T e c hno lo g y, I nstruc tio na l De sig n, a nd E mpo we rme nt Jo na n Phillip Do na ldso n Dre xe l Unive rsity Sc ho o l o f E duc a tio n Phila de lphia , Pe nnsylva nia
Wha t is L e a rning ? Ho w o fte n do we think a b o ut the na ture o f le a rning ?
T he Na ture o f Co nc e ptua liza tio ns Po ssib ilitie s Co nc e ptualizatio n E thic s sc ie nc e mind e duc a tio n le a rning Pe rspe c tive … Ac tio n
T he Na ture o f Co nc e ptua liza tio ns Thoughts Actions Conceptualizations of Practices in Teaching and Learning Learning
T he Na ture o f Co nc e ptua liza tio ns Ana lo g ie s Conc e ptua liza tion (o f…) Ana log ie s
T he Na ture o f Co nc e ptua liza tio ns Me ta pho r Conc e ptua liza tion (o f…) Me ta phor Ana log ie s
T ime is Mo ne y
T he Na ture o f Co nc e ptua liza tio ns Ana lo g y + Me ta pho r Conc e ptua liza tion (o f…) Me ta phor Ana log ie s
T he Na ture o f Co nc e ptua liza tio ns Wo rldvie w a nd Pa ra dig m Conc e ptua liza tion (o f…) Worldvie w Pa ra dig m Me ta phor Ana log ie s
T he Na ture o f Co nc e ptua liza tio ns Wo rldvie w a nd Pa ra dig m Positivism Constr uc tivism Wor ldvie w Par adigm Wor ldvie w Par adigm Ra tio na list Po sitivist Co nstruc te d - Co nstruc tivist Sc ie ntist Po st-Po sitivist Re a litie s I nte rpre tivist Ob je c tivist Ne g o tia te d - Critic a l T he o ry E mpiric ist Me a ning s So c io -Histo ric a l Co nte xtua liza tio n Pa rtic ipa to ry
T he Na ture o f Co nc e ptua liza tio ns Wo rldvie w a nd Pa ra dig m Conc e ptua liza tion (o f…) Worldvie w Pa ra dig m Me ta phor Ana log ie s
T he Na ture o f Co nc e ptua liza tio ns Cognitive Pr ac tic e s Communic ation Value s ing F ilte r Conc e ptua liza tion (o f…) Worldvie w Pa ra dig m Me ta phor Ana log ie s
Co nc e ptua liza tio ns o f L e a rning
Co nc e ptua liza tio ns o f L e a rning T ra nsfe r/ a c q uisitio n Conc e ptualization of L e ar ning L o g ic , T e a c he rs, T e xtb o o ks, L e c ture s, Me mo riza tio n, Drills, E xa ms, L e a rning Ob je c tive s, Asse ssme nt, Co rre c t Answe rs Wor ldvie w Par adigm Ra tio na list Sc ie ntist Po sitivist Ob je c tivist Po st-Po sitivist E mpiric ist T r ansfe r / Ac quisitio n Me ta phor L e a rning is a pro c e ss in whic h info rma tio n is tra nsfe rre d fro m a n e xte rna l so urc e into the mind o f a le a rne r. T he le a rne r a c q uire s kno wle dg e . Analogie s T ra nsfe r, Ac q uisitio n, Ba nking , Co mpute r, Sto ra g e , Re trie va l, T ab ula Rasa , Da ta , Input/ Output, e tc .
Co nc e ptua liza tio ns o f L e a rning Co nstruc tio n ning Conc e ptualization of L e ar Que stio ns, Pro je c ts, Co lla b o ra tio n, Pe rspe c tive - T a king , Ag e ntic E ng a g e me nt, Co nne c tio n- ma king , Ide ntity E xplo ra tio n, Critic a l T hinking , E xpe rime nt, E xplo ra tio n, Owne rship Wor ldvie w Par adigm Co nstruc te d- Re a litie s Co nstruc tivist Inte rpre tivist Ne g o tia te d- Me a ning s Critic a l T he o ry Pa rtic ipa to ry Co nstr uc tio n Me ta phor L e a rning is a pro c e ss in whic h me a ning is individua lly, c o lla b o ra tive ly, a nd c o lle c tive ly c o nstruc te d. T he le a rne r c re a te s kno wle dg e . Analogie s De sig n, Build, Co nstruc t, Ma ke , Inte rpre t, Critiq ue , Que stio n, Co nte xtua lize , E mb o dy, Co nne c t, Pro je c t, Autho r, E ng a g e , E xplo re , E xpe rime nt, T inke r, e tc .
Co nc e ptua liza tio ns o f L e a rning ac tic e s Pr Pr ac tic e s Pro je c ts, Co lla b o ra tio n, Pe rspe c tive -T a king , I de ntity T e xtb o o ks, L e c ture s, Me mo riza tio n, Drills, E xa ms, L e a rning E xplo ra tio n, Critic a l T hinking , E xpe rime nt, E xplo ra tio n… Ob je c tive s, Asse ssme nt, Co rre c t Answe rs… ning Conc e ptualization of L e ar Conc e ptualization of L e ar ning Wor ldvie w Par adigm Wor ldvie w Par adigm Co nstruc te d- Co nstruc tivist Ra tio na list Po sitivist Re a litie s T r ansfe r / Ac quisitio n Co nstr uc tio n Me ta phor Me ta phor Analogie s Analogie s
Co nc e ptua liza tio ns o f L e a rning Ag e nc y in the tr / ac quisitio n c o nc e ptua liza tio n ansfe r Age nc y? le a rning o b je c tive s, X T r ansfe r / Ac quisitio n sta nda rdize d c urric ula , Co nc e ptua liza tio n o f te xtb o o ks, le c ture s, drills, L e a rning me mo riza tio n, e xa ms, e tc .
