tag:blogger.com,1999:blog-58435925806912911372024-02-07T13:46:47.524-08:00What is Instructional Design?Describes learning theories and learning models. Goes on to explain some tips and processes to create content.Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.comBlogger21125tag:blogger.com,1999:blog-5843592580691291137.post-52922610982879389302023-04-28T09:00:00.000-07:002023-04-28T09:00:48.515-07:00eLearning Theories: Gagne, Gardner, and Piaget <p><span style="background-color: white;"> The field of eLearning has become increasingly popular with people looking at online courses to extend their skills or further their education. To create compelling eLearning experiences, it is essential to understand and incorporate instructional design principles that are grounded in educational theory. In this article, we'll look at some influential theories and models that can inform the design of eLearning courses, including <a href="https://sharmaparul.blogspot.com/2014/12/gardners-multiple-intelligencetheory.html" rel="nofollow" target="_blank">Gagne's Nine Events of Instruction</a>, <a href="https://sharmaparul.blogspot.com/2014/12/gardners-multiple-intelligencetheory.html" rel="nofollow" target="_blank">Gardner's Multiple Intelligences</a>, and <a href="https://sharmaparul.blogspot.com/2023/04/practical-application-of-piagets.html" rel="nofollow" target="_blank">Piaget's Learning Theory.</a></span></p><p><span style="background-color: white;"><br /></span></p><p><span style="background-color: white;">Gagne's Nine Events of Instruction is a widely used model for designing effective instructional sequences. The model is based on the idea that nine key events must occur for learning. These events include gaining the learner's attention, informing the learner of the objective, stimulating recall of prior learning, presenting the material, providing guidance for learning, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. By following these steps, instructional designers can create effective eLearning courses that engage learners and help them to achieve their learning objectives.</span></p><p><span style="background-color: white;"><br /></span></p><p><span style="background-color: white;">Another vital theory for eLearning designers to consider is Gardner's Multiple Intelligences. This theory posits multiple types of intelligence, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. By designing eLearning courses that appeal to various intelligences, instructional designers can create more engaging and effective learning experiences that resonate with learners.</span></p><p><span style="background-color: white;"><br /></span></p><p><span style="background-color: white;">Finally, Piaget's Learning Theory is another essential theory for eLearning designers to understand. This theory focuses on learning as constructing knowledge through interactions with the environment. According to Piaget, learners go through several stages of cognitive development as they mature, including the sensorimotor, preoperational, concrete, and formal operational stages. By understanding these stages of development, eLearning designers can create courses appropriate for learners at different stages of cognitive development.</span></p><p><span style="background-color: white;"><br /></span></p><p><span style="background-color: white;">In conclusion, designing effective eLearning courses requires a deep understanding of instructional design principles and educational theory. By incorporating models like Gagne's 9 Events of Instruction, theories like Gardner's Multiple Intelligences, and Piaget's Learning Theory, eLearning designers can create courses that engage learners, facilitate learning, and help them achieve their goals.</span></p>Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-47572438418432906032023-04-28T08:32:00.001-07:002023-04-28T08:32:23.307-07:00Practical Application of Piaget's Learning Theory<p><span style="font-family: arial;"><span style="color: #0e101a;">Piaget's Learning Theory is an important theory for eLearning designers to consider when designing effective and engaging courses for learners. Jean Piaget was a Swiss psychologist who proposed that learning is a process of constructing knowledge through interactions with the environment. He believed that learners go through several stages of cognitive development as they mature and that each stage builds on the previous one.</span></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">According to Piaget's theory, there are four stages of cognitive development that individuals go through as they mature.</span></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"></p><ul style="text-align: left;"><li><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">In the first stage, the sensorimotor stage, which occurs from birth to around 2 years old, infants use their senses and movements to learn about their surroundings. Next, they begin to develop object permanence, which is the understanding that objects exist even when they cannot be seen or heard.</span></span></li><li><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">In the second stage, the preoperational stage, which occurs from around 2 to 7 years of age, the child begins to develop language, use symbols to represent objects and ideas and start to immerse in pretend play and have a limited understanding of cause and effect.</span></span></li><li><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">In the third stage, the concrete operational stage, which occurs from around 7 to 12 years of age, the child develops more tangible and logical thinking. They can understand cause-and-effect relationships and begin thinking about things more complexly.</span></span></li><li><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">In the fourth stage, the formal operational stage, which occurs from around 12 years old and beyond, individuals develop abstract thinking and can reason about hypothetical situations. They also develop the ability to think about multiple perspectives and consider different possibilities.</span></span></li></ul><p></p><h2 style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><br /></span></span></h2><h2 style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Focus of eLearning Designs</span></span></h2><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">By understanding these stages of cognitive development, eLearning designers can create courses appropriate for learners at different stages of development. For example, courses for learners in:</span></span></p><ul style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">The sensorimotor stage should focus on sensory experiences and exploration of the environments </span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">The preoperational stage should include visual aids and concrete examples</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">The concrete operational stage should consist of problem-solving activities and opportunities for logical thinking</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">The formal operational stage should include opportunities for abstract thought and discussion of complex ideas.</span></span></li></ul><h2 style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><br /></span></span></h2><h2 style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Structure and Presentation of eLearning Designs</span></span></h2><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Piaget's theory also has important implications for how eLearning courses should be structured and presented. Here are some key takeaways for structuring and presenting your courses:</span></span></p><ul style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Design them to be interactive and allow learners to explore and experiment</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Create them as self-paced courses, enabling learners to progress at their speed</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: disc; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Include opportunities for learners to reflect on their learning and make connections between new and previous knowledge.</span></span></li></ul><h2 style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><br /></span></span></h2><h2 style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Tips on designing courses using Piaget's Learning Theory</span></span></h2><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Creating eLearning courses that are effective and engaging requires an understanding of the principles of learning and development. Piaget's Learning Theory provides a valuable framework for understanding how learners construct knowledge and progress through stages of cognitive development. Here are some tips for creating courses using Piaget's Learning Theory:</span></span></p><ol style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Understand your learners: </strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Before designing your course, it's essential to understand your learners' current stage of cognitive development. Knowing your audience will help you tailor your course content and activities to meet their needs.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Use concrete examples:</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"> Piaget believed that learners in the preoperational stage think in concrete terms, so it's important to use concrete examples to help them make connections and understand concepts.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Focus on exploration:</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"> Piaget believed learners construct knowledge through interactions with their environment. To facilitate this process, eLearning designers should create courses that allow learners to explore, experiment, and make discoveries.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Incorporate active learning:</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"> Active learning engages learners in learning and encourages them to think critically and solve problems. eLearning designers can incorporate active learning by including interactive activities, case studies, and simulations.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Provide opportunities for reflection:</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"> Reflection helps learners consolidate their learning and make connections between new and previous knowledge. eLearning designers can provide opportunities for reflection by including questions for self-reflection, discussion forums, and reflective assignments.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Use scaffolding: </strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Scaffolding is a teaching technique that supports learners as they progress through more challenging tasks. eLearning designers can use scaffolding by breaking down complex concepts into smaller, more manageable parts and gradually increasing the difficulty level of the tasks.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Encourage collaboration: </strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Piaget believed that social interaction is vital in learning. eLearning designers can encourage collaboration by including group activities, peer feedback, and discussion forums.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Use visual aids:</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"> Piaget believed that learners in the preoperational stage learn through visual and concrete experiences. eLearning designers can use visual aids such as diagrams, images, and videos to help learners understand abstract concepts.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Allow for self-pacing:</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"> Piaget believed that learners construct knowledge at their own pace. eLearning designers can allow for self-pacing by creating courses that enable learners to progress through the material quickly.</span></span></li><li style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; list-style-type: decimal; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><strong style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;">Incorporate assessment:</strong><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"> Assessment is an integral part of the learning process, as it helps learners consolidate their learning and identify areas where they need further support. eLearning designers can incorporate assessment by including quizzes, tests, and assignments that provide feedback to learners.</span></span></li></ol><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><br /></span></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">Piaget's Learning Theory provides a valuable framework for creating effective and engaging eLearning courses. By understanding the stages of cognitive development and tailoring courses to meet learners' needs, eLearning designers can develop courses that facilitate learning and help learners achieve their goals.</span></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">However, it is essential to note that Piaget's theory has some limitations and criticisms. For example, some researchers have argued that Piaget's theory may only apply to some cultures or contexts. Others have argued that Piaget's theory overemphasizes the role of individual exploration and underemphasizes the part of social interaction in learning.</span></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><br /></span></p><p style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0e101a; margin-bottom: 0pt; margin-top: 0pt;"><span data-preserver-spaces="true" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;">In conclusion, Piaget's Learning Theory can be used by eLearning designers when designing effective and engaging courses for learners. By understanding the stages of cognitive development and designing courses appropriate for learners at different stages, eLearning designers can create courses that facilitate learning and help learners achieve their goals. However, it is vital to consider the limitations and criticisms of Piaget's theory when designing courses and to incorporate other theories and perspectives as appropriate.</span></span></p>Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-33193014209578400902022-09-06T10:36:00.001-07:002022-09-06T10:36:13.769-07:002 – Creating the Layouts <div dir="ltr" style="text-align: left;" trbidi="on">
<p class="MsoTitle"><b><span style="color: #002060; font-family: "Palatino Linotype",serif; font-size: 16.0pt; mso-bidi-font-size: 28.0pt;">2 – Creating the Layouts <o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst"><span style="font-family: "Palatino Linotype",serif;">As promised, in this article, we will design layouts using PowerPoint. I will be
using content about Instructional Design – the Nine Events of Learning, so I
will keep this in mind while following each of the steps I will discuss. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="font-family: "Palatino Linotype",serif;"> </span><span style="font-family: "Palatino Linotype", serif;">Let
me give you a quick roadmap on how we will progress in this article. We will do
the following four things:</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Create a color theme: I will create a color theme for my content using Adobe Kuler. In most cases, we usually
have some primary colors that we can use. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Create the typography: Next, I
will create typography for my content – including which fonts I would use and
why.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Design master layouts: Then, I
begin working with PPT to create my master template – different layouts,
objects, designs, etc. I will share some websites I usually use to get “inspired.” <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l3 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">4.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Showcase to the client: Then,
using an online service called Invision, I will showcase what I have come up
with to the client. <o:p></o:p></span></p>
<h1 style="text-align: left;"><span style="font-family: "Palatino Linotype",serif;"> </span><span style="font-family: "Palatino Linotype", serif;">Create a Color Theme:</span></h1>
<p class="MsoListParagraphCxSpFirst" style="margin-left: .75in; mso-add-space: auto;"><span style="font-family: "Palatino Linotype",serif;">We already discussed in detail
how we could create color themes. For me, I uploaded this photograph and let
Kuler create different themes for me, and I chose the one shown below:<o:p></o:p></span></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPkGf4qmsvxACSQAYPKzb8y59jKnY0mcteIojlcL93X5tOUUfBKkEJITmYMvRhKghdFnEWTAKtv4uefNrVsK4IDFBrHBOvtsF5lcmKmSHXD30BSxUaaiJP7xrjKw4Eed0Cf34t35WZ0maB-UUoEysXUMFjUViHxoRldmxzZAHCPLKqeyPpyLD2os9csQ/s593/Img1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="211" data-original-width="593" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPkGf4qmsvxACSQAYPKzb8y59jKnY0mcteIojlcL93X5tOUUfBKkEJITmYMvRhKghdFnEWTAKtv4uefNrVsK4IDFBrHBOvtsF5lcmKmSHXD30BSxUaaiJP7xrjKw4Eed0Cf34t35WZ0maB-UUoEysXUMFjUViHxoRldmxzZAHCPLKqeyPpyLD2os9csQ/s16000/Img1.JPG" /></a></div><div style="text-align: center;"><br /></div>
<h1><span style="font-family: "Palatino Linotype",serif;">Create a Typography</span></h1><p style="text-align: left;"><span> </span><span> </span>Now, I will choose the typography
or the type of font that I want to use for my content. There are a <span> </span><span> </span>couple of
factors that we would need to keep in mind while choosing the font:</p></div><div dir="ltr" style="text-align: left;" trbidi="on">
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l5 level2 lfo3; text-indent: -.25in;"><span style="font-family: "Palatino Linotype", serif;">a.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Palatino Linotype", serif;">The output format /device: In most cases, the output device is a laptop or PC; remember that today’s learners prefer doing most of their stuff on mobiles/tablets. So why
should learning be any different? Choose
a font that will be supported by most mobile devices and will not act
funky if not supported.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l5 level2 lfo3; text-indent: -.25in;"><span style="font-family: "Palatino Linotype", serif;">b.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Palatino Linotype", serif;">The content: The content will
also dictate the fonts. Just as a refresher, there are two groups of fonts: Serif
and Sans Serif, where Serif indicates the little angular projection on the
edges of certain letters such as </span><span style="font-family: "Palatino Linotype", serif; font-size: 14pt; line-height: 107%;">l</span><span style="font-family: "Palatino Linotype", serif;">, </span><span style="font-family: "Palatino Linotype", serif; font-size: 14pt; line-height: 107%;">k</span><span style="font-family: "Palatino Linotype", serif;">, </span><span style="font-family: "Palatino Linotype", serif; font-size: 14pt; line-height: 107%;">d</span><span style="font-family: "Palatino Linotype", serif;">, and </span><span style="font-family: "Palatino Linotype", serif; font-size: 14pt; line-height: 107%;">b
</span><span style="font-family: "Palatino Linotype", serif;">… among others, while
these little projections are missing from the Sans (without) Serif:</span></p><p></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAHqgx5crW19T9h8mmL0q-6C8btcrXR1y33t7C4Lxo6XfbKVxIt_GxPGa-PQld071naTdLHaRaZYkbrDOC5p16X9zDtfEVJT18cal8pcobM8vhI43uY8l71jb5yE6WfbNeBQPc5DTmm0D9-nNwNUWSa-rT2CwRoSG2AAm43zO8o9AIZFgiOsOmUI5DAw/s449/Img2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="194" data-original-width="449" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAHqgx5crW19T9h8mmL0q-6C8btcrXR1y33t7C4Lxo6XfbKVxIt_GxPGa-PQld071naTdLHaRaZYkbrDOC5p16X9zDtfEVJT18cal8pcobM8vhI43uY8l71jb5yE6WfbNeBQPc5DTmm0D9-nNwNUWSa-rT2CwRoSG2AAm43zO8o9AIZFgiOsOmUI5DAw/s16000/Img2.JPG" /></a></div><p class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto;"><span style="font-family: "Palatino Linotype", serif;">Most of the time, it
