EIPT 5533 Concept List
1. Anchored Instruction
Instruction built around some type of anchor. The instruction
anchors or situates learning in meaningful, problem-solving contexts.
Students engage in activities that help them develop general skills
and acquire concepts that allow them to think effectively about
a problem. Sustained exploration of a particular problem is key,
and the opportunity to look at that problem from multiple perspectives
is also important. Can be applied to any subject area.
2. Authentic Activity
An activity that is real for students. These activities are meaningful
for students and relate to their lives. Authentic activities can
be real experience or simulate real experience. It can also be
activities that would be done in an authentic (outside of class)
situation. An example would be teaching kids math by using money
and changes. If I had $1.00 and spent $0.50, how much would I
have left?
Activities that focus on active learning in real-world contexts
and require higher-order thinking. Studetns engage in production,
not activities that are remote from the actual learning of the
concept.
3. Authentic Assessment
Authentic assessment also attempts to determine how well as student
can use knowledge, rather than simply memorize facts. It emphasizes
higher level thinking skills and is performance based. Examples
include portfolios, presentations, journals, and projects.
4. Cognitive Apprenticeship
The gaining of experience with experts in the field through activities
and social interaction. The students will learn from a master
and be able to think like the master.
5. Community of Learners (COL)
A collection or group of people who share in the process of learning
and understanding.
A setting that encourages the potential of all learners, and nurtures
each student's uniqueness. The community shares a common purpose
in continous improvement and lifelong learning. Having a connection
with learners and teachers is essential in this community, and
purposely building this connection is necessary.
6. Cooperative and Collaborative Learning
Collaboration is a philosophy of interaction and personal lifestyle
whereas cooperation is a structure of interaction designed to
facilitate the accomplishment of an end product or goal.
Collaborative learning (CL) is a personal philosophy, not just
a classroom technique. In all situations where people come together
in groups, it suggests a way of dealing with people which respects
and highlights individual group members' abilities and contributions.
There is a sharing of authority and acceptance of responsibility
among group members for the groups actions. The underlying premise
of collaborative learning is based upon consensus building through
cooperation by group members, in contrast to competition in which
individuals best other group members. CL practitioners apply this
philosophy in the classroom, at committee meetings, with community
groups, within their families and generally as a way of living
with and dealing with other people.
Cooperative learning is defined by a set of processes which help
people interact together in order to accomplish a specific goal
or develop an end product which is usually content specific. It
is more directive than a collaboratve system of governance and
closely controlled by the teacher. While there are many mechanisms
for group analysis and introspection the fundamental approach
is teacher centered whereas collaborative learning is more student
centered.
The information was obtained on November 4, 2002: http://www.lgu.ac.uk/deliberations/collab.learning/panitz2.html
7. Distributed Intelligence
The idea that, in living systems, knowledge distributed across
a system organizes itself into a whole greater than the sum of
its parts. Such intelligence is said to exceen the grasp of any
individual constituent.
Distributes intelligence focuses on the social nature of learning
and the shared meaning created within the learning group.
8. Expert System
Computer-based system in which gets all the information about
a person and narrowing down the questions to find a problem or
solution. An example would be finding your perfect career. There
would be questions asked about your interests, work setting, salary,
etc. At the end of the questionairre, the computer would compile
all of your answers and find the best career that best fits you.
9. Generative Learning
Approaches in which learners "encounter the content in such
a way that they are encouraged or allowed to construct their own
idiosyncratic meanings from the instruction by generating their
own educational goals, organization, elaborations, sequencing
and emphasis of content, monitoring of understanding, and transfer
to other context" (Smith & Ragan, 1999).
10. Higher-order Thinking Skills (HOTS)
HOTS involve thinking about thinking, or the ability for "self-awareness,
self-inquiry or dialogue, self-monitoring, and self-regulation"
(Lambert & McCombs, 1998, p.507).
11. Instructional Technology
Technology is the things that makes accomplishing a task easier.
Instruction, according to Webster's dictonary, is the "process
or act of imparting knowledge and information".
Therefore, Instructional Technology is the field which studies,
uses, and applies the things which make the process of imparting,
communicating, and transferring knowledge and information easier.
The information was obtained on October 31, 2002: http://www.arches.uga.edu/~carap/IT/defining.html
12. Intelligent Tutoring Systems
Intelligent tutoring systems (ITS) are a new generation of computer
systems for support and improvement of learning and teaching.