Co nc e ptua liza tio ns o f L e a rning Ag e nc y in the c o nstr uc tio n c o nc e ptua liza tio n Age nc y? le a rning o b je c tive s, X T r ansfe r / Ac quisitio n sta nda rdize d c urric ula , Co nc e ptua liza tio n o f te xtb o o ks, le c ture s, drills, L e a rning me mo riza tio n, e xa ms, e tc . pro je c ts, le a rne r-dire c te d Co nstr uc tio n inq uiry, c o lla b o ra tio n, Co nc e ptua liza tio n o f c o nne c tio n-ma king , L e a rning re le va nc e e xplo ra tio n, e tc .
T he Ro le o f T e c hno lo g y a nd I nstruc tio na l De sig n
T he Ro le o f T e c hno lo g y a nd I nstruc tio na l De sig n Textbook eBook Lecture Presentation Worksheet Interactive Multimedia Tests Adaptive Technologies
T he Ro le o f T e c hno lo g y a nd Build I nstruc tio na l De sig n We b site s K e e p Blo g s De sig n Pro duc e Re se a rc h Mo vie s Cre a te Apps Write So c ia l Bo o ks Ac tivism E ng a g e Audie nc e s
T he Ro le o f T e c hno lo g y a nd I nstruc tio na l De sig n
T he Ro le o f T e c hno lo g y a nd I nstruc tio na l De sig n Instr uc tional De sign Mode ls ADDI E Ba c kwa rd De sig n Unde rsta nding b y De sig n SAM Me rrill’ s F irst Princ iple s o f I nstruc tio n Ga g né 's 9 E ve nts o f I nstruc tio n Dic k a nd Ca re y Mo de l K e mp’ s I nstruc tio na l De sig n Mo de l e tc …
T he Ro le o f T e c hno lo g y a nd I nstruc tio na l De sig n Ma te ria ls L e a rning Asse ssme nt a nd I mple me nt I te ra te Ob je c tive s Ac tivitie s
T he Ro le o f T e c hno lo g y a nd I nstruc tio na l De sig n Sc a ffolding Ac tive L e a rning Owne rship of L e a rning tra nsfe r/ a c q uisitio n
T he Na ture o f E mpo we rme nt “pre se nt e duc a tio n fa ils b e c a use . . . it c o nc e ive s the sc ho o l a s a pla c e whe re c e rta in infor mation is to be give n , whe re c e rta in le sso ns a re to b e le a rne d” -Jo hn De we y, 1897 “e duc a tio n must b e c o nc e ive d a s a c o ntinuing uc tion o f e xpe rie nc e . . . e duc a tio n is the r e c onstr funda me nta l me tho d o f soc ial pr m ” ogr e ss and r e for -Jo hn De we y, 1938
T he Na ture o f E mpo we rme nt “T he tra ditio na l sc he me is, in e sse nc e , o ne o f imposition fro m a b o ve a nd fro m o utside . I t impo se s a dult sta nda rds, sub je c t-ma tte r, a nd me tho ds . . . e ve n tho ug h g o o d te a c he rs will use de vic e s o f a rt to c o ve r up the impo sitio n so a s to re lie ve it o f o b vio usly br utal fe a ture s.” -Jo hn De we y, 1897
T he Na ture o f E mpo we rme nt “T he mo re stude nts wo rk a t sto ring the de po sits e ntruste d to the m, the le ss the y de ve lo p the itic al c onsc iousne ss whic h wo uld re sult fro m c r the ir inte rve ntio n in the wo rld a s tr ansfor me r s of ld . T he mo re c o mple te ly the y a c c e pt the that wor pa ssive ro le impo se d o n the m, the mo re the y te nd simply to a da pt to the wo rld a s it is a nd to the fra g me nte d vie w o f re a lity de po site d in the m.” -Paulo F re ire , 1970
T he Na ture o f E mpo we rme nt E duc a tio n is “ symbolic viole nc e inso fa r a s it is the impo sitio n o f a c ultura l a rb itra ry b y a n a rb itra ry po we r.” -Pie rre Bo urdie u, 1970
T he Na ture o f E mpo we rme nt T he purpo se o f e duc a tio n: “a iding yo ung huma ns in le a rning to use the to o ls o f me aning uc tion , to b e tte r a da pt making and r e ality c onstr to the wo rld in whic h the y find the mse lve s a nd to he lp in the pro c e ss o f c hanging it a s re q uire d.” -Je ro me Brune r, 1996
T he Na ture o f E mpo we rme nt “ whose c onstr e ality pre va il a nd uc tions of r who se o ug ht to pre va il.” -Jo e Kinc he lo e , 1999
T he Na ture o f E mpo we rme nt “T his is e duc a tio n a s the pr e e dom .” ac tic e of fr -b e ll ho o ks, 1994
T e c hno lo g y a nd I nstruc tio na l De sig n fo r E mpo we rme nt Ne e d: instruc tio na l de sig n mo de ls whic h e mpo we r le a rne rs
T e c hno lo g y a nd I nstruc tio na l De sig n fo r E mpo we rme nt de sig n o f le a rning e nviro nme nts
T e c hno lo g y a nd I nstruc tio na l De sig n fo r E mpo we rme nt re fle c tive pra c tic e s + pro duc tive pra c tic e s
T e c hno lo g y a nd I nstruc tio na l De sig n fo r E mpo we rme nt ha b its o f q ue stio ning “info rma tio n”
T e c hno lo g y a nd I nstruc tio na l De sig n fo r E mpo we rme nt imme dia te re a l-wo rld impa c t
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