Patricia's Individual Brain Dump by Patricia Grant https://padlet.com/patriciagrant2/akf3j3zejryjfd77 EDID6509: Stint 1 (Trial) en-us 2021-02-14 17:20:23 UTC 2026-01-18 13:47:24 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/966210748/6ebcc6c577c4b834c257af0718c08be5/LPSDesignersLight.png Behaviourism patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465903 Learning occurs as a response to environmental stimuli and is demonstrated by changes in behaviour (Driscoll, 2005). ]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465903 Cognitivism patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465904 Focuses on how information is received, organized, stored, and retrieved by the mind (Ertmer & Newby, 1993).]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465904 Cognitive Information Processing patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465905 Learning occurs when a human learner processes information that is input from the environment, stores it in memory and outputs it as a learned competence (Driscoll, 2005).]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465905 Constructivism patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465906 Learning occurs through creating meaning from experience (Driscoll, 2005). ]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465906 Cognitive Flexibility Theory patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465907 Cognitive flexibility is the ability to adapt conceptual knowledge to new problems or situations in ill-structured domains, such as medicine, business, and history. Ill-structured domains are those that present new and varied situations from one case of knowledge application to the next (Spiro et al., 1992).]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465907 Merrill’s First Principles of Instruction patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465908 Learning is promoted when:
  • learners are engaged in solving real-world problems
  • existing knowledge is activated as a foundation for new knowledge
  • new knowledge is demonstrated to the learner
  • new knowledge is applied by the learner
  • new knowledge is integrated into the learner’s world (Merrill, 2009)
]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465908 Instructional Design patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465909 Instructional Design:
  • is about helping learners make sense of information
  • has clear goals and gets learners focused on the right things
  • provides context and perspective
  • takes information and expertise of SMEs and delivers it to learner
  • engages learners with clear and meaningful content (Kuhlmann, 2008)
]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465909 Types of Data patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465910 Qualitative - non-numerical data that captures human behaviours and relationships
Quantitative - numerical data that is quantifiable and can be used for mathematical calculations and statistical analysis (Creswell, 2014)]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465910 Direct Instruction patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465913
  • A structured, sequenced approach which is led by teachers
  • Emphasizes student-teacher interaction
  • Produces better scores on standardized tests of basic skills than other approaches
  • Caters for learners with varied abilities (Huitt, Monetti, & Hummel, 2009)
    • ]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465913     Discussion Approach to Instruction patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465914
  • Learners and instructor shares ideas
  • Promotes active learning
  • Develops critical thinking and problem-solving skills (Gibson, 2009)
    • ]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465914     Experiential Approach to Instruction patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465915
  • Learner-centered
  • Hands-on approach 
  • Learn by doing (Lindsey & Berger, 2009)
    • ]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465915     Goal-Based Learning patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465916 Learners develop skills in order to achieve a meaningful goal. The goal must be relevant and have a real-world impact on the learner (Steinke & Fitch, 2014).]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465916 Problem-Based Learning patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465917 A learner-centered approach where learners work in groups to solve a problem (Kurt, 2020). ]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465917 Microworlds patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465920
  • Small but complete subsets of real environments that promote discovery and exploration (Driscoll, 2005).
  • Based on constructivism and constructionism (Rieber, 2013).
    • ]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465920     Characteristics of a Good Rubric patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465924
  • All important elements are included.
  • Each element is unidimensional.
  • Ratings are distinct, comprehensive, and descriptive.
  • Clear communication with both learners and other stakeholders.
  • Rich information is provided about the multiple aspects of performance.
    • ]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465924     Authentic Assessment patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465926 Learners engage in educational tasks that are meaningful and directly related to real tasks that they may need to perform in the future (Jonassen, Howland, Moore, & Marra, 2003) .]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465926 Bloom’s Taxonomy patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465927 Learning objectives are classified into levels of complexity and specificity.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465927 Objective-Writing patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465929 Objectives determine what learning should be achieved and are used to describe the setting in which behaviours must take place (Dick, 1991).
    They should be SMART:]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465929     Types of Needs patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465931
  • Normative
  • Comparative
  • Felt
  • Expressed
  • Anticipated/Future
  • Critical Incident
    • ]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465931     Human Performance Improvement (HPI) patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465932 HPI’s goal is to help organizations achieve performance goals by focusing on people and desired results (Van Tiem, Moseley, & Dessinger, 2012). ]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465932 Human Performance Technology (HPT) patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465933 HPT is the process, tools, and techniques used to accomplish desired improvement in an organization  (Van Tiem, Moseley, & Dessinger, 2012).]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465933 Environmental Scanning patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465934 Application (working) environment is the work setting in which employees will perform.
    Delivery (learning) environment is the setting in which instruction or other learning or performance intervention will be deployed (Rothwell & Kanasas, 2011).]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465934     Data Collection Methods patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465935
  • Interview
  • Focus group
  • Survey
  • Extant data
  • Observation

    • ]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465935     patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465937 Canas, A.J. (2012). The theory underlying concept maps and how to construct and use them.https://learning-theories.org]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465937 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465939 Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465939 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465940 Dick, W. (1991). An instructional designer's view of constructivism. Educational Technology, 31(5), 41-44.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465940 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465942 Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.).  Boston: Pearson Education, Inc.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465942 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465943 Gibson, J. T. (2009). Discussion approach to instruction. Instructional-design theories and models, 3, 99-116.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465943 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465944 Huitt, W., Monetti, D., & Hummel, J. (2009). Direct approach to instruction. In C.M. Reigeluth, A.A. Carr-Chellman (Eds.), Instructional design theories and models, Volume III: Building a common knowledge base. New York: Routledge. 

    ]]>     2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465944     patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465945 Jonassen, D. H., Howland, J., Moore, J., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465945 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465946 Kuhlmann, T. (2008, July 22). What everybody ought to know about instructional design [Blog post]. Retrieved January 21, 2021 from https://blogs.articulate.com/rapid-elearning/what-everybody-ought-to-know-about-instructional-design/]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465946 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465947 Kurt, S. (2020, January 8). Problem-based learning (PBL) [Blog post]. Retrieved January 21, 2021 from https://educationaltechnology.net/problem-based-learning-pbl/]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465947 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465948 Lindsey, L., & Berger, N. (2009). Experiential approach to instruction. Instructional-design theories and models, 3, 117-142.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465948 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465950 Merrill, M. D. (2009). First principles of instruction. In Reigeluth, C. M. & Carr-Chellman, A. A. (Eds.). Instructional Design Theories and Models, Volume III: Building a Common Knowledge Base (p. 41-56) New York: Routledge.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465950 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465951 Rieber, L. P. (2013). Microworlds. In Handbook of research on educational communications and technology (pp. 582-602). Routledge.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465951 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465952 Rothwell, W. J., & Kazanas, H. C. (2011). Mastering the instructional design process: A systematic approach. John Wiley & Sons.]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465952 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465953 Spiro, R. J., Feltovich, P. J., Coulson, R. L., Jacobson, M., Durgunoglu, A., Ravlin, S., Jehng, J. (1992). Knowledge acquisition for application: Cognitive flexibility and transfer of training in ill-structured domains. United States Army. Research Institute for the Behavioral and Social Sciences. ]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465953 patriciagrant2 https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465954 Watkins, R., West Meiers, M., & Visser, Y. (2012). A guide to assessing needs: Essential tools for collecting information, making decisions, and achieving development results. The World Bank. ]]> 2021-02-14 17:20:23 UTC https://padlet.com/patriciagrant2/akf3j3zejryjfd77/wish/1201465954