is a good practice to use Sans Serif fonts for content that will be displayed
on the web as it’s easier to read on devices such as phones or tablets. It’s
not set in stone that you must use only Sans Serif fonts. You can effectively use
a mix of these font groups to create compelling content. However, remember
not to mix more than two to three font groups. In fact, designate a font group
for headers, titles, subtitles, and such while using another group as body text. Finally, for any extra “wow” factor, use the third
font group that can be as unconventional as </span><span style="font-family: "Anonymous Clippings";">Anonymous Clippings</span><span style="font-family: Cambria, serif;">
</span><span style="font-family: "Palatino Linotype", serif;">(Anonymous
Clippings) or</span><span style="font-family: Cambria, serif;"> </span><span style="font-family: "28 Days Later", sans-serif;">28 Days Later </span><span style="font-family: "Palatino Linotype", serif;">(yes,
that’s the name of the font!)</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto;"><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: Calibri;">Coming back to the content, certain fonts are designated universally for specific content – for example, </span><span style="font-family: "Courier New";">courier new</span><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: Calibri;"> is usually used to
describe </span><span style="font-family: "Courier New";">some </span><span style="font-family: "Courier New"; font-size: 10.0pt; line-height: 107%; mso-bidi-font-size: 11.0pt;">type of coding included in the content</span><span style="font-family: "Palatino Linotype",serif; font-size: 10.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-font-size: 11.0pt;">. Besides that, you can choose whatever font you feel will do justice to your content and learners. </span><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: Calibri;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l5 level2 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">c.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">The audience: Yes, they are also
a very important factor in determining the font – for example, if you are
developing a new hire training for a fashion retail outlet, you can take
the liberty to use a font like </span><b><span style="font-family: "Bradley Hand ITC";">Bradley Hand ITC </span></b><span style="font-family: "Palatino Linotype",serif;">while if your audience comprises
senior management brass, you’d instead stick to something more conventional like
</span><span style="font-family: "Arial",sans-serif;">Arial</span><span style="font-family: "Palatino Linotype",serif;">, </span><span style="font-family: "Tahoma",sans-serif;">Tahoma</span><span style="font-family: "Palatino Linotype",serif;">,
or </span><span style="font-family: "Verdana",sans-serif;">Verdana</span><span style="font-family: "Palatino Linotype",serif;">. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Palatino Linotype", serif;"><span> </span>Here
is a simple template that I use that helps me cover all my bases:</span></p><p class="MsoListParagraphCxSpFirst" style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnaQXZNNeuL0HODZPYnTPkTmHBrI_MTykA3fv9NnlMtr4-HDW6KKLJJHplVnSmh03BqHCqMAacJpvV56sdhK-qrkzqNkCZzFW3Gpqo5gGTJkje0UUcw4RAQP1-vcOavF8lrcircSBvE4vFeIDccQESnvIkEyvonRXIapsiOx27Ia7_130A3q2CRad2YA/s605/Img3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="245" data-original-width="605" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnaQXZNNeuL0HODZPYnTPkTmHBrI_MTykA3fv9NnlMtr4-HDW6KKLJJHplVnSmh03BqHCqMAacJpvV56sdhK-qrkzqNkCZzFW3Gpqo5gGTJkje0UUcw4RAQP1-vcOavF8lrcircSBvE4vFeIDccQESnvIkEyvonRXIapsiOx27Ia7_130A3q2CRad2YA/s16000/Img3.JPG" /></a></div><p></p><p class="MsoListParagraphCxSpMiddle"><span style="font-family: "Palatino Linotype",serif;"><span> </span>Notice
that this is an example of a course being built using an authoring tool such
as <span> </span><span> </span><span> </span>Storyline or Captivate. You can pick and choose whichever elements suit your
course. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="font-family: "Palatino Linotype",serif;"><span> </span>I
usually try to use Arial for my courses as this font type is supported by most
of the gadgets we use today. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast"><span style="font-family: "Palatino Linotype",serif;"> </span></p>
<h1><span style="font-family: "Palatino Linotype",serif;">Design Master Layouts<o:p></o:p></span></h1>
<p class="MsoListParagraphCxSpFirst"><span style="font-family: "Palatino Linotype",serif;">Now
that you know your color theme/palette, you need to design some
slides that will be most commonly used in your course. That’s a practice I
always follow – if I have some slides already designed with the client-approved
color scheme, I can use them as is or tweak them to fit the need of the
content. In both cases, building a template for your course:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Saves
time and effort<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Ensures
consistency across your course if you have multiple teams working on the same
course<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Ensures
any changes requested by the client in the design are cascaded across the board –
as only the master slides need to be updated and distributed to the team <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">New
slides can be added to the master template and quickly distributed to the
entire team<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="font-family: "Palatino Linotype",serif;"> </span><span style="font-family: "Palatino Linotype", serif;">Before
you begin the tedious task of what to include and what not to include in
your master template, you should look at this resource: </span><a href="https://community.articulate.com/downloads"><span style="font-family: "Palatino Linotype",serif;">https://community.articulate.com/downloads</span></a><span style="font-family: "Palatino Linotype", serif;">. Here, you can find various
resources and templates you can use as is or redesign as per your color
scheme or even customize. I usually go through a couple of sites that provide
templates (in PPT, Storyline, or any other format) just to get “inspired” (no
pun intended!). The next step would be to make a list of ideas I liked from what I saw and then see how I can create designs that match my content and use my colors to tell my story.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="font-family: "Palatino Linotype",serif;"> Now, my content dictates that this is about
how learning happens – what are the phases that lead to a human being changing
his or her behavior to adapt and assimilate new information. So, I will keep this human being + learning theme going – the main keywords I will
use to try and subtly imply in all my slides. You can use this site: </span><a href="http://www.pixabay.com/"><span style="font-family: "Palatino Linotype",serif;">www.pixabay.com</span></a><span style="font-family: "Palatino Linotype",serif;"> to download and use attribution-free
and copyright-free images. But I highly recommend you let your clients know you will use this site. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="font-family: "Palatino Linotype",serif;"> </span><span style="font-family: "Palatino Linotype", serif;">For example, I chose an image of a child coloring some pictures to design my splash screen. I want to use a textbox as an overlay on this image
with some transparency to create some depth.</span></p>
<p class="MsoListParagraphCxSpMiddle"><span style="font-family: "Palatino Linotype",serif;"> </span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMkQjKk-YxFP_whZV4qDmQ3bU5vicYzNV7EhzTeNFJxCn8vAoukc4c-bun8jagU_q7fZEg0_3soE6qY4QCNigw8UMkZHVnJdHQJkbR94qD3UwXK_tthLh9GwdN5poLLRd57VON0-zRfOqt8eWHAQPF8vhbX1eLMn7Ma2qnyI--KOiGEYG0k_q4BJAUaQ/s621/Img4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="355" data-original-width="621" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMkQjKk-YxFP_whZV4qDmQ3bU5vicYzNV7EhzTeNFJxCn8vAoukc4c-bun8jagU_q7fZEg0_3soE6qY4QCNigw8UMkZHVnJdHQJkbR94qD3UwXK_tthLh9GwdN5poLLRd57VON0-zRfOqt8eWHAQPF8vhbX1eLMn7Ma2qnyI--KOiGEYG0k_q4BJAUaQ/s16000/Img4.JPG" /></a><span style="font-family: "Palatino Linotype", serif;">To create a slide
like the one shown above, I need to perform the following steps:</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l6 level1 lfo6; text-indent: -.25in;"></p><ol style="text-align: left;"><li><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";"><span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> <span> </span></span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Open the PowerPoint deck,
navigate to <b>View </b>and click the<b> Slide Master</b> option.<o:p></o:p></span></li></ol><p></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmmW996ABgkYqEausnlA_0u0Nbu86j6SiPh3IC-F9yvUSV0Gs1NSs2lWrqm5EonipJ0lKIhr4DBxeKpFYgc8AXiUsYn8EV9F-MtjfctZynvpbIfS3uuwjV6QjMENmpsKfsTGo3EIY2GiDGdkhKs_mUxa3NjREti9sVBgWUe-7FtnVm23Tpxx5YIbiQPQ/s675/Img5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="112" data-original-width="675" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmmW996ABgkYqEausnlA_0u0Nbu86j6SiPh3IC-F9yvUSV0Gs1NSs2lWrqm5EonipJ0lKIhr4DBxeKpFYgc8AXiUsYn8EV9F-MtjfctZynvpbIfS3uuwjV6QjMENmpsKfsTGo3EIY2GiDGdkhKs_mUxa3NjREti9sVBgWUe-7FtnVm23Tpxx5YIbiQPQ/s16000/Img5.JPG" /></a></div><p class="MsoListParagraphCxSpMiddle" style="margin-left: 40.5pt; text-align: center;"><span style="font-family: "Palatino Linotype", serif; text-align: left; text-indent: -0.25in;">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Palatino Linotype", serif; text-align: left; text-indent: -0.25in;">The first step is to change the
font per your typography. Using the master slide, you can edit and change the font size and font face for your title, subtitles, body, or
bullet texts. Remember, to change the font of all the slides, you need to edit
the first slide – the main Master slide. Anything added on this slide will be
reflected on all the slides. It’s a good idea for any elements that need to be
repeated across slides – such as the company's or organization's logo. This
way, it will appear at the exact location everywhere, and any changes to the logo need to be made on the master slide.</span></p><p align="center" class="MsoNormal" style="margin-left: .25in; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOw1gXYeUrE6JkkiqYbaOovyeXTOBOBGQDV947hrxnA4m6kuDooXQIuISAjHzkfXcZe9_cKyoV76Yg-fCUv3MUa4OkP1NvLOq7CYChUaiCAWa94KHIvRtZ2qdKo7IfB3KSNO2F8Pd8QirNlsI7Yhiqtkj9MM2cQMzG19mrXjNuurd2IiDk9UG44aJSNA/s347/Img6.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-indent: -0.25in;"><img border="0" data-original-height="196" data-original-width="347" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOw1gXYeUrE6JkkiqYbaOovyeXTOBOBGQDV947hrxnA4m6kuDooXQIuISAjHzkfXcZe9_cKyoV76Yg-fCUv3MUa4OkP1NvLOq7CYChUaiCAWa94KHIvRtZ2qdKo7IfB3KSNO2F8Pd8QirNlsI7Yhiqtkj9MM2cQMzG19mrXjNuurd2IiDk9UG44aJSNA/s16000/Img6.JPG" /></a></p><p></p>
<p align="center" class="MsoNormal" style="margin-left: .25in; text-align: center;"><br /></p>
<p class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-list: l6 level1 lfo6; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Next, I want to change the layout
of the second slide in the template, which looks like this:<o:p></o:p></span></p><p class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-list: l6 level1 lfo6; text-indent: -.25in;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGIWyAnF3KBYRdKWzw_2-psFvuKbpLj8-1A7WEdsgpHGlQPNouD6lEG_Kl6eB_fz2P1q3YL-UtIGBdfXxHwEJYgfT2gNDaYXJh-tLMi-MyT5ROtZMTnYu9UCTdk914EF2Fw-BE0PYGZaD9347DLqujdKgWvRGQIcS4FikQtgTFtPes-8QbVM2tRFJ5mw/s338/Img7.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="190" data-original-width="338" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGIWyAnF3KBYRdKWzw_2-psFvuKbpLj8-1A7WEdsgpHGlQPNouD6lEG_Kl6eB_fz2P1q3YL-UtIGBdfXxHwEJYgfT2gNDaYXJh-tLMi-MyT5ROtZMTnYu9UCTdk914EF2Fw-BE0PYGZaD9347DLqujdKgWvRGQIcS4FikQtgTFtPes-8QbVM2tRFJ5mw/s16000/Img7.JPG" /></a></div><span style="font-family: "Palatino Linotype", serif; text-indent: -0.25in;">4.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Palatino Linotype", serif; text-indent: -0.25in;">Always remember that alignment
matters – you can guide the user’s eye by using a mix of fonts, images, and
white space.</span><p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">a.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">The first step is to delete the
unwanted elements from the slide – all items except the title.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -.25in;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-HBch_YJj68L9r1AtI6wKeo0h6_b47vskD54OGXu-e0KiVkBHgDaAhV0RCXlbkGLLq3vb6yjVesX7lrXe-GbdHzy4coR3m1M6wipULkcBq76guZ5GZenbhFSayyjg1efn-fq1_M2G_xcmVN_dkRY8oRKDJcgLX3xQEjOdFGrb1ddxIDAvgJxLxS_VwQ/s279/Img8.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="154" data-original-width="279" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-HBch_YJj68L9r1AtI6wKeo0h6_b47vskD54OGXu-e0KiVkBHgDaAhV0RCXlbkGLLq3vb6yjVesX7lrXe-GbdHzy4coR3m1M6wipULkcBq76guZ5GZenbhFSayyjg1efn-fq1_M2G_xcmVN_dkRY8oRKDJcgLX3xQEjOdFGrb1ddxIDAvgJxLxS_VwQ/s16000/Img8.JPG" /></a></div><span style="font-family: "Palatino Linotype", serif; text-indent: -0.25in;">b.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Palatino Linotype", serif; text-indent: -0.25in;">Next, add the image to the slide.</span><p></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikUG_uZS2BMV_ok7u4-4Rqsu_nvWqRQH_DGyk8xykl7YU-bA26hxp4wxtjLCFGBEp7L-x9taJW8N0UYxcoh-JyweIY3lRvT5zN3X6juMKa1RBwQ9HKso4BRh-DGw8SNUEY75miUATsZfqtX1JmOLar6y6ZlnJ86a0AcFwZmj0NxJ995hJXNiUJvyOGtQ/s323/Img9.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="184" data-original-width="323" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikUG_uZS2BMV_ok7u4-4Rqsu_nvWqRQH_DGyk8xykl7YU-bA26hxp4wxtjLCFGBEp7L-x9taJW8N0UYxcoh-JyweIY3lRvT5zN3X6juMKa1RBwQ9HKso4BRh-DGw8SNUEY75miUATsZfqtX1JmOLar6y6ZlnJ86a0AcFwZmj0NxJ995hJXNiUJvyOGtQ/s16000/Img9.JPG" /></a></div><p align="center" class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; text-align: center;"><span style="font-family: "Palatino Linotype", serif; text-align: left; text-indent: -0.25in;">c.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Palatino Linotype", serif; text-align: left; text-indent: -0.25in;">Since the image is smaller than I would want, I will press the Shift key and drag any corner of
the image to make it bigger without distorting it.</span></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQCpjJfiPLuGiXmM_gy1b-D6MoKC9tYUxkBQtin9nltTDAY7uQ-k66T0G8mvATZiCAvDgZzmLbX75f8p2GQIEdJ_HI7IJRmju3E6aGemrHsj1cJRhXcHSwSXzU0uU21ZtqTRzvdQCn01mE205dBhV6QOLZcCW49FMWeU5ObOECx-9RVJGzVqX_8LcmDQ/s352/Img10.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="224" data-original-width="352" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQCpjJfiPLuGiXmM_gy1b-D6MoKC9tYUxkBQtin9nltTDAY7uQ-k66T0G8mvATZiCAvDgZzmLbX75f8p2GQIEdJ_HI7IJRmju3E6aGemrHsj1cJRhXcHSwSXzU0uU21ZtqTRzvdQCn01mE205dBhV6QOLZcCW49FMWeU5ObOECx-9RVJGzVqX_8LcmDQ/s16000/Img10.JPG" /></a></div><br /><p align="center" class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; text-align: center;"><br /></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">d.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Now, I need to scale this image.
So, will use the <b>Crop </b>option to trim
or crop my image. Select the image by clicking on it, and the <b>Format</b> menu appears. <o:p></o:p></span></p><p class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -.25in;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHrBFT563jo2_bUJAq-URghWt262O8IxPEGEiNwqtuFKIIRybpvn67j4vYomSBBkpAZ9TDcVoLfUdScmSaQShQCrXk1_sViq0kN4MuPpJVkKuz3wiHfU5QaOdME-sYxNUhEE7GLtVGX3AN13g2-7wWgOE1SnJoIVXKaZL5RV7cnVK5LfqX1F4UJ9Kbmg/s657/Img11.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="147" data-original-width="657" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHrBFT563jo2_bUJAq-URghWt262O8IxPEGEiNwqtuFKIIRybpvn67j4vYomSBBkpAZ9TDcVoLfUdScmSaQShQCrXk1_sViq0kN4MuPpJVkKuz3wiHfU5QaOdME-sYxNUhEE7GLtVGX3AN13g2-7wWgOE1SnJoIVXKaZL5RV7cnVK5LfqX1F4UJ9Kbmg/s16000/Img11.JPG" /></a></div><br /><p></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo7; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">e.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">From the <b>Format</b> menu, select the <b>Crop</b>
option. Four angular brackets appear on the four corners of the image. <o:p></o:p></span></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHrBFT563jo2_bUJAq-URghWt262O8IxPEGEiNwqtuFKIIRybpvn67j4vYomSBBkpAZ9TDcVoLfUdScmSaQShQCrXk1_sViq0kN4MuPpJVkKuz3wiHfU5QaOdME-sYxNUhEE7GLtVGX3AN13g2-7wWgOE1SnJoIVXKaZL5RV7cnVK5LfqX1F4UJ9Kbmg/s657/Img11.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="147" data-original-width="657" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHrBFT563jo2_bUJAq-URghWt262O8IxPEGEiNwqtuFKIIRybpvn67j4vYomSBBkpAZ9TDcVoLfUdScmSaQShQCrXk1_sViq0kN4MuPpJVkKuz3wiHfU5QaOdME-sYxNUhEE7GLtVGX3AN13g2-7wWgOE1SnJoIVXKaZL5RV7cnVK5LfqX1F4UJ9Kbmg/s16000/Img11.JPG" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikN8tsWJhWB70S6jjW9vb0fLmA1PsqsTb9OZazWFlEQD6iWUVJij23ToODukaFu4LCLu9tga5VUz4qSUn_2LQkGAYSGxvW2Ruyfc4BtkkRyBg02DeEtf7RJwHTlC8t_uJ6I6Lkz7UHkGBbO9I4YpLjjrBIrSQoBi0tjh7JCVUsCfRQg_d9a1QwM1f8zA/s664/Img12.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="76" data-original-width="664" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikN8tsWJhWB70S6jjW9vb0fLmA1PsqsTb9OZazWFlEQD6iWUVJij23ToODukaFu4LCLu9tga5VUz4qSUn_2LQkGAYSGxvW2Ruyfc4BtkkRyBg02DeEtf7RJwHTlC8t_uJ6I6Lkz7UHkGBbO9I4YpLjjrBIrSQoBi0tjh7JCVUsCfRQg_d9a1QwM1f8zA/s16000/Img12.JPG" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMp6ZDPbTUhTY7h08i-bRzIkI9wblvCLaMAZAOJw-doxaeZGUGPTdc_fda88tf6lo5PIyoMB64CnKz0XJmnqBiIBmyIymChw4jr2DXmzeAKrIZF_UgyIaqBh4lI-UHGFh8My9SAwv8Fy084_3-nWNM24yxKfPTfd8Q-WcqdLDUJkp0Y1s7UkbxNlytaw/s401/Img13.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="381" data-original-width="401" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMp6ZDPbTUhTY7h08i-bRzIkI9wblvCLaMAZAOJw-doxaeZGUGPTdc_fda88tf6lo5PIyoMB64CnKz0XJmnqBiIBmyIymChw4jr2DXmzeAKrIZF_UgyIaqBh4lI-UHGFh8My9SAwv8Fy084_3-nWNM24yxKfPTfd8Q-WcqdLDUJkp0Y1s7UkbxNlytaw/s16000/Img13.JPG" /></a></div><p align="center" class="MsoNormal" style="margin-left: .25in; text-align: center;"><br /><span style="font-family: "Palatino Linotype", serif; text-align: left; text-indent: -0.25in;">f.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><span style="font-family: "Palatino Linotype", serif; text-align: left; text-indent: -0.25in;">Drag
the brackets so that the image fits the slide. Right-click and select the <b>Send to Back </b>option. You can see your
master title popping right up.</span></p>
<table border="0" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: .25in; mso-border-insideh: none; mso-border-insidev: none; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr>
<td style="padding: 0in 5.4pt 0in 5.4pt; width: 233.75pt;" valign="top" width="312">
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXaso5zm175lO2aWovEuv78HFokPGQ81mAmScJgpz24qFddba9MQXzNvANQbom9sRCeuAye7y_7XP84qSYmglsStS1IIdqOHR9gNgh9XzDjHkvvpsGzJurDBWhufzJEGftZBlrFZmE-64ulxD-XMuAlGWbmWF9SyB4EwutjnwILTLgPga0OeAwktGEVg/s599/Img14.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="204" data-original-width="599" height="218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXaso5zm175lO2aWovEuv78HFokPGQ81mAmScJgpz24qFddba9MQXzNvANQbom9sRCeuAye7y_7XP84qSYmglsStS1IIdqOHR9gNgh9XzDjHkvvpsGzJurDBWhufzJEGftZBlrFZmE-64ulxD-XMuAlGWbmWF9SyB4EwutjnwILTLgPga0OeAwktGEVg/w640-h218/Img14.JPG" width="640" /></a></div></td><td style="padding: 0in 5.4pt 0in 5.4pt; width: 233.75pt;" valign="top" width="312"></td></tr></tbody></table><br />
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l6 level1 lfo6; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">5.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Now, let’s manipulate this image.