The usual definition of an ITS characterizes it as a system based
on some kind of knowledge which includes domain, teachers' and
students' knowledge.
The information was obtained on October 31, 2002: http://www.pmfst.hr/~stankov/zn_radovi/2000/INES2000.pdf
13. Learner Control
A method in which learners control instruction during computer
assisted/interactive hypermedia instruction is coined learner
control. This includes time on task, instructional sequencing,
presentation mode (video, audio, graphics, or text), amount of
rehearsal, depth and breadth of study, and content type (rules,
main ideas, example, or rehearsal) (Gay, 1986).
Learner control is a concept of learner independence and learner
autonomy exerting control over the context and the methods of
learning and effecting the learning process and the accomplishment
of the course work (Student7, 1997).
Learner-controlled instruction is an instructional strategy (or
tactic or approach) that emphasizes "the learner's freedom
to choose their learning activities to suit their own individual
preferences and needs" (Williams, 1993).
Learner control is the degree of decision making a learner has
(or exerts) in the learning process (Student2, 1997).
The information was obtained on October 31, 2002: http://www.edb.utexas.edu/mmresearch/Students97/Katz/def.html
http://www.stirlinglaw.com/deborah/lcwhat.htm
14. Media Attributes
Media attributes is a way of selecting a medium of delivery that
is most beneficial to the learner. For example, attributes of
the internet could be the scope of the internet. If the instruction
is made for a larger population, then the scope would be crucial.
Another attribute would be the number of learners who have internet
access.
Salomon, “media attribute theory”, holds
that 1.) Both the media and human mind employ symbols to represent,
store, and manipulate information 2.) That some of the symbol
systems employed in cognition are acquired from the symbols employed
by media, (Smith & Ragan, 1994).
“Though a variety of media can often be used to deliver
the same type of instruction, individual media have attributes
that determine their capability for handling specific instructional
strategies” (Group 6, 1997).
Smith, P.L., & Ragan, T.J. (1993). Designing Delivery and
Management Strategies. In Linda Sullivan (Eds.) Instructional
Design (pp.343-360). New Jersey: Prentice-Hall.
Group 6. (1997). Media Typologies: Media Attributes. Available:
HYPERLINK http://home.att.net/~arlington/mattrib.html http://home.att.net/~arlington/mattrib.html
. (Feb. 23, 2001).
15. Microworlds
Microworlds are closed artificial environments with rules of their
own. Ferguson (1992)
Microworlds are explorative learning environments, and they are
artificial worlds, then, abstract worlds that allow a free combination
of possible and impossible concepts. It should have high-levels
of user interaction (ex. simulation, virtual reality, role-playing
games).
The information was obtained on October 31, 2002: http://www.izhd.uni-hamburg.de/paginae/Book/Ch2/Microworlds.html
16. Mindtools
Something that helps you think and learn. It helps you get further
cognitivly. An example would be a calculator or pencil. It's not
just about using the tool, but it's about how you use the tool.
17. Multiple Perspectives
Seeing and hearing things in more than one perspective.
Multiple perspectives is a broad term to encompass multiple and
possibly heterogeneous viewpoints, representations, and roles,
that can be both collaborative and non-collaborative context.
18. Problem-Based Learning
Problem-Based Learning (PBL) is an instructional strategy that
promotes active learning. PBL can be used as a framework for modules,
courses, programs, or curricula.
Following are characteristics of PBL:
- Learning is student centered.
- Learning occurs in small student groups.
- Teachers are facilitators or guides.
- Problems form the organizing focus and stimulus for learning.
- Problems are a vehicle for the development of clinical problem-solving
skills.
- New information is acquired through self-directed learning.
The information was obtained on October 31, 2002: http://www.samford.edu/pbl/what.html
19. Reciprocal Teaching
A method of teaching in which allows the learner to take the role
of the teacher. Palincsar (1986) describes the concept of reciprocal
teaching:
"Definition:
Reciprocal teaching refers to an instructional activity that takes
place in the form of a dialogue between teachers and students
regarding segments of text. The dialogue is structured by the
use of four strategies: summarizing, question generating, clarifying,
and predicting. The teacher and students take turns assuming the
role of teacher in leading this dialogue.
