/wager/osguthorpe.ppt
Summary
• There are many different perspectives of what ID
is, and what it should be.
• That’s OK
• As a profession we have some common goals.
• As practitioners we contextualize our knowledge
to the role(s) we adopt.
• Because of our diverse backgrounds we will
favor different orientations to our practice,
sometimes too fiercely.
Seven (of many) orientations
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Behavioral
Cognitive
Constructivist
Instructional
Communications
Social-Psychological
Performance
Behavioral Orientation
Basic premises –
• Behaviors that are rewarded are likely to
be repeated.
• Behaviors that are not rewarded will
extinguish.
• Intermittent reinforcement is more resilient
to extinction than continuously reinforced
behaviors
Behavioral related concepts:
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SR, SsR
positive reinforcement
negative reinforcement
punishment
shaping
successive approximation
desired behavior
habituated behavior
chaining
backward chaining
linear programmed instruction
Basic orientation - performance-centered
Cognitive Orientation
Basic Premises:
• Perceptual information is filtered and
processed before being stored in memory,
and perception is influenced by what is
already in memory.
• A type learned skill called cognitive
strategies or metacognitive skills mediate
the processes of learning.
Cognitive related concepts:
• expectations/advance
organizers
• short term memory
• long term memory
• knowledge structures schemata
• rehearsal
• encoding
• instantiation
• accommodation
• assimilation
• information processing
theories
• mental models
• schema theories - enterprise schemas
• types/domains of learning outcomes
• connectionism
• metacognition
• constructivism
• social cognition/ concepts;
• information search
• inert knowledge
• intrinsic (branched) programmed
instruction
• Basic orientation, learning-centered
Constructivist Orientation
Basic premises:
• Knowledge is constructed by the learner to
make meaning of phenomena, events, data
and information in their environment.
• Learning is facilitated by supporting the
learner within a zone – from where they
are to where they can get to with support.
Constructivist Related concepts:
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knowledge construction
zone of proximal development
scaffolding
collaborative learning/ cooperative learning
cognitive apprenticeship
contextualized learning
authentic tasks
self-regulated learning
Basic orientation, learner-centered
Instructional Orientation
Basic premises:
• Learning is a complex activity, affected by many
different types of variables, that can be facilitated
in many ways including increasing student
motivation, time management, quality of
instruction, learning skills.
• Learning environments can be improved through
the use of assessment and feedback
Instructional orientation
related concepts:
• instruction/ events of
instruction
• principles of effective practice
• courses, units, lessons,
activities
• different types of learning
outcomes
• conditions of learning
• aptitude
• motivation
• prerequisite skills
• cognitive skills - learning skills
• learning styles/ predispositions/
multiple intelligences
• time on task
• active learning
• discovery learning
• direct instruction
• component display theory
• concept elaboration theory
• problem-based learning
• quality of instruction
• systems design models
• mediated instruction
• mastery learning/ learning objectives
• methods-centered
Communications orientation
Basic premises:
• Learning is a process of reducing
uncertainty through information
acquisition.
• Information is transmitted in a channel
with a medium in one or more modes.
• Feedback from the receiver confirms that
information was received correctly.
Communications related
concepts
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intention
message
Channel(s)
medium
mode
transmitter
Receiver
redundancy
• noise
• filters
• literacy
• synchronous
• asynchronous
• feedback
• message-centered
Social-psychological orientation
• Basic premises:
• Learning is culturally mediated.
Curriculum as well as teaching practices
are a function of cultural history,
expectations and institutionalized norms.
• We live in a pluralistic society. In order to
communicate effectively, we have to adopt
different protocol in different cultures.
Social-psychological concepts:
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cultural expectations
Stories, schemas
self efficacy
values, attitude, opinions, mores
social hierarchies
role theory
learned helplessness
diversity
• motivation theories
• social status
• need achievement
• culture-centered
Performance Orientation
Basic premises:
• There are many ways to increase human
performance including training,
performance support systems, job
engineering, and incentives.
• A performance technologist should identify
the possible causes of the problem to look
all possible solutions.
Performance Orientation
• user-centered
• objectives
• Performance
assessment
• quality assessment
• ROI
• levels of evaluation
needs assessment
• Just in time
• efficiency
• EPSS
• Knowledge management
• Learning organizations
• performance systems
analysis
• stakeholders
• diffusion-adoption
• profit-centered
Questions for contemplation
• Can we determine where we want to be in
the future?
• Do we want to control (or can we control)
the nature of our travel?
• How do our orientations affect our trip?
• When should we embrace reorientation?
• Are we any different from any other
professional discipline?
Summary
• There are many different perspectives of what ID
is, and what it should be.
• That’s OK
• As a profession we have some common goals.
• As practitioners we contextualize our knowledge
to the role(s) we adopt.
• Because of our diverse backgrounds we will
favor different orientations to our practice,
sometimes too fiercely.