It is too bright, and we need to tone it down a bit. For this, I will select my
image, and from the <b>Format</b> menu that
appears, select the <b>Correction</b> option on
the far left. <o:p></o:p></span></p>
<p align="center" class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; text-align: center;"><span style="font-family: "Palatino Linotype",serif;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjaFrI9jryl3NbxpBFU2FK98CYEoBdp5d8eVS7i9NpM4OQg3zjiin04zN8mgVnX77L4SXpdHDbqtha4dr_wSBuFFbDp56BSdZtMDumfLSj3KB963O8D5AC3W47EmGRvhutvz_UGNoglNv9j3bqTrsZyzcbOspJRooNP6ceLJ7P5AUawtjj7Ai1AB894A/s262/Img15.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="232" data-original-width="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjaFrI9jryl3NbxpBFU2FK98CYEoBdp5d8eVS7i9NpM4OQg3zjiin04zN8mgVnX77L4SXpdHDbqtha4dr_wSBuFFbDp56BSdZtMDumfLSj3KB963O8D5AC3W47EmGRvhutvz_UGNoglNv9j3bqTrsZyzcbOspJRooNP6ceLJ7P5AUawtjj7Ai1AB894A/s16000/Img15.JPG" /></a></div><br /><br /><p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l6 level1 lfo6; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">6.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Now, I will choose the option
that I want – <b>Brightness: -20% Contrast:
0% (Normal)</b> option and immediately I can see how my image will look.<o:p></o:p></span></p>
<p align="center" class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; text-align: center;"><span style="font-family: "Palatino Linotype",serif;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOHyH0qvNG1bHLh8hbkes2fQsuWLqDg_SFvHGIe6X51zHQ2cwi9qygnSF7PbJ7jPmA9UUT0AwXMOlSOhO6DVuH3CBLcPwCmBCxXE1fZmsN9Nva2lU-djzma1CNwg2uEgCSTojUDbIpIpb1w5lvUGiIJr0MkhPR6K67Uek80_7wc-a3RmmAxQkBdhSe8Q/s636/Img16.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="239" data-original-width="636" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOHyH0qvNG1bHLh8hbkes2fQsuWLqDg_SFvHGIe6X51zHQ2cwi9qygnSF7PbJ7jPmA9UUT0AwXMOlSOhO6DVuH3CBLcPwCmBCxXE1fZmsN9Nva2lU-djzma1CNwg2uEgCSTojUDbIpIpb1w5lvUGiIJr0MkhPR6K67Uek80_7wc-a3RmmAxQkBdhSe8Q/s16000/Img16.JPG" /></a></div><br /> <p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l6 level1 lfo6; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Palatino Linotype",serif; mso-bidi-font-family: "Palatino Linotype"; mso-fareast-font-family: "Palatino Linotype";">7.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Palatino Linotype",serif;">Now, I want to manipulate my text
box. I will format this box by changing its position, filling it with a color
from my color palate, and making it 11 percent transparent. I usually try
keeping the transparency between nine percent and 11 percent. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto;"><span style="font-family: "Palatino Linotype",serif;"> </span><span style="font-family: "Palatino Linotype", serif;">After I have changed
the position and text in the textbox, right-click on it and
select the </span><b style="font-family: "Palatino Linotype", serif;">Format Shape</b><span style="font-family: "Palatino Linotype", serif;"> option. Select
Solid Fill, choose the appropriate color, enter 11% as the transparency value,
and change the color of my text to white.</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto;"><span style="font-family: "Palatino Linotype",serif;"> </span><span style="font-family: "Palatino Linotype", serif;">For users with
PowerPoint 2016, you can use the Eyedropper option from the Format menu to
select a color from anywhere and fill up your shape. For other users, you can
write down the hex or RGB values of your color palette and enter them manually
to use that color.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto;"><span style="font-family: "Palatino Linotype",serif;"><o:p></o:p></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3pHvXAa47t3uqL0FTSKEYeiKdIs3Pc-kGfdb64pZiiHvpp0chnmUiGf6r3AURE3KrmlyLSd4DXhnMNO3j9NbjUQ3fsyBPVFDeFDzJAh9Izc-de7khbgiEcnXGZGu9RNdIzjzt1xMlcEdXtHpgzZ3JkBakFMglwJKoQWh44eDVNu9NILz6WSwpBghkbQ/s485/Img17.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="191" data-original-width="485" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3pHvXAa47t3uqL0FTSKEYeiKdIs3Pc-kGfdb64pZiiHvpp0chnmUiGf6r3AURE3KrmlyLSd4DXhnMNO3j9NbjUQ3fsyBPVFDeFDzJAh9Izc-de7khbgiEcnXGZGu9RNdIzjzt1xMlcEdXtHpgzZ3JkBakFMglwJKoQWh44eDVNu9NILz6WSwpBghkbQ/s16000/Img17.JPG" /></a></div><p></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto;"><span style="font-family: "Palatino Linotype", serif; text-indent: -0.25in;">8.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Palatino Linotype", serif; text-indent: -0.25in;">Now, I will use my color palette
to create a border for my slide. I will stretch my color palette image across
the slide and modify its height.</span></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR8eFsZ-0Q992d1XkET16-QZROFn0_BeTXtSxrwK3xhR7LZ52OYlzroGYo7AtSwassPi2jePelW6qdJRp-hbSm33M0YFdPlPaTSv79lIyowiZEGItXGDJN8TNKggFcm7JLGdADftQI3HOZxxEf12wCHjv8fSK-SjR0C04JMa1yIiZjbAo1cQLKd0Gnlg/s391/Img18.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="215" data-original-width="391" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR8eFsZ-0Q992d1XkET16-QZROFn0_BeTXtSxrwK3xhR7LZ52OYlzroGYo7AtSwassPi2jePelW6qdJRp-hbSm33M0YFdPlPaTSv79lIyowiZEGItXGDJN8TNKggFcm7JLGdADftQI3HOZxxEf12wCHjv8fSK-SjR0C04JMa1yIiZjbAo1cQLKd0Gnlg/s16000/Img18.JPG" /></a></div><p align="center" class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; text-align: center;"><span style="font-family: "Palatino Linotype", serif; text-align: left;">As you can see, we
have changed things a bit. Still, the text in the textbox seems to be touching
the bottom – it should be in the middle of the textbox. For this, select the
textbox and from the </span><b style="font-family: "Palatino Linotype", serif; text-align: left;">Home</b><span style="font-family: "Palatino Linotype", serif; text-align: left;"> menu,
click the </span><b style="font-family: "Palatino Linotype", serif; text-align: left;">Align Text</b><span style="font-family: "Palatino Linotype", serif; text-align: left;"> dropdown list
and choose </span><b style="font-family: "Palatino Linotype", serif; text-align: left;">Middle</b><span style="font-family: "Palatino Linotype", serif; text-align: left;">.</span></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHKdjqBaql8I5SxaRARDdoK6AbNobk6cL0qic--4fCj1Ad4PrMauiEbVsHIGf7-SBbeDeFyrvhBoasQ84NFASNMcS2ol-rVgd4b44RN_SJe6Cbvus_-Tir-RJ2-6OZu6haVoV5ypuo8aXi2g9EbDGS9wZA1orSvKtsmwVIXMgC83yLz6uGH4BFqWPmbA/s298/Img19.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="168" data-original-width="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHKdjqBaql8I5SxaRARDdoK6AbNobk6cL0qic--4fCj1Ad4PrMauiEbVsHIGf7-SBbeDeFyrvhBoasQ84NFASNMcS2ol-rVgd4b44RN_SJe6Cbvus_-Tir-RJ2-6OZu6haVoV5ypuo8aXi2g9EbDGS9wZA1orSvKtsmwVIXMgC83yLz6uGH4BFqWPmbA/s16000/Img19.JPG" /></a></div><br /><p align="center" class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; text-align: center;"><span style="font-family: "Palatino Linotype", serif; text-align: left;">This aligns my text
in the middle of the text box.</span></p>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqxHltNOPAe2fZhxrRgctaPxBoqEu_BTsOOk53E15cT6Mt924oLWOhOyIdGG9JpfqJzQ9tg9v14QFcitvM2-hbGBhtq5EyDKLS8ym2OChaA2BTWw7gvm6CddLbQXRJcBL8zJL6ea9uC91Dnh1w7d-wVJdLzTspbnYGe0EpXOivXzB5CJiQORAIRu110g/s648/Img20.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="375" data-original-width="648" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqxHltNOPAe2fZhxrRgctaPxBoqEu_BTsOOk53E15cT6Mt924oLWOhOyIdGG9JpfqJzQ9tg9v14QFcitvM2-hbGBhtq5EyDKLS8ym2OChaA2BTWw7gvm6CddLbQXRJcBL8zJL6ea9uC91Dnh1w7d-wVJdLzTspbnYGe0EpXOivXzB5CJiQORAIRu110g/s16000/Img20.JPG" /></a></div><div style="margin-left: 0.25in; text-align: center;"><span style="font-family: "Palatino Linotype", serif; text-align: left;"><br /></span></div><h1 style="margin-left: 0.25in; text-align: left;"><span style="font-family: Palatino Linotype, serif;">Practice: Your Turn</span></h1><div style="margin-left: 0.25in; text-align: left;"><span style="font-family: Palatino Linotype, serif;">Now, you try designing this one:</span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHowWwKDUrF_Xdeq_kOTdKV6qZ-ajU--XlD_3-MIZHRdQSp7s46_A8FGHr0Bn1zV7nl5xz6veJO7UtP5oQ-aUAFa1G3vFLK6q52d-Cmmh0BXbWGZHzpk9VsrydJVu-dfLsWvDERpqyBf0M01nRoct9SJzr9NGL_yj0vysKeRC_zhP6U-iSBk0t1eZbDA/s660/Img21.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="383" data-original-width="660" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHowWwKDUrF_Xdeq_kOTdKV6qZ-ajU--XlD_3-MIZHRdQSp7s46_A8FGHr0Bn1zV7nl5xz6veJO7UtP5oQ-aUAFa1G3vFLK6q52d-Cmmh0BXbWGZHzpk9VsrydJVu-dfLsWvDERpqyBf0M01nRoct9SJzr9NGL_yj0vysKeRC_zhP6U-iSBk0t1eZbDA/s16000/Img21.JPG" /></a></div><h4 style="margin-left: 0.25in; text-align: left;"><span style="color: #2b00fe;">I will share how to design this in the next one! </span></h4></div>
Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-4084263144201263162019-11-12T07:29:00.001-08:002019-11-12T07:43:56.235-08:00Techni Inc.<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAYcxX15QNJJJlMnjM1HEnoGTywOGfswwvoyNtp5xC1XFK06VlCiqZTWoLyLE2-bVolNtJtX5Qfj0Ne0-Ue6h0m2VrHtgjigQ5ETFWg3jghnoRmCDDs_E1IFA_xQcoA0M6-nkI8duMqrBY/s1600/Design_Front_v2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="667" data-original-width="1600" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAYcxX15QNJJJlMnjM1HEnoGTywOGfswwvoyNtp5xC1XFK06VlCiqZTWoLyLE2-bVolNtJtX5Qfj0Ne0-Ue6h0m2VrHtgjigQ5ETFWg3jghnoRmCDDs_E1IFA_xQcoA0M6-nkI8duMqrBY/s640/Design_Front_v2.jpg" width="640" /></a></div>
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<br />
<div style="text-align: center;">
<span style="font-size: large;">Visit us for more interactive courses and free downloads at<a href="http://www.techniinc.com/" target="_blank"> www.techniinc.com</a>. </span></div>
</div>
Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-83210207416404907672019-11-08T14:48:00.003-08:002019-11-08T14:48:41.358-08:001 – Laying the Colored Foundations<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "georgia" , "times new roman" , serif;">It’s all about colors and the power that colors hold over us! Colors can elicit strong emotional reactions from people. Just thinking about lush green meadows, punctuated by little bunches of yellow daffodils, swaying in a soft gentle breeze under a marvelous blue sky makes us relax, right? Similarly, the use of different colors combined with the right images can leave a lasting impact on our learners – in a subtler way, of course. As IDs, we may have a lot of ideas of what looks good and what does not – but the bottom line is – we need to stick to the colors that have been approved by the client. This is because they know their brands and their audiences much better than us. This premise should dictate the entire design of the storyboard. The images, on the other hand, are defined by the content that we are trying to build. So, colors – client, images – content – a rule that I generally try to follow.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">When I start a project, I always ask the client if they have any branding guidelines from where I can create a color palette for my visual design. There are a couple of scenarios may arise:</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">The client has detailed branding guidelines and they provide that to you in the form of a pdf or PPT. Good for you!</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">The client does not have any branding guidelines but has some existing templates/published content that you can use. Well, that is a starting point. Use the colors they provided as a base and then use the color wheel to create some primary and accent colors to create your little color palette. This will help your design as this will tie your course together. You can search Google for “color wheels” and you’ll get a lot of images – I happen to use this one (<a href="http://www.ctpub.com/essential-color-wheel-companion/">http://www.ctpub.com/essential-color-wheel-companion/</a>) </span></li>
</ul>
<br />
<ol style="text-align: left;">
</ol>
<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Dho7U6t5eDtzXU00gHPLv0VtxtBDfSh71C-_Mo_a1MZTY0pyAz1kYF5xu9W73wNUiMuxXhxX57oz-PqPHnoGbLx4aQRf1Adsd2VeenEutYgmPj3qdtb9H2ru-ssxQ6jjkELkireEq2nQ/s1600/B1_I.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="180" data-original-width="180" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Dho7U6t5eDtzXU00gHPLv0VtxtBDfSh71C-_Mo_a1MZTY0pyAz1kYF5xu9W73wNUiMuxXhxX57oz-PqPHnoGbLx4aQRf1Adsd2VeenEutYgmPj3qdtb9H2ru-ssxQ6jjkELkireEq2nQ/s200/B1_I.png" width="200" /></span></a></div>
<div style="text-align: center;">
<div style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">I particularly like this one because it provides a wide range of colors to choose from. The colors that are next to one another are called contrasting colors while the ones that are diagonally opposite are called complementary colors. For more details on using the color wheel to create a client’s unique color signature, you can read <a href="http://www.tigercolor.com/color-lab/color-theory/color-harmonies.htm">http://www.tigercolor.com/color-lab/color-theory/color-harmonies.htm</a>. </span></div>
</div>
<div style="text-align: left;">
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">The client does not have anything at all – well, this would be a rare case. However, if the client does not have any materials that they have previously created, you can use the client’s logo (I am sure this they will definitely have) to create a color scheme for them. For situations like these, I usually use Adobe Kuler – https://color.adobe.com/create/color-wheel/. It looks like this: </span></li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi11BMjxGRmsxLJH37J3SBhFFs8ByYVnssSf1qO7ncY6IVeJgrV5P2-ROKJ3sFsxJf_9KsU2VwrqOKNl2Nrb0GBEo07gMSCnBrH2ynfrCImp1a5q7OC7cq3VyY1NaVshZi55dB0vOHpSVdB/s1600/B1_P2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="786" data-original-width="1600" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi11BMjxGRmsxLJH37J3SBhFFs8ByYVnssSf1qO7ncY6IVeJgrV5P2-ROKJ3sFsxJf_9KsU2VwrqOKNl2Nrb0GBEo07gMSCnBrH2ynfrCImp1a5q7OC7cq3VyY1NaVshZi55dB0vOHpSVdB/s400/B1_P2.png" width="400" /></span></a></div>
<div style="text-align: center;">
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
</div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<span style="font-family: "georgia" , "times new roman" , serif;">If you have an Adobe ID, you can save your color themes as well. If not, use this to create a color template/theme and write down the RGB or Hex color combinations for later use.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"> <span style="white-space: pre;"> </span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">This service also provides you the ability to upload a photograph (client logo/product photo) and it automatically creates multiple color themes for you.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlRz4XsJhk42zedbIPModSFt8b5ZHJTAiwntcESNl0xfwdRBV2rJ5hP5iy6Z7S_5ka5PmFLrNSFxmqcrMwyhf2U-fLk3cCCt2Hn9mNmK744ysJA0jv-4Tk-esWX9CYEuZTYokA_-08eOO3/s1600/B1_P3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="378" data-original-width="312" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlRz4XsJhk42zedbIPModSFt8b5ZHJTAiwntcESNl0xfwdRBV2rJ5hP5iy6Z7S_5ka5PmFLrNSFxmqcrMwyhf2U-fLk3cCCt2Hn9mNmK744ysJA0jv-4Tk-esWX9CYEuZTYokA_-08eOO3/s200/B1_P3.png" width="165" /></span></a></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Simply by selecting the appropriate Color Harmony option, you can create different color palettes for your client. Once you have created your color theme and selected the colors you want, you can send it to the client for approval. This way, all stakeholders are on the same page.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">What you choose depends on your unique situation or vice-versa. There is no set rule on when we should use what, but for me I usually these three items as a starting point. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">I suggest that as you go through this series, you can select any past or current project and try redefining the color palette from there. As we move forward, you can use the same project to work on and apply all the techniques that you have learned. The last step for this would be getting these colors approved by the client.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Next up is designing the layouts using PowerPoint. For the purpose of this series, I will be using some materials that will act as the client content. Using Adobe Kuler, you can create color themes and import them into PowerPoint. That way, you can create a master template and work from there. In our next article, we will use the Master slide view in PowerPoint to create some layouts and then use another tool to share the style guide and templates with the client.</span><br />
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-55416612642385044082019-11-08T14:48:00.002-08:002019-11-12T12:30:35.327-08:00Creating Aesthetically Pleasing Courses <div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: "georgia" , "times new roman" , serif;">All of us at some point in time have used PowerPoint. However, I am sure that sometimes we just overdid it – don’t believe me, look at this: Death by PowerPoint by Don McMillan. I highly recommend that you watch this video before continuing further – you’ll appreciate the real power of PowerPoint more after you have witnessed the colossal failures of overusing any tool! I hope that after you’re done with this series on how to effectively use a tool such as PowerPoint to create visually stunning storyboards, you’ll add this skill to your ID awesomeness profile even more!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">To begin with, how many of us have been told that we need to design something “visually appealing” or “something different” for our clients? Ok, I can do this, you say to yourself. Next, you ask your client, “How would you define “different”?” That’s when we draw a blank stare or fumbled “umms…” or an occasional “hmm...”. Sounds familiar, right? Well, as Instructional Designers, we don many hats or roles (ID, Graphics Design, Video Maker, Infographic Creator, eLearning Developer, and the list goes on…). All these roles have become amalgamated into one powerful single role – that of an ID. We are only as good as the tools we use. So how does a tool like PowerPoint fit in? Well, to begin with – PowerPoint has multiple elements which if used effectively can create elegant and powerful storyboards that can be developed using any authoring tool and brought to life!</span></div>
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<span style="font-family: georgia, "times new roman", serif;">Before I start on any given project, I try to keep in mind that it’s always about the client and their learners. It is not about what my personal preference is or what I like – rather it is about how the learners will perceive the content and what reaction do I want to elicit from these learners. These are the basic tenets of any eLearning course – being “learner-centric”. For this reason, I try to focus on the client – why? Because they know their learners far better than I do – so if my design can elicit a response from the client – I am sure it will ripple down to their learners as well.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">For this purpose, I always prefer using visual storyboards as it helps on two levels. One, it gives me the ability to present my ideas and thoughts exactly as I want them to be seen by the client, and two, it helps the client see my vision for their course. So, as a best practice, after building a couple of slides, I always share the first draft with the client to see if they like the direction I am taking – it helps me course correct and instills confidence in the client that their content will be presented well for their learners.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">So, what are we waiting for? Let’s begin this journey. I’ve laid out a roadmap for you – we’ll divide this journey into sections, with each section tackling some of the nuances of designing a visual storyboard. I will be covering these sections in a series of articles. Each article will detail out a single section. I will also share some tools (free and paid) that I have been using that you may find useful while designing your courses.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Here are the topics that I will be discussing. </span></div>
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<li><span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://sharmaparul.blogspot.com/2019/11/1-laying-colored-foundations.html" target="_blank">Laying the Colored Foundations</a></span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Creating the Layouts</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Designing the Design </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Developing the Storyboard</span></li>
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-4177411028965109842019-10-05T16:30:00.001-07:002019-11-12T12:29:44.075-08:00Inspire Learners to Learn<div dir="ltr" style="text-align: left;" trbidi="on">
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What makes something tick? What makes us follow our gut or instinct rather than logic and reasoning? It is the limbic part of the brain – that “feels” rather than “reasons”. What can we as learning designers do that will enable us to better communicate our content to the learners? How can we add that little “inspiration” to our learning that will have the learners pull the content rather than us pushing it down their throat? Well, the answer lies in our ability as designers to let the content “speak” to the learners.</div>
