Oct. 13, 2008

Human Performance Technology

• HR systems
• How to improve performance by staff
• Deals with the layout of the office space
• Organizational structure
• They encompass more systems
• Physical environment
• Give an employee an aid so they don't have to learn x
  

Instructional Technology

• How to improve instruction through technology
• Provide instruction
  
• Came out of how to help military
  

Learning Sciences

• Wouldn't change the physical layout structure, but may analyze the structure to see how it influences learning
• Corporations don't focus on this
• Includes learning environment, or deeper focus on context
• How can we help the learner learn better
• Technology is one of the components, but sometimes may not even use technology
• 
  

Gagne's Nine Events of Instruction

Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These were based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. The figure below shows these instructional events in the left column and the associated mental processes in the right column.

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 and activation of short-term memory
4. Present the content	Selective perception of content
5. Provide "learning guidance"	Semantic encoding for storage long-term memory
6. Elicit performance (practice)	Responds to questions to enhance encoding and verification
7. Provide feedback	Reinforcement and assessment of correct performance
8. Assess performance	Retrieval and reinforcement of content as final evaluation
9. Enhance retention and transfer to the job	Retrieval and generalization of learned skill to new situation

source: http://www.e-learningguru.com/articles/art3_3.htm


Sawyer, R. Keith. Cambridge Handbook of the Learning Sciences. West Nyack, NY, USA: Cambridge University Press, 2002. p 27.
Adaptive Expertise
Adaptive expertise requires efficiency and innovation, doing well at both dimensions. If people are better prepared for future learning, they will be able to transfer that learning better and faster.

Routine Expertise
People are very efficient at their routines, but not innovative.

To increase students' adaptive expertise, one should have reflection and metacognition in knowledge building, systematic inquiry, and "working smart" environments.

Deep learning has to do with why you are learning something. To pass the test is not deep learning.

Metacognitive overload--to much information or content to learn.

Assignment: Carr-Chellman, A., A., & Hoadley, C. M. (2004a). Introduction to special issue: Learning sciences and instructional systems: Begining the dialogue. Educational technology, 44(3), 5-6