Purpose: The purpose
of reciprocal teaching is to facilitate a group effort between
teacher and students as well as among students in the task of
bringing meaning to the text. Each strategy was selected for the
following purpose:
Summarizing provides
the opportunity to identify and integrate the most important information
in the text. Text can be summarized across sentences, across paragraphs,
and across the passage as a whole. When the students first begin
the reciprocal teaching procedure, their efforts are generally
focused at the sentence and paragraph levels. As they become more
proficient, they are able to integrate at the paragraph and passage
levels.
Question generating
reinforces the summarizing strategy and carries the learner one
more step along in the comprehension activity. When students generate
questions, they first identify the kind of information that is
significant enough to provide the substance for a question. They
then pose this information in question form and self-test to ascertain
that they can indeed answer their own question. Question generating
is a flexible strategy to the extent that students can be taught
and encouraged to generate questions at many levels. For example,
some school situations require that students master supporting
detail information; others require that the students be able to
infer or apply new information from text.
Clarifying is an
activity that is particularly important when working with students
who have a history of comprehension difficulty. These students
may believe that the purpose of reading is saying the words correctly;
they may not be particularly uncomfortable that the words, and
in fact the passage, are not making sense. When the students are
asked to clarify, their attention is called to the fact that there
may be many reasons why text is difficult to understand (e.g.,
new vocabulary, unclear reference words, and unfamiliar and perhaps
difficult concepts). They are taught to be alert to the effects
of such impediments to comprehension and to take the necessary
measures to restore meaning (e.g., reread, ask for help).
Predicting occurs
when students hypothesize what the author will discuss next in
the text. In order to do this successfully, students must activate
the relevant background knowledge that they already possess regarding
the topic. The students have a purpose for reading: to confirm
or disprove their hypotheses. Furthermore, the opportunity has
been created for the students to link the new knowledge they will
encounter in the text with the knowledge they already possess.
The predicting strategy also facilitates use of text structure
as students learn that headings, subheadings, and questions imbedded
in the text are useful means of anticipating what might occur
next.
In summary, each of these strategies was selected as a means of
aiding students to construct meaning from text as well as a means
of monitoring their reading to ensure that they are in fact understanding
what they read.
Research Base:
For the past five years, Palincsar and Brown (1985) have conducted
a series of studies to determine the effectiveness of reciprocal
teaching. The initial studies were conducted by adult tutors working
with middle school students in pairs and by Chapter 1 teachers
working with their small reading groups averaging five in number.
The students were identified to be fairly adequate decoders but
very poor comprehenders, typically performing at least two years
below grade level on standardized measures of comprehension. Instruction
took place over a period of 20 consecutive school days. The effectiveness
was evaluated by having the students read passages about 450 to
500 words in length and answer 10 comprehension questions from
recall. The students completed five of these passages before reciprocal
teaching instruction began and one during each day of instruction.
Performance on these assessment passages indicated that all but
one of the experimental students achieved criterion performance,
which we identified as 70 percent accuracy for four out of five
consecutive days.
These results were in contrast to the group of control students,
none of whom achieved criterion performance. In addition, qualitative
changes were observed in the dialogue that occurred daily. For
example, the experimental students functioned more independently
of the teachers and improved the quality of their summaries over
time. In addition, students' ability to write summaries, predict
the kinds of questions teachers and tests ask, and detect incongruities
in text improved. Finally, these improvements were reflected in
the regular classroom as the experimental students' percentile
rankings went from 20 to 50 and above on texts administered in
social studies and science classes.
When the same instructional procedure was implemented in larger
classes with groups ranging in size from 8 to 18, 71 percent of
the students achieved criterion performance as opposed to 19 percent
of the control students who were involved in individualized skill
instruction. Furthermore, teachers observed fewer behavior problems
in their reciprocal teaching groups than in their control groups."
(pp. 19-20)|
The information was obtained on October 31, 2002: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm
20. Scaffolds
According to Smith & Ragan, scaffolding is "the cognitive
processing support that the instruction provides the learners,
allowing them to learn complex ideas that would be beyond their
grasp if they depended solely on their own cognitive resources,
selectively aiding the learners where needed".
21. Self-regulated Learning
According to Corno and Mandinach, Self-regulated learning is an
"effort to deepen and manipulate the associative network
in a particular area (which is not necessarily limited to academic
content), and to monitor and improve that deepening process"
(1983).