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A new hire orientation course, for example, is the “to-go” course that is meant to align this new individual with the rules and regulations of the collective tribe. How can we as designers help the new hires align with organizations' vision or mission? But of course, by training them on the tools that translate this vision into something tangible – the WHAT part of the business, such as what are the tools the organization uses to foster productivity, what are the processes the organization follows to ensure quality, what are the services the organization provides to its customer? Everything here is tangible. However, all courses in the world will fail if the individual is not inspired. Do they want to take this training because they have to, do they want to take this training because it will help them gel with the tribe or any other reason? Whatever be the case, we as Learning Content Designers have to ensure that this WHY is a major part of our training. It can be a new hire program or new software that the organization is using to improve its processes – in any training scenario – the WHY will always matter. If we can clearly bring out this WHY, it will help inspire the individual taking in course, and in turn will make them better at what they do.</div>
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What the organization does (design products, sell tires, develops software, and the list goes on and on…) are facts that can be memorized and how the organization does it (tools/processes/procedures) are skills that can be learned. But what cannot be rationally learned or memorized but only felt is what is the purpose of this organization. Continuing with the new hire training program example, the new hire will feel far more connected to the organization if they understand this why. As Instructional Designers, we often design new hire orientation courses that focus on the what and the how of the organization. It would be a rather refreshing idea to include the why of the organization. That will surely bring the orientation in the New Hire Orientation course.<br />
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By the end of the course, in addition to the standard metrics (we know something tangible is required), let’s ask the learners – how did this course make them feel? Did they enjoy it? How would they interpret the vision or the mission based on their role? What can they do to align with it more? Some of you might think that these are questions that would be too heavy for people just joining, but always remember – a great team member will always align with the organization’s beliefs and ethics. Their responses will be good indicates or who they are and they will be the ones that you’d watch out for.</div>
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I read in Simon Sinek’s Start with Why that “We are not thinking machines. We are feeling machines that think”. This got me thinking (no pun intended!). We design courses by keeping the thinking learner in mind. Add this content as an interaction, add this question and provide feedback, and so on. Do we ever think about, “Hmm.. will this make the learner feel happy or sad or whatever emotion that would be suited to the scenario?” A scenario-based course would be the answer, right? Well, it depends on if the question is able to fire the emotional part of the brain to get the correct action.</div>
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If your scenario is just testing on the content, for example, the scenario question says, “Jim is the newest sales rep. Jim is confronted with an irate customer who wants to cancel the contract as they are not satisfied with the product. What should Jim do?“ This will not be able to do anything but a simple recollection of facts that were somewhere listed in the content and is a typical oversimplified version of a scenario. In addition, the learner has the safety net of reattempting the question if they get it wrong the first time or even the feedback option to tell them what they did wrong. My question would be if the new hire Paul who took this training and aced this test is presented with a similar situation in real life – will he remember the correct answer? Maybe. Why? Because we did not let Paul make an emotional connection with the character, Jim and “feel” his dilemma. One way to make Paul apply the solution presented in this scenario to his current job problem would be to establish an emotional connection between him and Jim. By doing that, Paul’s limbic brain would kick in and using this trigger, Paul will be able to recollect the better course of action.</div>
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Triggers are a very strong internal tool that acts like a navigation system that initiates quicker and easier decisions. In simpler terms, this trigger is also called the “gut feeling”. We can activate these triggers but engaging the emotional part of the brain (that is the limbic one) much stronger, much faster, or even much easier than the analytic part of the brain (the thinking and reasoning neocortex part). There are two aspects of written or verbal communication that helps us activate the limbic brain – what we say and how we say it. If it is written communication, we will use our content as a trigger, while if we are talking, we will use the tactic as the trigger. Now, what would be the best way for Paul to interact with this scenario remember it later on?</div>
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Since the scenario falls in the written communication category, we can rewrite the same scenario but add some things that would trigger the emotional brain of the learner, Paul in this case. For example, one version can be “Jim is a new hire and has recently become a father. He has no experience as a sales rep and he needs this job as he is already struggling to pay the hospital bills to keep his newborn in his neonatal care. He’s been having a bad day as six out of the eight people he was asked to call did not purchase any product. His manager shifted him into customer care when he realized Jim is struggling with the new sales process. Now, Jim is confronted with an irate customer who wants to cancel the sale and is threatening to leave a bad review on social media based on his experience. What do you think Jim should do?”</div>
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Paul should now be able to “feel” Jim’s desperation. Why? Because the backstory that we provided for Jim triggered Paul’s limbic brain. As I said earlier, we are feeling machines that think – if we can design courses that make the learners “feel” something instead of “think”, the content will stay with them for a longer time and they will be able to translate the content and apply it to their daily jobs – all because they were able to emotionally connect with the content. As simple as that.</div>
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Always remember that no one wants to fail. Every single one of us wants to succeed. If using the trainings that we design helps them succeed in what they do and they become a better version of what they were yesterday, I think we have accomplished our goal.<br />
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I know that some of you might think that by leveling up the scenario (Bloom’s Levels) is what I have done there and have simply added more details, it is not about the content but rather the context that I provided. Content would be adding in things that are related to the practical applicability of the information that we would have provided in the course – rather I feel that if we can add a human touch to the context, we will make the content or the scenario or whatever piece of information we’re trying to put across, more relatable. We relate because we feel, and if we feel it, we will remember it. </div>
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-77511923507818576932014-12-11T11:57:00.000-08:002020-05-13T07:39:14.573-07:00Gardner's Multiple IntelligenceTheory<div dir="ltr" style="text-align: left;" trbidi="on">
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<h3 style="text-align: left;">
Introduction</h3>
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<span style="font-family: "georgia" , "times new roman" , serif;">“An intelligence is the ability to solve problems, </span><span style="font-family: "georgia" , "times new roman" , serif;">or to create products, that are valued within</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;">one or more cultural settings.” </span><span style="font-family: "georgia" , "times new roman" , serif;">-- Howard E. Gardner, </span><span style="font-family: "georgia" , "times new roman" , serif;">Frames of Mind (1983)</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">There are many theories dealing with how learners learn, what cognitive processes they use, how instruction should be created, what conditions should be provided to facilitate learning, and so on. All these theories apply to a single category of learners and there is no individually tailored method to cater to the varied learning styles of learners. This changed with Howard Gardner's Multiple Intelligence theory. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">"Human cognitive competence is better described in terms of a set of abilities, talents, or mental skills, which I call intelligence." -- Howard E. Gardner, </span><span style="background-color: white; color: #111111; font-family: "georgia" , "times new roman" , serif; line-height: 1.3;">Multiple Intelligences: New Horizons in Theory and Practice (2006)</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Gardner took into consideration the cognitive science (the study of the mind) and neuroscience(the study of the brain). He believed that every person had an intelligence (mental skills, abilities, talents) but with varying degrees of development and multiple combinations. Therefore, every person/learner has a</span><span style="font-family: "georgia" , "times new roman" , serif;"> unique individual intelligence that defines his/her learning style and ability to respond to stimuli in a unique manner. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Let's say, you are meeting with a couple of people for the first time. You introduce yourself while trying to remember their names and faces simultaneously. Fast forward one week, you see this person and you are trying to remember where you met him - at the meeting of course! But what's his name? Chances are you might not remember that...not because you were not paying attention, but most likely because you belong to the 'Visual-Spatial' intelligence group, the ones who remember things like faces, images, graphics, and pictures more easily than say names or telephone numbers of people. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">This theory stresses the fact that educators and instructional designers must take into consideration the various types of intelligence that have - and then design their instructional materials accordingly. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">There are seven types of intelligence as per Gardner. Let's take a look at each one:</span><br />
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<li><span style="font-family: "georgia" , "times new roman" , serif;">Verbal-Linguistic Intelligence</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Visual-Spatial Intelligence</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Logical-Mathematical Intelligence</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Musical-Rhythmic Intelligence</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Bodily-Kinesthetic Intelligence</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Interpersonal Intelligence</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Intrapersonal Intelligence</span></li>
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<span style="font-family: "georgia" , "times new roman" , serif;">Verbal-Linguistic Intelligence</span></h4>
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<span style="font-family: "georgia" , "times new roman" , serif;">If you fall under this type of intelligence, you most likely have very well developed verbal and auditory skills. You have highly developed sensitivity to the rhythm of words and sounds that those words make. </span><span style="font-family: "georgia" , "times new roman" , serif;">You tend to accumulate knowledge using "language" as a vehicle - reading, writing and speaking. </span><span style="font-family: "georgia" , "times new roman" , serif;">You think in words, so to describe a picturesque valley or envision the rising sun over the horizon, will come naturally to you. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif;">You, like most people with this intelligence, are the ones usually playing scrabble, solving crossword puzzles, writing poetry or novels. You love to be part of discussions, debates, formal speaking, creative writing, assignments and comprehension activities. You are best taught by including 'words' and 'rhythm of words' that make connections in the materials being taught - therefore help you remember things better. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Visual-Spatial Intelligence</span></h4>
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<span style="font-family: "georgia" , "times new roman" , serif;">If you fall under this type of intelligence, you think in terms of images, illustrations, graphics, pictures, shapes, designs, patterns, textures, and diagrams. For you, a picture is worth a thousand words. You have the ability to visualize any concept and remember it. You have interests in jigsaw puzzles, reading maps, and sketching. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Designers and architects fall into this category - give the designer a blank room or give the architect a piece of land, and they can come up with the most amazing designs - on a piece of paper. They have an inherent sense of design and colors - what goes with what. You are best taught by including a great deal of pictorial information in the instructional materials. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Logical-Mathematical Intelligence</span></h4>
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<span style="font-family: "georgia" , "times new roman" , serif;">If you have this intelligence, you are good at reasoning and calculating. You have the ability to think in numbers and patterns. You have a knack to visualize things conceptually and abstractly. </span><span style="font-family: "georgia" , "times new roman" , serif;">You can use numbers, math, and logic to identify patterns in real-life, which are often overlooked by others. </span><span style="font-family: "georgia" , "times new roman" , serif;">You can identify visual patterns, numerical patterns, thought patterns, color patterns and so on and try to make sense out of it. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">For you, reasoning and logic are part of your inherent process of thinking - and you try to make sense out of everything in terms of these two characteristics. </span><span style="font-family: "georgia" , "times new roman" , serif;">You love solving complex problems and tend to be very systematic and organized. You have a logical explanation for everything you are doing at any time and often try to apply logic to every situation you come across. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">You enjoy experimenting with things, solving puzzles, and debating philosophical questions. To learn anything, your faculty should present you with an empty house (an abstract concept), which you will fill later - with the details. You enjoy learning through the use of games that involve logic and investigations. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Musical-Rhythmic Intelligence</span></h4>
<span style="font-family: "georgia" , "times new roman" , serif;">As the name suggests, if you fall in this group, you love the sound of music and the vibration of rhythm. You are sensitive to various sounds and vibrations in your environment - and often react to what you 'hear'. Remember the friend with the ear-plugs on at nearly all times - well, that one was not listening to music all the time - rather was using music to concentrate on other tasks. Or that girl who could remember the entire song that she had heard, only once - well, this is their musical intelligence at play. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">You can work, study, and concentrate better with music in the background. You like creating music, mimicking different sounds, types of speech, and language accents. You can identify different instruments from a composition. You are best taught by including rhythms and sounds in the instructional materials. This includes using multimedia, CD-ROMs, musical instruments, radios, stereos among others.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Bodily-Kinesthetic Intelligence</span></h4>
<span style="font-family: "georgia" , "times new roman" , serif;">If you have this intelligence, you have a heightened sense of awareness about your body. You are the 'learn by doing' types. You like to get involved in physical games, hands-on learning tasks, acting-out things, role-playing activities, dancing, and building things and inventing stuff with your hands.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">You often perform activities better after seeing someone else perform them first - remember the friend who could copy the precise dance movements of anyone on that TV show - well, that's a bodily-kinesthetic intelligence for you. You can be taught by getting involved in any type of physical activity, else you will get bored easily.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Interpersonal Intelligence</span></h4>
<span style="font-family: "georgia" , "times new roman" , serif;">You are the 'go-to' people of a group - need advice, need help, need empathy - you fit the bill. You have a heightened sensitivity to the feelings of others and most of you learn by interacting with other people. You usually have a large group of friends and you tend to develop an empathy towards most people. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">You have very effective people and communication skills. </span><span style="font-family: "georgia" , "times new roman" , serif;">You are proficient at bringing people out of their shells and getting them involved in discussions. </span><span style="font-family: "georgia" , "times new roman" , serif;">You are skilled at conflict resolution and enabling people with radically opposing views reach a satisfying compromise. Your intelligence group can be called the peacemakers of the society. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">The best way to teach you is to get people involved somewhere down the line. Group activities, seminars, and dialog are some modes that interest you as modes of learning. In addition, various media such as audio and video conferencing, individual one-on-one time, and telephonic conversations can also be used.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">Intrapersonal Intelligence</span>
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<span style="font-family: "georgia" , "times new roman" , serif;">If you have this type of intelligence, you have an ability that most people don't- self introspection and self-awareness. How many of us have ever wondered about our purpose on this planet, what we will accomplish in a lifetime (non-materialistic things), or how can we improve ourselves for the greater good? If you answered to any of these questions, you have an intrapersonal intelligence. You have the ability to introspect every situation that you are in, step aside and see it subjectively. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Rather than looking outwards for solutions, pe</span><span style="font-family: "georgia" , "times new roman" , serif;">ople with your type of intelligence look inwards for the answers - introspective intelligence. They understand the inside world - emotion, self, values, beliefs, and the ever continuous adventure to attain perfection. You tend shy away from people and tend to be loners. You are self-motivated, confident, strong-willed with an intuitive nature. You will enjoy learning if your learning materials allow you to introspect and to foster independence of thought. Things that can help you learn are books, creative materials, and diaries, all of which will provide the privacy you need (shy nature) and provide an independent learning environment that is best suited for you.</span></div>
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com4tag:blogger.com,1999:blog-5843592580691291137.post-49152829379032541222014-12-04T05:17:00.001-08:002020-05-13T08:02:53.490-07:00Gagné - Nine Events of Instruction<div dir="ltr" style="text-align: left;" trbidi="on">
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<h3 style="text-align: left;"><span style="font-family: georgia, "times new roman", serif;"><br /></span></h3><h3 style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVU5eyO1fKI7SJ2VT4aMdIxODPKMjsqLwPWapr8z1EvEUGImx4fhnftjHI9Ci1ExVleGodMYf1bWF0ZmckEeTeViJnZWmXFZP4rcSeEHdETBwTIuSK2TWWg2wxydMYZVFFkAeXXCVuyUmi/" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1898" data-original-width="5034" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVU5eyO1fKI7SJ2VT4aMdIxODPKMjsqLwPWapr8z1EvEUGImx4fhnftjHI9Ci1ExVleGodMYf1bWF0ZmckEeTeViJnZWmXFZP4rcSeEHdETBwTIuSK2TWWg2wxydMYZVFFkAeXXCVuyUmi/s320/Design+%25281%2529.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div></div></h3><h3 style="text-align: left;"><span style="font-family: georgia, "times new roman", serif;">Introduction</span></h3>
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<span style="font-family: georgia, "times new roman", serif;">I have already discussed two of the three elements comprising </span><span style="background-color: white;"><span style="font-family: georgia, "times new roman", serif;"><span style="line-height: 16.9px;">Gagné's theory - conditions of learning and domains of learning outcomes. Now, I will discuss the remaining third and probably the most important aspect of his theory - The Nine Events of Instruction. This will answer the third question about how should we design our instructions so that the learner achieves the desired learning goals.</span></span></span></div>
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<span style="font-family: georgia, "times new roman", serif;"><span style="background-color: white; line-height: 16.9px;">The nine events of instruction are:</span></span></div>
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<li><span style="font-family: georgia, "times new roman", serif; line-height: 16.9px;"><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step1">Gain the attention of learners</a></span></li>
<li><span style="font-family: georgia, "times new roman", serif; line-height: 16.9px;"><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step2">Inform learners about the objectives</a></span></li>
<li><span style="font-family: georgia, "times new roman", serif; line-height: 16.9px;"><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step3">Stimulate recall of prior learning in learners</a></span></li>
<li><span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step4">Present the content to learners</a></span></li>
<li><span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step5">Provide learning guidance to learners</a></span></li>
<li><span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step6">Elicit performance from learners</a></span></li>
<li><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step7"><span style="font-family: georgia, "times new roman", serif;">Provide feedback to learners</span></a></li>
<li><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step8"><span style="font-family: georgia, "times new roman", serif;">Assess the performance of learners</span></a></li>
<li><a href="https://www.blogger.com/blogger.g?blogID=5843592580691291137#step9"><span style="font-family: georgia, "times new roman", serif;">Enhance retention and transfer of content to the job of learners</span></a></li>
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<span style="font-family: georgia, "times new roman", serif;">We will begin with an example. I will be using this example side by side with the theoretical concepts to explain each of these nine events. I hope that this will help in providing a basic case study on how to design courses using this methodology. </span></div>
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<span style="font-family: georgia, "times new roman", serif;"><i><u>Please note that this case study is for a fictitious company. </u></i></span></div>
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<span style="font-family: georgia, "times new roman", serif;">Nine Events of Instruction</span></h3>
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<span style="background-color: white;"><span style="font-family: "courier new", courier, monospace;">Consider this, Mary is an instructional designer with CompLanguages Inc,. She has been asked to create a course - Microsoft Silverlight for beginners. She is familiar with Gagne's work and now wants to use his theory to design this new course. Assuming that Mary has gathered all the necessary external information, such as books and articles describing Silverlight, she begins her work. Her first lesson is introducing her learners to the basics of Silverlight and creating a small application in Silverlight.</span></span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">1. Gain Attention of Learners</a></span></h4>
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<span style="font-family: georgia, "times new roman", serif;">This is the first and foremost thing to do. You can gain the attention of the learners by providing adequate stimulus. </span></div>
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<span style="background-color: white;"><span style="font-family: "courier new", courier, monospace;">Mary shows the students an application built in Silverlight and informs them that they will be creating this application by the end of the lesson.</span></span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">2. Inform Learners About the Objectives</a></span></h4>
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<span style="font-family: georgia, "times new roman", serif;">This is an important step as an instructional designer or teacher, you can lay a roadmap for your learners. The introduction of objectives also sets an expectation and the learners know exactly what they will be able to accomplish at the end of the learning session.</span></div>
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<span style="font-family: "courier new", courier, monospace;">Mary creates the following terminal objective for her learners:</span></div>
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<li><span style="font-family: "courier new", courier, monospace;">By the end of this lesson, you will be able to build and run a sample Silverlight application. </span></li>
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<span style="font-family: "courier new", courier, monospace;">Now, she needs to create the enabling objectives that will allow the learners to achieve the stated terminal objective. These objectives can be as follows:</span></div>
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<li>Introducing MS Silverlight</li>
<li>Using the Silverlight interface</li>
<li>Identifying components of the Silverlight architecture</li>
<li>Building a Silverlight application</li>
<li>Running a Silverlight application</li>
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<span style="font-family: georgia, "times new roman", serif;">As you can see, informing the learners about objectives will let them know beforehand what all they can expect to cover in that session. </span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">3. Stimulate Recall of Prior Learning in Learners</a></span></h4>
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<span style="font-family: georgia, "times new roman", serif;">By providing a stimulus to recall previously learned information, the learner brings in previously stored information that is relevant to the current context from the long-term memory into the short-term or working memory. This causes the activation of short-term memory.</span></div>
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<span style="font-family: "courier new", courier, monospace;">Mary runs a similar application to the one she showed in Step 1. She asks them if they can identify the functions and properties that enabled her to create this application. She then tells them that similar functions and properties are used in Silverlight to build applications. </span></div>
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<span style="font-family: "courier new", courier, monospace;">By doing this, she is causing the learners to bring into their short-term memory any previously learned information about building similar applications, but by using different software. </span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">4. Present Content to Learners</a></span></h4>
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<span style="font-family: georgia, "times new roman", serif;">The content has to be chunked and presented in a meaningful manner. This is because when any information is presented to the learner, the cognitive load theory kicks into action. By applying this theory and presenting information in a way that makes sense to the learner, you are able to stimulate information retention. This means that this information has a greater chance of being transferred from short-term memory to the long-term memory. </span></div>
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<span style="font-family: "courier new", courier, monospace;">Mary now presents the content of the course as per the enabling objectives. She uses the strategy of first presenting a theoretical concept and then showing its practical application. In the process, she is also building the sample application that the learners were shown in Step 1. </span></div>
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<span style="font-family: "courier new", courier, monospace;">This way, she is accessing the intellectual skills domain of the learners, by building cumulative learning - moving from simple rules/concepts to difficult rules/concepts. This helps the learners understand one concept (small meaningful chunks of information - <a href="http://sharmaparul.blogspot.com/2014/11/the-cognitive-load-theory.html" target="_blank">cognitive load</a>) at a time. By introducing more complex concepts, she is building on their prerequisite knowledge.</span></div>
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<span style="font-family: georgia, "times new roman", serif;">Now, you can see how the domains of learning, especially the intellectual skills domain come into play. You can visit my previous blog, <a href="http://sharmaparul.blogspot.com/2014/12/gagnes-conditions-of-learning.html" target="_blank">Conditions of Learning</a> to refresh your knowledge. </span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">5. Provide Learning Guidance to Learners</a></span></h4>
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<span style="font-family: georgia, "times new roman", serif;">To ensure that the content that has been presented to the learner will be stored in the long-term memory, it is important to provide additional aids, such as using text, video, audio, examples/non-examples, case studies, graphical representations, mnemonics, and analogies. </span></div>
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<span style="font-family: georgia, "times new roman", serif;">Some methods to provide learning guidance include the following:</span></div>
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<li><span style="font-family: georgia, "times new roman", serif;">Making instructional support available, such as scaffolds (cues, hints, prompts) that can be removed after the learner has understood/learned the content/task.</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Using different strategies such as mnemonics, content mapping, role-playing, and visualizing throughout the course.</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Using examples to reinforce concepts learned and non-examples to understand what not to do.</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Using case studies for real-world applications, analogies for knowledge construction, visual images for the visual association, and metaphors for supporting learning.</span></li>
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<span style="font-family: georgia, "times new roman", serif;">Such aids help the learner to fit this 'new' knowledge into the existing schemas by the process of assimilation or accommodation. You can refer to my previous post, <a href="http://sharmaparul.blogspot.com/2014/11/schemas-assimilation-and-accommodation.html" target="_blank">Schemas, Assimilation, and Accommodation</a> for further information.</span></div>
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<span style="font-family: "courier new", courier, monospace;">Mary uses a sample case study to build her Silverlight application. She provides several examples and non-examples along the way to show how they can affect the final application - by displaying an incorrect application or not displaying anything at all. Further, she uses graphical representations to explain concepts like the architecture of Silverlight. </span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">6. Elicit Performance From Learners</a></span></h4>
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<span style="font-family: georgia, "times new roman", serif;">To reinforce the concepts learned, the learner is asked to practice the new skill or apply the new concept learned. It is important to ensure that the learner has understood the concepts, else they need to make corrections. Repetition of a concept enables retention of that concept, in other words, repetition facilitates the movement of concepts from the short-term memory into the long-term memory. </span></div>
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<span style="font-family: georgia, "times new roman", serif;">Certain strategies, </span><span style="font-family: georgia, "times new roman", serif;">such as activities based on concepts learned or recall strategies </span><span style="font-family: georgia, "times new roman", serif;">can be used to activate learner processing.</span></div>
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<span style="font-family: "courier new", courier, monospace;">Mary asks the learners to create a visual representation of their understanding of Silverlight's architecture. She asks them to write code snippets similar to what they have been taught but changes some of the parameters of the application. By doing this, she is reinforcing the concepts taught and providing a chance to rectify their mistakes(if any).</span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">7. Provide Feedback to Learners</a></span></h4>
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<span style="font-family: georgia, "times new roman", serif;">The learners are provided feedback on the questions they have been asked in Step 6. </span><span style="font-family: georgia, "times new roman", serif;"> Q</span><span style="font-family: georgia, "times new roman", serif;">uestionnaires or quizzes can be used t</span><span style="font-family: georgia, "times new roman", serif;">o test the learners on the concepts, facts, principles, or procedures that have been taught. This step stresses that the teacher must provide immediate feedback to facilitate learning.</span><br />
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<span style="font-family: georgia, "times new roman", serif;">There are four types of feedback options:</span><br />
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<li><span style="font-family: georgia, "times new roman", serif;">Confirmatory Feedback: Informs the students that they did what was expected of them.</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Corrective and Remedial Feedback: Informs the students about the accuracy of their performance or feedback.</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Remedial Feedback: Guides the learners towards the path to the correct answer in the form of cues and hints, but does not provide the correct answer.</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Informative Feedback: Provides information (new, different, additions, suggestions) to the student as per their response.</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Analytical Feedback: Provides students with suggestions, recommendations, and information to enable them to rectify or correct their performance.</span></li>
</ul>
<div>
<span style="font-family: georgia, "times new roman", serif;">These options can be used individually or combined to provide more comprehensive feedback.</span></div>
<div>
<span style="font-family: georgia, "times new roman", serif;"><br /></span></div>
<div>
<span style="font-family: "courier new", courier, monospace;">Mary provides them with informative feedback on the theoretical question about the visual representation of Silverlight architecture. She provides analytical feedback on the code snippet questions to enable them to understand why a particular function/parameter was used and how can they be tweaked so as to optimize them. This enables the learners to understand why their response was correct/incorrect.</span><span style="font-family: georgia, "times new roman", serif;"> </span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">8. Assess Performance of Learners</a></span></h4>
</div>
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<span style="font-family: georgia, "times new roman", serif;">This is to test the understanding of the learners regarding the objectives (enabling, terminal) of the course. This step is to ensure that the instructional designer or teacher verifies if the learning outcomes or task assessments have been fully understood by the learners. </span><br />
<span style="font-family: georgia, "times new roman", serif;"><br /></span>
<span style="font-family: georgia, "times new roman", serif;">Some of the methods used for testing are:</span><br />
<br />
<ul style="text-align: left;">
<li><span style="font-family: georgia, "times new roman", serif;">Conducting a pre-test to verify mastery of prerequisites for the course</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Conducting a post-test to verify mastery of the content or skills taught in the course</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Embedding questions throughout the course and testing learners using oral questioning and/or quizzes</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Including objective-referenced questioning to test learners how well they have learned a topic</span></li>
</ul>
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<span style="font-family: "courier new", courier, monospace;">Mary has embedded small quizzes throughout her course to ensure that the learners have understood the topics that are being taught. She has also embedded code snippets and tests the learners on their ability to spot the incorrect parameter/function that is causing the incorrect output/result to be displayed. Finally, she gives them an online test that encompasses the entire course.</span></div>
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<span style="font-family: georgia, "times new roman", serif;"><a href="https://www.blogger.com/null">9. Enhance Retention and Transfer of Knowledge to the Job of Learners</a></span></h4>
<div>
<span style="font-family: georgia, "times new roman", serif;">For a skill to become stored in the long-term memory and become useful to the learner, it is important that they are able to use these newly learned concepts and apply them in real-time. Practice enables the learners to retain the newly acquired information, especially with verbal information, intellectual skills, and motor skills. The instructional designers can help internalize this knowledge by providing spaced reviews.</span></div>
<div>
<span style="font-family: georgia, "times new roman", serif;"><br /></span></div>
<div>
<span style="font-family: georgia, "times new roman", serif;">Some of the methods to help learners internalize this newly learned knowledge are:</span></div>
<div>
<ul style="text-align: left;">
<li><span style="font-family: georgia, "times new roman", serif;">Paraphrase content</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Use metaphors</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Generate examples</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Create content maps or outlines</span></li>
<li><span style="font-family: georgia, "times new roman", serif;">Create job-aids, references, templates, or wizards</span></li>
</ul>
<div>
<span style="font-family: "courier new", courier, monospace;">Mary provides her learners with job-aids and content maps to ensure that they remember this information even after they have left the classroom. </span></div>
<div>
<span style="font-family: georgia, "times new roman", serif;"><br /></span></div>
</div>
</div>
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-5679080371200913122014-12-03T12:42:00.000-08:002018-03-05T12:34:46.011-08:00Gagné - Conditions of Learning and Classification of Learning Outcomes<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "georgia" , "times new roman" , serif;">Introduction</span></h3>
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<span style="font-family: "georgia" , "times new roman" , serif;">In my <a href="http://sharmaparul.blogspot.com/2014/11/learning-theories.html" target="_blank">Learning Theories</a> article, there was a particular question we were interested in - "<i>h</i></span><span style="font-family: "georgia" , "times new roman" , serif;"><i>ow can I design a course that will help learners achieve their desired outcome - total learning?"</i> There are three parts to this question:</span></div>
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</div>
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">What conditions should we provide to facilitate learning?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">How can learners achieve their desired learning outcome?</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">What should be the actual design this course?</span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">All these questions can be answered by Robert Gagné's Instructional Design theory. He is known as the father of instructional design. His early works were influenced by the behavioristic theories and later by Miller's Information Processing theory. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span> <span style="font-family: "georgia" , "times new roman" , serif;">Gagné </span><span style="font-family: "georgia" , "times new roman" , serif;">identified five different domains of learning along with the conditions that were required for learning to occur in those domains. Further, he also provided a solid framework for designing instructions by describing nine events to create those instructions. </span><span style="font-family: "georgia" , "times new roman" , serif;">But before we begin with describing the various facets of this theory, we need to ask a question, "what is learning"?</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">What is learning and learning outcome?</span></h3>
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<span style="font-family: "georgia" , "times new roman" , serif;">As per Gagné, learning is a <i>change </i>in human capability that lasts for a particular duration of time. This change in capability is measured as the <i>change in behavior</i> of a learner. This reminds us of the behavioristic approach to learning - that learning has only happened if there is an observable change in behavior. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Gagné further adds that to <i>measure </i>this observable change in behavior is by comparing the 'before learning' behavior of the learner with the 'after learning' behavior. If a significant observable change has happened, only then can you safely assume that learning has occurred. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span> <span style="font-family: "georgia" , "times new roman" , serif;">Gagné</span><span style="font-family: "georgia" , "times new roman" , serif;"> proposed that there were particular types of human behaviors that could be learned. </span><span style="font-family: "georgia" , "times new roman" , serif;">These observable behaviors are called <i>learning outcomes</i> </span><span style="font-family: "georgia" , "times new roman" , serif;">and a learning theory should be able to explain how these behaviors change ( in other words how did learning happen since there was an observable change in behavior). </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">There are three elements comprising </span><span style="font-family: "georgia" , "times new roman" , serif;">Gagné</span><span style="font-family: "georgia" , "times new roman" , serif;"> 's Conditions of Learning theory:</span></div>