When students are self-regulated learners, they set higher academic
goals for themselves, learn more effectively, and achieve at higher
levels in the classroom.
Self-regulated learning includes the following elements:
- Self-Motivation
- Goal setting
- Planning
- Attention control
- Application of learning strategies
- Self-monitoring
- Self-evaluation
22. Situated Cognition
Situated Learning occurs when students work on "authentic
tasks" whose execution takes place in a "real-world"
setting. It does not occur when students are taught decontextualized
knowledge and skills. SL (Situated Learning) can occur when students
serve as "apprentices" to a discipline rather than as
recipients of academic knowledge and as solver of contrived problems
(Brown, Collins, Duguid). SL is required if what the students
learn is to be useful. If how people solve problems is determined
by the specific situation which the problem present itself, then
learning how to solve problems also has to be achieved in those
situations.
The information was obtained on October 31, 2002: http://www.fask.uni-mainz.de/user/kiraly/English/On_Learning/cognition/SL.html
23. Substantive Conversation
The engagement of students in extended conversational
interchange with a teacher and/or their peers for a sustained
period of time about the ideas of a subject matter in a way that
builds a shared and improved way of understanding and clarification
of the subject. In short, students talk to learn and understand
(Newmann & Wehlage, 1993).
Excerpt: “Student-centered pedagogy will be more heavily
underscored in 21st century schools. The model of the teachers
as content specialists who possess relevant knowledge that they
transmit to students through telling is replaced by an approach
in which teaching is more of a guiding function. The student becomes
the primary actor. Substantive conversation replaces conventional
classroom talk and didactic instruction. Learning is seen as the
construction of understanding, and teaching is viewed as facilitating
this development. The focus is on learning, not on the delivery
system (Murphy, 1999).
Murphy, J. F. (1999). Core strategies for reforming schooling.
Available: http://www.aasa.org/publications/sa/1999_12/murphy.htm.
(Feb. 28, 2001)
Newmann, F. M., & Wehlage, G. G. (1993). Five standards of
authentic instruction. Educational Leadership, 50(7). Available:
http://www.ascd.org/pdi/demo/diffinstr/newmann.html. (Feb. 25,
2001)
The information was obtained on October 31, 2002: http://students.ou.edu/D/Kathleen.H.Dunlap-1/conlist.html
24. Systematic Design
Systematic design is a process of designing solutions that are
functional and appealing, and it's a way of establishing problem-solving
procedures that are used to guide in making decisions about design
problems. It is also a process of planning and figuring out the
best solution for that particular design.
The information was obtained on November 4, 2002: (Smith &
Ragan, 1999). Instructional Design
25. Visual Literacy
Based on the idea that visual images are a language, visual literacy
can be defined as the ability to understand and produce visual
messages. Work in the field has centered on development of educational
programs that train students' abilities to evaluate and create
visual messages, as well as improvement of students' reading and
writing skills through the use of visual literacy techniques.
Visual literacy as a field of research, study, and teaching becomes
increasingly important with the ever-expanding proliferation of
mass media in society. As more and more information and entertainment
is acquired through non-print media (such as television), the
ability to think critically and visually about the images presented
becomes a crucial skill.
The information was obtained on October 31, 2002: http://www.ivla.org/vl.htm
Two more concepts that should belong to this list:
26. Aritficial Intelligence
Artificial intelligence is a way of making computers behave on
their own without the control of humans. In other words, computers
have the capibility to making their own decisions and behaving
in a way that's similiar to humans.
According to Marvin Minsky, artificial intelligence "is the
science of making machines do things that would require intelligence
if done by men" [Minsky, 1963, pp. 23].
27. Design Patterns
A pattern (or design pattern) is a written document that describes
a general solution to a design problem that recurs repeatedly
in many projects. Patterns use a formal approach to describing
a design problem, its proposed solution, and any other factors
that might affect the problem or the solution. A successful pattern
should have established itself as leading to a good solution in
three previous projects or situations.
The purpose of design patterns is to capture software design know-how
and make it reusable. Design patterns can improve the structure
of software, simplify maintenance, and help avoid architectural
drift. Design patterns also improve communication among software
developers and empower less experienced personnel to produce high-quality
designs.
The information was obtained on November 4, 2002: http://www.ipd.uka.de/~tichy/patterns/overview.html