<div>
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">Conditions of Learning</span></li>
<li>Classification <span style="font-family: "georgia" , "times new roman" , serif;">of Learning Outcomes</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Nine Events of Instruction</span></li>
</ul>
</div>
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<h3 style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">Conditions of Learning</span></h3>
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<span style="font-family: "georgia" , "times new roman" , serif;">There are two types of conditions that are common to all the learning outcomes: external conditions and internal conditions. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<div style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;"><b>External Conditions</b></span></div>
<span style="font-family: "georgia" , "times new roman" , serif;">These are conditions that exist outside the learner. These conditions are the learning situation, the learning environment, and any external aids such as books, videos, or audio that an instructional designer or teacher uses to facilitate the learning process. The external conditions are different at every point in the learning cycle for the same learner. This is attributed to the fact the learning might begin at a different point each time and the external environment will usually be different for that point in time. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<br />
<div style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;"><b>Internal Conditions </b></span></div>
<span style="font-family: "georgia" , "times new roman" , serif;">These are the inherent capabilities of a learner and are already present within him or her even before any external learning begins. These internal conditions are transformed and they cause a change in behavior of a learner. This change is observable and proves that learning has occurred. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span> <span style="font-family: "georgia" , "times new roman" , serif;">These learning outcomes or observable behaviors that change are influenced by both, external conditions and internal conditions. </span><span style="font-family: "georgia" , "times new roman" , serif;">Gagné identified different domains of learning outcomes and therefore was able to provide insight into how an instructional designer can control the external conditions of learning to facilitate learning in the appropriate classification or domain.</span><br />
<h3 style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">Classification of Learning Outcomes</span></h3>
<span style="font-family: "georgia" , "times new roman" , serif;">Gagné identified five classifications or domains of learning outcomes:</span><br />
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">Intellectual Skills</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Verbal Skills </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Motor Skills</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Attitudes</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Cognitive Strategies </span></li>
</ul>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Gagné believed that the variables associated with the learning tasks within one domain may not influence the learning tasks within another domain. However, these variables can affect other learning tasks within the same domain. For example, any learning tasks within the intellectual skills domain, such as identifying a different shape from a group of similar shapes, can influence another learning task such as identifying a different color from a group of similar colors. But this learning task cannot affect another task, such as writing a name on a piece of paper using a pen, which falls within the motor skills domain. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Intellectual Skills Domain</span></h3>
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<span style="font-family: "georgia" , "times new roman" , serif;">This domain is based on the concept of cumulative learning. It means that a learner needs to have some prior information or prerequisite knowledge about a topic before adding more onto this existing knowledge base. This construction process of building new knowledge blocks on top of existing knowledge base creates a learning hierarchy, which only exists within the intellectual domain. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>What is Prerequisite Knowledge?</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">This comprises knowledge that a learner already possesses. It is the foundation used by the learner to build upon as new knowledge is assimilated or accommodated. This knowledge possessed by the learner is at an easier/lower level before the learner moves onto a more difficult/higher level of the same concept in the same domain. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><b><br /></b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>What is Learning Hierarchy?</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">As I said previously, this hierarchy or levels of learning exist only within the intellectual skills domain. You can imagine this hierarchy as learning pyramid, with the simple skills forming the bottom layer, the prerequisites forming the middle layer, and the complex skills forming the top layer. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">To solve a problem, the learner should have first mastered a set of simple rules. These simple rules become the prerequisite knowledge a learner must possess. These prerequisites enable more knowledge blocks to be constructed on top of them,in this case combining the simple rules to form complex rules. These complex rules will ultimately be used solve the problem. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span> <span style="font-family: "georgia" , "times new roman" , serif;">For example:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>Simple rule:</i> </span><span style="font-family: "georgia" , "times new roman" , serif;">if B= A </span><span style="font-family: "georgia" , "times new roman" , serif;">+ 5</span><span style="font-family: "georgia" , "times new roman" , serif;">; then so</span><span style="font-family: "georgia" , "times new roman" , serif;">lve the problem: A+B = A+ (A+5) = 2A +5; </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><i>Prerequisites</i></span><span style="font-family: "georgia" , "times new roman" , serif;"><i>: (A+B) = 2A + 5</i></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>Complex rule</i>: If A = C - 2, solve (A+B) - (B+2A) ; You must solve B+2A = (A+5)+2A = 3A +5 , then solve the total equation (2A+5)- (3A +5) = 2A + 5 -3A - 5 = -A, and finally substitute the value of A in the final solution = -(C - 2) = 2+C, which is the </span><span style="font-family: "georgia" , "times new roman" , serif;">final solution.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The five sub-domains within the intellectual skills domain are:</span></div>
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<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">Problem Solving Skills</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Rule Learning Skills</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Defined Concepts </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Concrete Concepts</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Discrimination Skills</span></li>
</ul>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Problem Solving Skills</b></span></div>
</div>
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<span style="font-family: "georgia" , "times new roman" , serif;">A learner has to find a solution to a new problem - something that the learner is confronting for the first time. The learner has to decide which set of rules to use or which combination of rules to apply to generate a solution to the problem. For </span><span style="font-family: "georgia" , "times new roman" , serif;">example, how to increase the work productivity by 10%. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Rule Learning Skills</b></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">A learner has to apply a new rule, a formula, or a principle to solve a problem. For example, convert 10 degrees Celsius into Fahrenheit or find the speed of the train if it covers 100 miles in 30 minutes ( speed = distance /time).</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Defined Concepts</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">A learner has to group objects based on a particular rule. For example, identify all the countries that have the red color as part of their flag, or identify the objects that have four sides (triangles, octagons, hexagons, pentagons, rectangles, squares, and so on).</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Concrete Concepts</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">A learner has to group objects based on their physical characteristics. For example, group the elements from the periodic table that have a positive charge on them (Sodium, Calcium, Magnesium, and so on..) or arrange the toys according to their color.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Discrimination</b></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">A learner has to identify the object that is different from the rest of the objects in that group. For example, identify the object that has four wheels from a group of automobiles (trains, buses, airplanes, wagons, cars, trucks, buses, and so on..)</span></div>
<div>
<br /></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Remember, that </span><span style="font-family: "georgia" , "times new roman" , serif;">the variables associated with the learning tasks within one domain can affect other learning tasks within the same domain.</span><span style="font-family: "georgia" , "times new roman" , serif;"> </span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<h3 style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">Verbal Skills Domain</span></h3>
<span style="font-family: "georgia" , "times new roman" , serif;">This involves the learner stating the previously memorized knowledge, which includes facts, concepts, principles, and procedures. There are certain conditions that you can provide to the learner to enable mastery over the verbal skills:</span><br />
<br />
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Provide a meaningful context:</b> For example, to create a secondary color such as yellow, a learner needs to know about the <i>primary </i>colors (red, blue, green). After this context has been established, a learner can understand that primary colors can be combined to create newer colors, and that combining red and green colors will create the yellow color. </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Provide an opportunity to practice the newly mastered skills:</b> Continuing with the previous example, you can provide learners with the primary watercolors and ask them to mix up various combinations of primary colors to see what all 'new' secondary colors they can create.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Stress relationships among the content to be learned: </b>Using the previous example, you can tell the learners that primary colors can be <i>combined </i>to create newer <i>secondary </i>colors. Here, the keyword that stresses the relationship among the content (primary and secondary colors) to be learned is '<i>combined</i>'. </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Provide additional practice over time:</b> For the colors example that we have discussed, you can ask the learners to create more colors by combining primary as well as secondary colors and creating collages out of their 'newly' created color palate.</span></li>
</ul>
<h3 style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">Motor Skills Domain</span></h3>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">A learner has to execute body movements in a coordinated manner to accomplish a learning task. For example, to write a name in cursive handwriting using a pen, a learner has to learn to hold the pen, and then connect the individual alphabets to create a cursive hand, and know the spelling of the name that he/she will be writing. Other examples include swimming in a pool (use motor muscles of entire body) or playing a game of basketball (motor muscles of hands, arms, and legs).</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">There are certain conditions that you can provide to the learner to enable mastery over the motor skills:</span></div>
<div>
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Observe an expert at work:</b> For example, in soccer to hit the ball with the feet, allow a learner to observe how a professional hits the ball to score a goal.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Provide an opportunity to practice the skill:</b> Continuing with the previous example, now allow the learner to hit the ball.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Provide positive reinforcement or feedback on the performance and tips to improve the skill</b>: Using the soccer example, you can provide a note of encouragement to the learner and then go ahead and provide some tips on how he/she can hit the ball better.</span></li>
</ul>
<h3 style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">Attitude Domain</span></h3>
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<span style="font-family: "georgia" , "times new roman" , serif;">This pertains to the <i>choices </i>a learner makes that <i>defines </i>his or her behavior towards a particular situation. These choices a learner makes are in <i>response </i>to a given situation. Therefore, to enable a learner to obtain 'master' over the skills in the attitude domain, you must help them <i>gain control </i>over their responses to the situation, as learners will seldom have control over the variables in a given situation. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">There are certain conditions that you can provide to the learner to enable control over their response in terms of attitude skills:</span></div>
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<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Provide a role model to show the desired response to a given situation: </b>For example, in a situation where another person (variable) disagrees with the learner's point of view, you can show a co-worker handling the situation in an amicable manner and avoiding a full blown confrontation rather than being disrespectful and causing a scene in the office. This will help the learner understand the desired behavior (resolve situation amicably) and will reinforce the desired result (avoid confrontation).</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><b>Engage the learners to make the correct choices and then reinforce the decision by providing positive feedback: </b>Continuing with the previous example, you can provide cues and hints to guide the learners towards the choosing the correct behaviour response. If they do this, you can provide a feedback that due to resolving the situation amicably, the learner has been promoted to a team-lead position. However, if the learner is unable to make the correct decision, you still have to provide a feedback that might tell them why the decision they made was incorrect. </span></li>
</ul>
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<span style="font-family: "georgia" , "times new roman" , serif;">Mostly, the attitude domain is covered under the soft skills courses that organizations provide to their employees.</span><br />
<h3 style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">Cognitive Strategy Domain</span></h3>
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<span style="font-family: "georgia" , "times new roman" , serif;">This involves engaging the learner in tasks that will help them control their thinking and learning processes. Have you heard of Lumosity, or any website like that? Well, Lumosity provide 'exercises for the brain' that look like games. In reality, these exercises stimulate different parts of the brain to increase their capacity and response times for any given situation. These exercises fall under the cognitive strategy domain. You can design similar activities for your learners that will engage their brains and modify their cognitive capabilities.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span> <span style="font-family: "georgia" , "times new roman" , serif;">There are certain conditions that you can provide to the learner to enable mastery over their cognitive faculties:</span><br />
<br />
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">Introduce new problems to stimulate the learner's cognitive processes</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Allow learners to monitor their cognition</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Allow learners to observe the experts at work</span></li>
</ul>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">Despite whichever domain your learner may fall into, one thing remains constant - the learning outcomes that need to be learned. Each learning outcome can be defined using a set of learning objectives. These objectives are of two types: enabling objectives and terminal objectives. The enabling objectives are the smaller individual tasks that a learner must complete that will culminate towards achieving the final task - the terminal objective. A learner must complete the enabling objectives first and then will he/she able to reach the terminal objective. </span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">For example:</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><i>Terminal Objective (TO):</i> Use MS Word to save your work</span></div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;"><i>Enabling Objectives (EO):</i> </span></div>
<div>
<ul style="text-align: left;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">Open a new file in MS Word</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Save a file in MS Word</span></li>
</ul>
</div>
<div>
<span style="font-family: "georgia" , "times new roman" , serif;">A learner will have to accomplish the individual tasks of opening and saving a file (EOs) that will lead to him/her being able to use MS Word to save his/her work (TO).</span></div>
<br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span> <span style="font-family: "georgia" , "times new roman" , serif;">In my next post, I will continue with </span><span style="font-family: "georgia" , "times new roman" , serif;">Gagné and his Nine Events of Instruction.</span><br />
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-39154754939684611342014-11-28T14:35:00.001-08:002019-11-13T10:45:55.916-08:00Schemas, Assimilation, and Accommodation<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background: white; color: #323232; font-family: "georgia" , "times new roman" , serif; font-size: small; line-height: 115%;">Introduction</span></h2>
<span style="background: white; color: #323232; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; line-height: 115%;">Taking
off from where I left in the previous post, we were asking ourselves, “how does
a learner store all the information that I provide in his/her brain?” Before we begin, here is a question for you - what is a Komondor? Hmm, before googling it, some of you might
think it’s a bird or an airplane (pun intended) or something like that, right? <o:p></o:p></span></div>
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<span style="background: white; color: #323232; line-height: 115%;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Well,
a Komondor is an exotic dog breed. Suddenly, now you know everything there is
to know about a Komondor – it has four legs, has two ears, has a tail, is
loyal, is playful, and is a dog. A second ago, you were thinking this is a
fruit and now you know so much about this new entity. How did your brain
manipulate this incoming new information? This process of acquiring knowledge (such
as what is a Komondor?) through thought, experience, and senses (touching, seeing
(reading the text in our case), hearing, smelling, tasting) is called
cognition. </span><span style="font-family: "georgia" , "times new roman" , serif;"><o:p></o:p></span></span></div>
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<h4 style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">What is a Schema?</span></h4>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #323232; line-height: 115%;">The
Cognitive Load theory is based on the premise that the most efficient way for
learning to happen is under conditions that are aligned with human cognitive
architecture. This architecture comprises the brain’s storage structures, also
called a <i>schema</i>. A schema, by definition, is a representation of a plan or
design in the form of an outline or model. </span><span style="background-color: white; line-height: 115%;">For
the human cognitive architecture (STM and LTM), the schema will be a series of structures
that are intricately interrelated, like a big supermarket with aisles and its
various shelves. You can also think of the schema as the supermarket, with each
information chunk with its own aisle, and various facets of that information given
its own shelf space. And, your brain is the manager of this supermarket and
knows exactly what goes where.</span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #323232; line-height: 115%;">Schemas
are the cognitive structures that make up the knowledge base (Sweller, 1988).
This knowledgebase comprises the entire learning of a person. </span><span style="background-color: white; line-height: 15.3333px;">S</span><span style="background-color: white; line-height: 15.3333px;">chemas are the main reason why we learn. They are the information storage units of the brain. These storage units are the cognitive structures that comprise the knowledge base of a learner, which is ever-changing. </span><span style="background-color: white; line-height: 115%;">The knowledge base
is the entire supermarket of your brain, which is accessed by you all the time,
either to add information, to update information, or to delete information. Since
these processes are continuous, therefore learning is continuous and the
knowledge base is ever-changing. Ever heard the old adage, ‘only change is
constant’, - think about it. </span><span style="background-color: white; line-height: 115%;">But how do schemas do
that? They do this through <i>assimilation
</i>and <i>accommodation</i>.</span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background: white; color: #323232; font-family: "arial" , "sans-serif"; line-height: 115%;">What is Accommodation?</span></span></h4>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background: white; color: #323232; line-height: 115%;">When
any new learning (knowledge/information/concept) is introduced to the learner,
the cognitive processes of the brain modify the existing schema structure to “fit”
this new learning. This process of modifying existing schema structures so that
new learning can fit in them is called <i>accommodation</i>. </span><span style="background-color: white; line-height: 115%;">Revisiting
the supermarket again, if you were to introduce tinned produce, such as beans for the first time what would you do? You would build a new aisle to house this new line of
products by shifting the existing aisles to make more room. Here, the brand new line of products
(new information) will be accommodated by adding a new aisle to the existing aisles
in the supermarket (modification of schema)</span><span style="background-color: white; color: #323232; line-height: 115%;">.</span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background: white; color: #323232; font-family: "arial" , "sans-serif"; line-height: 115%;">What is Assimilation?</span></span></h4>
<div style="text-align: left;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-family: "georgia" , "times new roman" , serif;"><span style="background: white; color: #323232; line-height: 115%;">However,
if the learning introduced is reasonably familiar to the learner, these
cognitive processes will simply “fit” this learning into the existing schema
structures without any modification. This process of fitting new learning into
existing structures is called <i>assimilation</i>. </span><span style="background-color: white; line-height: 115%;">Continuing
with the supermarket example, if you were to add a new product –sugar-free
chocolate cookies to the Cookies aisle, you will only have to create space for
it on the existing shelves where the other types of cookies are placed. The sugar-free cookies (new information) will be
assimilated in the Cookies aisle (existing schema) simply by making space for
it (no modification of schema). </span></span><span style="background-color: white; line-height: 15.3333320617676px;">The concepts of assimilation and accommodation introduced by Miller in his Information Processing theory, and later on used by Sweller in his Cognitive Load theory.</span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">To assimilate or to accommodate?</span></h4>
<span style="background: white; color: #323232; font-family: "georgia" , "times new roman" , serif; line-height: 115%;"><span style="font-family: "georgia" , "times new roman" , serif;">Now,
a new question arises - how does the brain make a decision - accommodation or
assimilation? Well, this is based on the precept that when new information is
encountered, the brain takes a quick look at its schema structures to see if
this new information has any links to the already existing knowledge base stored there. If the brain finds even a remote link to this new information, it will use the process of assimilation (add information as
in into the structures), else it will use the process of accommodation (modify existing
structures to fit in this new information). </span><o:p></o:p></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background: white; color: #323232; font-family: "arial" , "sans-serif"; line-height: 115%;">Did
you know that a Komondor is a large </span><span style="background: white; color: #222222; line-height: 115%;">Hungarian dog with a long, corded coat</span>? <span style="background: white; color: #323232; font-family: "arial" , "sans-serif"; line-height: 115%;">Ah yes! But you
already know that Komondor was a dog, right? So what did your brain do with this
new information that I gave you? Your brain used the process of assimilation and
fit this new information as-is into your existing schema structure,
hypothetically labeled ‘Dogs’. No
modifications required here!<o:p></o:p></span></span></div>
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<span style="background: white; color: #323232; font-family: "georgia" , "times new roman" , serif; line-height: 115%;"><br /></span></div>
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<span style="background: white; color: #323232; font-family: "georgia" , "times new roman" , serif; line-height: 115%;"><span style="font-family: "georgia" , "times new roman" , serif;">But when you saw this for the first time, your the brain could not link this new information “Komondor” to anything it already knew,
as it was new. And when you were told that it was a dog, your brain used the
process of accommodation and modified the hypothetical ‘Dogs’ schema structure
to add this somewhat familiar entry into the subset of the ‘Dog’ structure, labeled
‘Dog Breeds’. </span><o:p></o:p></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">What are Disequilibrium and Equilibration?</span></h4>
<span style="background: white; color: #323232; font-family: "georgia" , "times new roman" , serif; line-height: 115%;"><span style="font-family: "georgia" , "times new roman" , serif;">What
happened to your brain the first time around was <i>disequilibrium, </i>which
is a state of confusion encountered when the brain is unable to integrate new information into any existing schema structures? However, when
you were given additional information about Komondor, your brain used the
process of <i>equilibration</i>, which is the cognitive process within your brain that causes restructuring of information for assimilation or accommodation
(in our case accommodation) caused disequilibrium.</span><o:p></o:p></span></div>
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<span style="background: white; color: #323232; font-family: "georgia" , "times new roman" , serif; line-height: 115%;"><span style="font-family: "georgia" , "times new roman" , serif;">We
cannot assimilate or accommodate all the time, otherwise, we would never be able
to retain any information as our brain structures would be in a constant state
of flux – and nothing would be stable anymore. Therefore, the process of
equilibration is used by the brain to restructure and control the processes of
accommodation or assimilation. </span><o:p></o:p></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="background-color: white; line-height: 15.3333320617676px;"><span style="color: #323232;">In </span>my next post, I will continue with our next theory,<span style="color: #323232;"> </span></span>Instructional Design Theory - Nine Events of Instruction (R. Gagné).</span></div>
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com1tag:blogger.com,1999:blog-5843592580691291137.post-86681406115456714322014-11-26T23:37:00.000-08:002019-11-12T07:32:36.228-08:00The Cognitive Load Theory<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></h4>
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<span style="font-family: "georgia" , "times new roman" , serif;">Introduction</span></h4>
<span style="font-family: "georgia" , "times new roman" , serif;">This theory was proposed by John Sweller. Let's begin with a small exercise,<i> (similar to the one illustrated by Mr. Howard Soloman at <a href="http://www.instructionaldesign.org/theories/cognitive-load.html">http://www.instructionaldesign.org/theories/cognitive-load.html</a>)</i>.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Take a look at the following for only three seconds and try to memorize them and then, write them down in the same sequence (now only 3s, nothing more.. ready..go!)</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">UC L AF I UM B AP H D</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">How many of you were able to write it down - all of it? Now, let's try doing this exercise again, you will again have only three seconds to memorize and write them down:</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">UCLA FIU MBA PhD</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Yes, this time it was so easy, wasn't it.. or so it seemed. But look carefully at both strings of text, you see it? Yes, they are made up of the same alphabets. Only, the arrangement was different. Let's dig a bit deeper. In the first string, there are ten chunks of information while the second one only has four.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">This leads us to the first question that I discussed in my previous post: <i>How much information can I provide the learner at any given time, that he/she understands and retains all of it?</i> </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
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<h4 style="text-align: left;">
<span style="font-family: "georgia" , "times new roman" , serif;">What is Cognitive Load Theory?</span></h4>
<span style="font-family: "georgia" , "times new roman" , serif;">To answer this question, we have to understand the Cognitive Load theory. </span><span style="font-family: "georgia" , "times new roman" , serif;">The Cognitive Load theory is based on the premise that the most efficient way for learning to happen is under conditions that are aligned with human cognitive architecture.</span><span style="font-family: "georgia" , "times new roman" , serif;"> </span><span style="font-family: "georgia" , "times new roman" , serif;">As per this theory, there are two important terms associated with learning - the </span><i style="font-family: Georgia, 'Times New Roman', serif;">cognitive load</i><span style="font-family: "georgia" , "times new roman" , serif;"> and the </span><i style="font-family: Georgia, 'Times New Roman', serif;">cognitive limit</i><span style="font-family: "georgia" , "times new roman" , serif;">. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">The <i>cognitive load </i>is the amount of information a person is trying to process in the working memory at one time. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">The <i>cognitive limit </i>is the maximum number of chunks of information a person can process in the working memory at one time, which is 7 plus/minus 2 (maximum of nine and minimum of five). That's why you were able to remember the second string much more easily than the first one.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Let's try to apply this in real-life ID. I was told that while creating a PowerPoint presentation, "No more than eight words per sentence and no more than five bullet points per slide." Suddenly, this makes much more sense - we have to take into consideration the cognitive load and the cognitive limit of learners before dumping a truckload of information on them. We have to provide this information in smaller chunks (cognitive limit) for easier memorization and recall.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">But should this be the only criteria for us to use - breakdown larger chunks of information into smaller chunks of information, or is there something else?</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">If we were to just follow this, our learners would have silos of information, which would be meaningless. It's like having a multi-storied building but no staircases or elevators connecting them. Each story is the individual chunk of information but cannot communicate with the rest of the building. Now, let's go back to the exercise that we tried doing. Remember how those four chunks were easier to remember? Can you correlate the four chunks? If yes, then congrats! You have reached the next level of understanding of how the brain works.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">The first two chunks are acronyms of universities, and the next two the programs they might provide. See how you were able to make sense of unrelated pieces of information. How did you do that? Well, this leads us to the second question that I discussed in my previous post: <i>How does a learner store all the information that I provide in his/her brain?</i></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><i><br /></i>
I will discuss this in my next post!</span><br />
<br />
<br /></div>
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-4519038809207186232014-11-25T10:33:00.006-08:002014-12-04T06:00:51.970-08:00Learning Theories - Information Processing Theory <div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Georgia, Times New Roman, serif;">I was reading up on some instructional theories and it was very interesting to see how these theories have influenced and shaped up the way we design and create instructional materials today. In this post, I will share with you my understanding of some of these theories. Just to lay out a road map for you, I will be discussing the following theories:</span><br />
<ul style="text-align: left;">
<li><span style="font-family: Georgia, Times New Roman, serif;">The Information Processing Theory (G. Miller)</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">The Cognitive Load Theory ( J. Sweller)</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Instructional Design Theory - Nine Events of Instruction (R. Gagné)</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">Multiple Intelligence Theory (H. Gardner)</span></li>
</ul>
<div>
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The Information Processing Theory</span></div>
<div>
<span style="font-family: Georgia, Times New Roman, serif;">According to this theory, learning is a series of transformations of information/knowledge as it moves through various structures/containers within the brain. As information passes through each individual container, it is transformed as per the container's specifications, and then passed on to the next container for further action.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">However, in reality, our brain does not have any physical containers of different shapes and sizes to transform information in a unique way. The Information Processing theory tries to understand how the brain interprets and makes sense of the information being sent to it. The Information Processing theory divides the section of the brain responsible for learning into six different containers.The seventh container is the environment, which is not part of the brain.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">The environment triggers the <i>input-process-output</i> cycle. Within the brain, each container receives information or <i>input </i>from the previous container. It transforms or <i>processes</i> this information as required and then sends this transformed information or <i>output</i> to the next container. The final destination of this transformed information is the environment. These seven containers are:</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">1. External Environment</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">2. Sensory Receptors</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">3. Sensory Registers</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">4. Working Memory (STM)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">5. Long Term Memory (LTM)</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">6. Response Generator</span><br />
<span style="font-family: Georgia, Times New Roman, serif;">7. Effectors</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">The external environment (1) sends information in the form of small electrochemical packets to the sensory receptors (2), also called the senses. These packets are stored for a very short span in the sensory registers (3) (one-fourth of a second for visual images [Sperling, 1960], and a bit longer for auditory messages), then are sent to the STM (4).</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">STM and LTM are used by the brain to store information for short-term and long-term respectively. You can think of the STM as the RAM of the brain. It stores information packets temporarily and then after a particular period of time, forgets them. Now, we wouldn't want that to happen, would we? To solve this dilemma of forgetfulness, the brain takes these information packets from the STM container (4) and puts them in the LTM container (5) where they are stored for a much longer duration of time. Further, only meaningful information will reach the LTM for storage. Once these packets have been stored in the LTM, they can be retrieved anytime and put back into the STM as per demand.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">This poses another question - which information packets should the brain accept and which ones should it discard as it is constantly being fed with so much information all the time? Our brain is equipped to handle this information overload using a process called selective perception. <i>Selective perception</i> is the process of filtering <i>selective</i> information packets from the barrage of continuous packets being received from the external environment. Selective perception ensures the information packets being received by the brain are desired and relevant.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">The response generator (6) retrieves the appropriate information packets (as per requirement) from the LTM (5) and sends them to the effectors(7), such as muscles, glands, or nerves to create the desired response. This response is finally sent back to the environment (1).</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">The key point in the Information Processing theory is "<i>only meaningful information is stored in the long-term memory</i>". To store this information, the learner first should be able to make sense of this information. As an instructional designer, you have to ask yourself these questions:</span><br />
<ul style="text-align: left;">
<li><span style="font-family: Georgia, Times New Roman, serif;">How much information can I provide the learner at any given time, that he/she understands and retains all of it?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How does a learner store all the information that I provide in his/her brain? </span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How can I design a course that will help learners achieve their desired outcome - total learning?</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How can I utilize the learner's individual learning style or intelligence to help him/her achieve the desired learning outcome?</span></li>
</ul>
<div>
<span style="font-family: Georgia, Times New Roman, serif;">Answers to these questions will come in the form of more learning theories - in my next post: The power of four- Four Time-tested Theories. In this post, I will be covering the answers to these four questions:</span></div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<br />
<ul>
<li><span style="font-family: Georgia, Times New Roman, serif;">How much information can I provide the learner at any given time, that he/she understands and retains all of it? - Cognitive Load Theory</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How does a learner store all the information that I provide in his/her brain? - Assimilation and Accommodation in Information Processing Theory</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How can I design a course that will help learners achieve their desired outcome - total learning? - Robert Gagné's Nine Events of Instruction</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif;">How can I utilize the learner's individual learning style or intelligence to help him/her achieve the desired learning outcome? - Howard Gardner's Multiple Intelligence Theory</span></li>
</ul>
</div>
</div>
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</script>Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-34448048360093186882013-03-06T22:03:00.000-08:002014-12-04T06:01:10.752-08:00Pragmatism in Instructional Design<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; font-family: Georgia, Times New Roman, serif; line-height: 115%;">Pragmatism is a philosophical
perspective that takes into account a practical consequence and then traces back the
underlying theory that caused this consequence. This underlying theory is then
modified or reinterpreted and applied back to the practical application. Therefore,
a pragmatist will evaluate the theories or beliefs by taking into account the
success of their practical application.</span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; font-family: Georgia, Times New Roman, serif; line-height: 115%;"><br /></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; font-family: Georgia, Times New Roman, serif; line-height: 115%;">In the work of two very influential pragmatists,
Charles Sanders Peirce(1839–1914) and William James(1842–1910), the most famous
application of the pragmatist’s belief was to the concept of truth. Pragmatists
measure knowledge in a “truth for now” frame. The truth is valid only for a
certain period of time till the underlying theory for this <i>truth</i> is modified and the <i>new</i> truth becomes the "truth for now". </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; font-family: Georgia, Times New Roman, serif; line-height: 115%;">Now, pragmatism can be
considered a form of radical empiricism because it rests on the tenet that
knowledge is gained from experience. Let me explain this further. Every
situation that we face helps us gain experience. On the basis of this experience,
which is <i>the practical application</i>,
we gain knowledge, which is <i>the theory</i>.
When we are faced with the same situation again, we apply this knowledge or in
other words, modify the theory and act accordingly. This way, we have applied the theory (knowledge) to create new practical consequences (experiences). Therefore, knowledge is being constructed using experience and is being applied back in the same situation to gain more
experience. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; font-family: Georgia, Times New Roman, serif; line-height: 115%;"><br /></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #222222; line-height: 115%;"><span style="font-family: Georgia, Times New Roman, serif;">So, again the crux of this
leads to the fact that knowledge and experience are the two important facets of
learning.</span><span style="font-family: Arial, sans-serif; font-size: 10pt;"><o:p></o:p></span></span></div>
</div>
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</script>Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-17205655533505698802013-03-05T14:38:00.000-08:002014-12-04T06:01:34.664-08:00Empiricism and John Locke<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Georgia, 'Times New Roman', serif;">Often termed as objectivism, reductionism, or associationism,
the basic precept of empiricism is that knowledge is attained through
experience. The reality constructed basis this knowledge is singular and
objective, hence empiricism is also called objectivism.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
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</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">When termed as reductionism, empiricists are referring to
the efforts required to reduce complex objects to their more simplified
components. In this case, to gain any knowledge and to construct a reality
about an object that is complex in nature, the object will have to be logically
broken down into simpler components. For
example, to create a software program that tells you whether a number is odd,
even, or prime, you will have to break this complex object (software program)
into logically three components; input component (the number entered by the user), the processing component (the
logic that decides whether number is odd, even, or prime), and output component
(the result). This results in knowledge being gained about this software
program. </span></div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<div style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">
</span></div>
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</div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">When termed associationism, it refers to the predisposition
to relate ideas if they are experienced alongside in either space or time
continuum. </span></div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">
</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">The
works of John Locke are important in the field of empiricism. His works on
determining the limits of the human understanding has been well documented in
his famous books, <i>An Essay Concerning Human Understanding</i>. In the four books
comprising the Essay, he attempts to comprehend the source and understanding of
human nature. </span></div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">
</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">In
his first book, he suggests that the human mind is a <i>tabula rasa</i>, or blank
slate. We do not possess any type of knowledge as we do not have any
experience. It is as we grow older that experience “writes” on this “blank
slate” and we gain some kind of knowledge. He writes that the inherent plans
or schemes can be perceived under certain circumstances and till these arise,
these plans are not perceived by the human mind. </span></div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">
</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">In
his second book, he suggests that ideas are the building blocks of knowledge and
all ideas arise from experience, therefore subtly implying that experience is from
where knowledge arises. There are two kinds of experiences, sensation and
reflection. Sensation perceives the objects and processes in our surroundings –
the external environment. Reflection perceives the processes inside our
creative faculties – the human mind. The human mind is a tabula rasa until
experience (sensation or reflection) creates a simple idea that will construct complex
knowledge. The mind can perform three types of actions on this simple idea.
First, it can combine these simple ideas to form complex ideas (substances that
have an independent existence, such as humans, birds, plants and modes that
have a dependent existence, such as language of politics and culture). Second, the mind can allow viewing of two
ideas (simple or complex) simultaneously and without uniting them, giving rise
to the concept of relations. Third, the mind can provide abstraction of ideas
and thoughts by leaving out particulars leading to the concept of
generalization. Further, the mind has an
area called memory that allows storing of these ideas. Therefore, the mind can
be passive where it can only receive simple ideas from experience, or it can be
active where it can combine simple ideas to form complex ones.These <span style="font-size: small;">ideas be it simple or complex are the basis <span style="font-size: small;"><span style="font-size: small;">from where </span></span>knowledge<span style="font-size: small;"> is const<span style="font-size: small;">ructed</span>.</span></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">
</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">The
third book he links the abstract ideas and classification with language and its
role in the construction of knowledge. Finally, his fourth book is a conclusion
that describes the nature of knowledge, its limits, probability, and the relationship
between faith and reason.</span></div>
</div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">For any learning to take place, the learner should be able
to connect to the setting in which learning is expected to happen. For example, if you want to teach a child
how to ride a bicycle, you cannot show a simulation or a video tutorial. Instead, take her to an open ground and give a real tutorial-- give her a bike, teach her to sit
on the seat, then tell her to hold the handles, place her feet on the pedals,
and finally start peddling. You can provide assistance by allowing the bike to
have training wheels or holding her so she does not fall off the bike. Now, let
her pedal away to glory…(figuratively speaking of course!). </span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">In other words, the first precept that contextualists believe
in is that learning and assessment should be part of a realistic setting. The second
precept is that assessment should be integrated into the learning process and
should not be an isolated activity. Learners can relate to tasks that
need to be accomplished and then get a fair assessment of how well he or she did if the learning context is close to their real life
environment. This type of learning that happens in realistic situations is
called ‘authentic learning’ and the instructions associated to facilitate learning are called ‘anchored instructions’ (Cognition and Technology Group, 1990; Streibel 1995)
as the instructions are anchored to the realistic situation. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Another belief of the contextualists is regarding assessment
or testing. Testing should not be oversimplified, even for novice learners. Else
they will believe that the concept can only be applied to simplistic
situations. Continuing with our bike example, if the child rides only on a leveled ground, she will believe that cycling can only be done if the ground is leveled and without any obstacles, such as stones. So, to test whether
she has learnt how to ride, take her to an uphill trail.
The uphill ride on a road full of little pebbles and stones will surly test her
riding skills in addition to breaking the assumption that only leveled grounds are
needed for riding the bike.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">However, as an instructor, you also need to be careful not
to put the learners in difficult situations for assessment purposes before they
have mastered the basic skills. By doing so, you risk them losing interest in
the learning process entirely. For example, if you let the child start with riding in a difficult terrain, she might not want to ride at all…! Let the
learners master some basic skills, test them on those skills, and then move
towards more difficult and complex testing scenarios. This type of strategy
ensures that learners retain interest in the learning process and construct their
own reality from the little knowledge blocks that they are assimilating along
the way. </span></div>
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</script>Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-59948901175886030132013-03-04T09:51:00.000-08:002014-12-01T13:48:45.732-08:00Social Constructivism<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Georgia, Times New Roman, serif;">This was a concept that was expounded by post-revolutionary
Soviet psychologist, Lev Vygotsky. As with individual constructivism, social constructivism
also believes that a learner constructs his or her own reality, but now it’s a group
of individuals who are working in collaboration to construct multiple
realities. This is because learning is now a collaborative process and every
learner is bringing his or her own perspective to this learning. Therefore,
learning will have multiple perspectives. </span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif;">From a radical social constructivist point of view, all these
multiple perspectives brought forward by the multiple learners in all subjects
and in all social settings are equally viable and carry equal weight. Let us give
this an instructional point of view. Consider a toddler classroom. There are
blocks of the same color and size. Toddlers build or play with these blocks as
per their fancy. Now, the blocks can be considered learning and what a toddler (learner)
does with the blocks (learning) is based on the toddler’s perspective. The
teacher cannot pick any single toddler’s work of art and hold it supreme. Every
perspective for learning is correct and the truth however abstract (toddler's art of work!) carries equal weight. <span style="mso-spacerun: yes;"></span>However, it is my belief that the radical point of view cannot be
applied to all subjects. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif;">Moderate constructivists believe that in certain situations,
some perspectives are more viable than the others. Multiple perspectives of
multiple learners condense into a single perspective for “facts”. One cannot
dispute a fact, such as frogs breathe using their skin. The truth about facts
is usually non-negotiable. In an instructional setting, it is very much possible and
even encouraged to divide learners into groups to facilitate learning. Group
learning is very effective in situations where multiple perspectives are
required. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif;">Consider a group of instructional designer trainees evaluating the design of an e-learning website. Multiple
perspectives of these IDs can be very helpful in identifying various areas where
the website can be improved and where enhancements can be made. Such an
exercise works upon the premise of social constructivism that individual
learning occurs when learners are in a group. There is collaboration
between learners and learning at all times with the learners negotiating their perspective of learning with other learners who are part of the same group. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif;">This concept of multiple perspectives for a particular learning can also be applied to individual constructivism where a single learner is negotiating her learning or understanding of knowledge to build her own reality. For example, consider a student taking an online course. There is no instructor present but knowledge is being assimilated by the student and is being negotiated at every step to build a reality or a perspective. By negotiation I do not imply alteration of the meaning of knowledge. I merely imply the method used to construct knowledge from the text/graphics on a page to allow learning to take place. Now, individual constructivism becomes part of or rather a subset of social constructivism. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif;">To summarize this, collaborative learning in a given social setting can be very effective and efficient as an instructional design strategy. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif;">I will come back to the works of Vgostsky later in the blog.</span></div>
</div>
Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-58495814218060226232013-03-02T21:24:00.000-08:002014-12-01T14:15:04.453-08:00Educational Theories in Instructional Design<div dir="ltr" style="text-align: left;" trbidi="on">
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<div style="text-align: left;">
<b style="text-indent: -1.5in;"><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">What are these educational theories and why do we need them?</span></b></div>
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<div class="MsoNoSpacing">
<span style="font-family: Georgia, Times New Roman, serif;">There are many educational theories we can follow in this instructional design field today. However, there are a couple of them that I would like to discuss with you in the coming posts. I find them relevant to my thinking. I would suggest that you read up on the ones that I do not discuss here, as each one of us should build their own reality. </span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span>
<span style="font-family: Georgia, 'Times New Roman', serif;">To begin with, these theories are the
basis on which any instructional design model is constructed. The foundations
of these designs lie in the concepts that are part of these theories. Therefore, a better understanding of these concepts will enable you
to construct useful and efficient models. Then, as a designer there are times when you will
need to justify why you have chosen a particular design. If you have a basic
understanding of how these theories apply to your practical
design choice, you will have a better chance of making your point and then, logically
defending your design. Finally, in the entire gamut of educational educational theories, certain areas are more stressed upon than others. If
you have an understanding of these theories, you will know why
these areas have been highlighted and are more important than the others.</span></div>
<div class="MsoNoSpacing">
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div class="MsoNoSpacing">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">The following is a roadmap of the theories that I will cover in the coming posts. There is a very good reading that will
be my reference point, it’s a book called “<i>Instructional
Design</i>” by <i>Patricia L Smith</i> and <i>Tillman J Ragan</i>. Do try reading it. </span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;"><br /></span>
<br />
<ul style="text-align: left;">
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Constructivism or Rationalism: Individual, Social, and Contextualism</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Empiricism or Objectivism</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Pragmatism</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Behaviorism</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Cognitive Learning</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Information Processing Theory</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Cognitive Load Theory</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Instructional Design Theory</span></li>
<li><span style="font-family: Georgia, 'Times New Roman', serif;">Multiple Intelligences Theory</span></li>
</ul>
<br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;"></span></div>
<span style="font-family: Georgia, Times New Roman, serif;"><span style="font-size: small;"><span style="line-height: 115%;"><br clear="all" style="page-break-before: always;" />
</span></span>
</span><br />
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<b><span style="font-size: small;"><span style="font-family: Georgia, Times New Roman, serif; line-height: 115%;">Constructivism</span></span></b></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Constructivism is part of another philosophy called
rationalism. A rationalist philosophy believes that the primary source <i>of</i> knowledge is reason. Reason is the
source from where knowledge arises. This knowledge is not transmitted but rather
it is constructed. Knowledge helps build a reality for any situation therefore
even reality is not discovered but is constructed. </span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Now, where can such an approach be useful – where a learner
has to “construct” his or her own reality and build knowledge from reason? To bring terms such as <i>reality</i> and <i>reason</i> into perspective, let’s consider
a scenario where mechanics with an experience of N number of years on a particular
car have to learn the latest software for repairing the car’s fuel-injecting
system. The reality in this case is the new fuel-injection system and the
reason (from where knowledge will arise) is the new training software. The
question you need to ask is “do these experienced mechanics need an instructor
to train them on using this software or are they capable of doing this on their
own?” In other words, do the learners (mechanics) need an instructor to build their
reality or not? The answer depends on which philosophy you follow – the radical
or the moderate constructivist philosophy.</span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">The more radical constructivists
would rather have the mechanics learn the software on their own – no help
required in defining objectives or quantifying any learning outcomes. The mechanics
or the learners are free to pursue this software training on their own
accord. Moderate constructivists would
argue that a skeletal structure of objectives these learners need to cover and learning outcomes required should be defined. Some level of instructional design should help these experienced learners identify when and how knowledge blocks need
to be built from reason and then use these blocks as per their own accord to construct their own reality. </span><span style="font-family: Georgia, 'Times New Roman', serif;">Constructivism, however, does not describe the cognitive processes that occur that facilitate learning.</span></div>
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<br />
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">There are three types of constructivism:</span></div>
<ul style="text-align: left;">
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Individual</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Social</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Contextualism</span></li>
</ul>
<div>
<span style="font-family: Georgia, Times New Roman, serif;">I will begin with individual constructivism, then move onto social constructivism, and finally contextualism.</span></div>
<h1>
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Individual Constructivism</span></h1>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">This philosophy believes that <i>experiences</i> are the building blocks of <i>knowledge</i> that leads to <i>learning.</i>
The premise of individual constructivism is:</span></div>
<ul style="text-align: left;">
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: small;"><span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span>Knowledge is constructed from experience.</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">In the realm of learning, meaning is developed
on the basis of individual experiences.</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: small;"><span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span>Learning is an active process.</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Interpretation of knowledge leads to learning.</span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">For a radical constructivist, every learner’s experience is individualized.
Therefore, it is meaningless to create a <i>specific</i>
set of instructions for a group of learners wherein each is building and learning
basis his or her own experience. The best way would be to let them interpret
the existing knowledge and construct their own knowledge that will lead to
learning. </span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Moderate constructivists would have a more liberal approach –
they believe that not all responsibility of what all learning needs to happen
should be on the learner. Rather a blended approach would be batter based on factor
pertaining to the learner, tasks to be performed, and the context in which
learning takes place. </span><span style="font-family: Georgia, 'Times New Roman', serif;">Now would be a good time to go back to the mechanics example
I had given earlier and see it in the light of individual constructivism!</span></div>
</div>
Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-29155504638612929042010-09-22T17:37:00.000-07:002014-12-04T06:02:26.679-08:00Thorndike and Behaviorism<i>Edward Lee Thorndike</i>(1874-1949) based all his assumptions and formulated his theories based on creating a connection between two variables – stimulus and response (S-R). He encapsulated this entire concept and called it <b>connectionism<i></i></b>. These stimulus and response variables were likely to change and the learner would learn by forging strong or weak bonds, also called connections between these two variables. The strengthening of connections between stimulus and responses were because of positive or satisfying outcomes while weakening of these S-R connections were because of negative or discomforting outcomes.<br />
<br />
Thorndike formulated three laws based on these assumptions: <b>law of readiness</b>, <b>law of effect</b>, and <b>law of exercise</b>. Lets take an example of a group of kids learning about colors. First of all, the teacher will have to create an enthusiastic atmosphere, so that the kids really wants to <i>learn </i>the concept of colors. The teacher is responsible for making the kids <i>ready</i> to learn the concept of multiple colors. In simple terms, even before a S-R bond is established, the learner needs to be in a <i>ready </i>state of mind. Thorndike postulated a law based on this observation and called it <b>law of readiness<i></i></b>. <br />
<br />
<b>Law of readiness<i></i></b> states that if a learner is ready to perform an act, the outcome will be positive and the learner will be satisfied. However, if a learner is not ready to perform the act, the learner will be annoyed and frustrated. This is because the learner faces an impediment towards the goal of being in a “ready to perform” state and therefore, will be frustrated and annoyed.<br />
<br />
Moving on with our example, after the teacher has created the amicable atmosphere for the group of kids to learn about colors, the kids will need to see a color and associate it with a name, such as red or yellow. In other words, they will receive a stimulus, in this case will be shown a color, and they will have to provide a response, in this case by naming the color. More the kids are able to create an association between stimulus (color) and response (naming it), the teacher is able to strengthen this bond by rewarding them with candies (I wish I had a teacher who gave out candies.. ). However, if the kids are unable to associate the color with a name, the teacher can show the color again and again, till the kids have learned to associate the correct color (stimulus) with the name (response). <br />
<br />
More a learner associates the S-R connection with a positive outcome or satisfying outcome (candies in this case), the S-R connection will strengthen and the learners are motivated to provide the correct response. In case the response has a discomforting outcome (boredom) associated with the stimulus, the S-R connection will weaken over a period of time. Therefore, strength of the bond between stimulus and response could be manipulated by the learner. This leads us to the second law given by Thorndike - <i>law of effect</i>.<br />
<br />
<b>Law of effect<i></i></b> states that the association between a stimulus and response will strengthen or weaken depending on whether a <i>satisfier </i>or an <i>annoyer </i>follows the response (Gibson, 1980). The higher the degree of satisfaction or annoyance associated after response is given to a provided stimulus, the stronger or weaker the bond will become respectively. Learning will be possible if the S-R connection is established and the S-R bond is strong.<br />
<br />
The next law, <i>law of exercise</i>, seems to be an outcome of the law of readiness and law of effect. <b>Law of exercise<i></i></b> implies that over a period of time, the strength of the bond that is made between a stimulus and a response depends on the frequency and duration for which this S-R bond has been established. In other words, if you keep on repeating a particular response for a particular stimulus, you are more likely to provide this same response whenever this stimulus is presented to you. For example, students are often asked to practice a lot of numerical questions in physics as this will help them solve the numerical questions that come in the exam. In a way, practice makes perfect. So more you practice, more likely you are to succeed in providing a particular response. Therefore, the connection between a stimulus and response is dependent on the number of times this bond is practiced or used. Disuse of this connection will cause weakening of the bond. <br />
<br />
However, Thorndike realized that these laws were not absolute. There were other external variables or global forces that came into play wherever a S-R bond or connection establishment was concerned. So he postulated some subsidiary laws (Curzon, 1981):<br />
<br />
<b>Law of Set or Attitude</b>: This law implies that a learner’s prior disposition or behavior affects the outcome of a learning process. If a learner is ready, the outcome will be different than when a learner is forced to learn. <br />
<br />
<b>Law of Multiple Responses</b>: If the learner has the correct attitude for learning, for any given stimulus, the learner will keep on providing multiple responses until he or she has achieved a satisfaction level that will strengthen this S-R bond. The connection established between a stimulus and response will cause learning to occur.<br />
<b><br />
Law of Associative Shifting</b>: A learner is able to “transfer” his or her responses to another stimulus that is presented with the original stimulus (remember Pavlov’s pairing of the presentation of food (original stimulus) and sound of a bell (new stimulus) that led to salivating (desired response)).<br />
<br />
<b>Law of Response Analogy</b>: When provided with a new stimulus or a faced with a new situation, the learners base their responses on similar past stimulus experiences that resulted in satisfaction or annoyance. The learners try to recreate the responses that will lead to satisfaction thereby strengthening the S-R bond. Its similar to if A + B (situation 1) = C (satisfied response), then B + A (new situation) has to equal C (satisfied response).<br />
<b><br />
Law of Selectivity of Response</b>: As a learner progresses with the learning process, they learn to “filter” a stimulus, responding to some aspects of the stimulus while ignoring some aspects. Therefore, a selective response to any given stimulus happens as learning occurs.<br />
<b><br />
Law of Spread Effect</b>: If a learner associates a feeling of satisfaction after a S-R connection has been established, not only is the stimulus associated with satisfaction but even any other actions happening simultaneously with the presentation of this stimulus are associated with that satisfactory feeling. For example, listening to a particular song and eating a pastry leads to happiness.. (at least for me). Now, even listening to that song alone will lead to happiness…!
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</script>Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0tag:blogger.com,1999:blog-5843592580691291137.post-15180713957773353872010-09-13T21:55:00.000-07:002014-12-04T06:02:49.053-08:00Pavlov and BehaviorismBehavior in simple terms is the visible attitude of a person. A good behavior is often rewarded whereas a bad behavior is often punished. It seems that "behavior" of a person, or from an ID perspective - <span style="font-style:italic;"> learner</span>, can be modified by providing certain conditions and then waiting for the learners' reaction to that condition. The condition that you provide to a learner is called <span style="font-style:italic;">stimulus</span> and the response you expect from the learner is called <span style="font-style:italic;">response</span>. Therefore, behaviorist theories provide a stimulus to the learner and expect responses based on them. <br />
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The earliest works on behaviorism was done by Pavlov. He was a Russian physiologist who worked with a dog and a bell (you would expect a bone instead)! He helped establish some basic fundamentals on which behaviorism was founded. Pavlov provided stimulus to the dog and then obtained a response from the dog. The pairing of stimulus applied and responses obtained was called classical conditioning. <br />
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To begin this stimulus-response journey, Pavlov presented the dog, a.k.a. the <span style="font-style:italic;">learner</span> with food, which was called an unconditioned stimulus. Obviously the dog responded by salivating, which was called an unconditioned response (like my response if a chocolate fudge sundae is placed in front of me). The dog's reaction was natural or unconditioned. Mr. Pavlov decided to make things more interesting. Whenever he placed food in front of the dog, he rang a bell. The association between the food and the bell was called conditioned stimulus, as the dog was being conditioned to provide an adequate response to the food-bell combo (does it remind you of the smell of french fries and remembering McDonald simultaneously..). Yes, ringing of the bell was a conditioned stimulus, which caused the dog to salivate that was an unconditioned response.<br />
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Now, Pavlov moved a step forward and decided to ring the bell alone without presenting any food to the dog. This conditioned stimulus was part of the food-bell combo that provided the expected response - salivation, which was now called the conditioned response. This was because the dog, a.k.a. the <span style="font-style:italic;">learner</span> had learned to associate the bell with food (conditioned stimulus) and then salivate (conditioned response).<br />
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There were some other interesting observations that were made by Pavlov. The most obvious was <span style="font-style:italic;">generalization</span> of stimulus. This meant that if the dog was presented with sounds similar to the sound of the bell (conditioned stimulus), the dog would salivate (conditioned response). However, if the dog was presented with different sounds but only some of them were associated with presentation of food, the dog learned to <span style="font-style:italic;">discriminate</span> among the sounds and salivate only when the stimulus included the sound that was presented with the food. <br />
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Another interesting observation was that of <span style="font-style:italic;">extinction</span> of stimulus and the response the dog gave. When the bell was no longer paired with the food - a modification in the stimulus, the dog's response to this stimulus was also modified and the dog stopped salivating at the sound of the bell. Again, for a period of time, if the bell was paired with food again, the dog would "relearn" to salivate, an observation called <span style="font-style:italic;">spontaneous recovery</span>.<br />
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This extinction of stimulus meant that if the stimulus changed, the behavior of the learner would also change in terms of the response given. Applied to learning designs, if a learner is presented with a different type of stimulus, the responses will vary. For example, there are <span style="font-style:italic;">Multiple Intelligences </span>(Howard Gardner, 1983) in people. The multiple intelligence concept means that there are various levels of intelligence in learners, such as visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal. Every intelligence level presents the learner with a different "stimulus", therefore the responses for each learner are different that determine the learners' personal intelligence type. For example, some learners respond to a "visual stimulus" and are good with remembering faces more than a "verbal stimulus" or remembering names, and therefore, will have the intelligence type as "visual or spatial". <br />
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Let's take another example - IQ tests. If you have ever taken an IQ test, (which I am sure most of us have), I might perform well in some questions, such as what comes next in a pictorial sequence while faring badly when it comes to calculating the speed of trains that are traveling in opposite directions simultaneously. It does not mean that I am not intelligent (I tend to see the positive side of things), but means that I give the correct responses when I am presented with a particular type of stimulus, in this case a pictorial one. My behavior is modified, that translates to a good IQ score only if the questions are all made up of pictures. If I am presented with questions that involve mathematics (a different stimulus), I will not be happy with my IQ scores (a different response).<br />
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Coming back to our faithful dog, Pavlov also determined a condition where if the dog with presented with another unconditioned stimulus, such as flashing on a light along with a conditioned stimulus, such as ringing of the bell and associating this with food, after a period of time the dog would salivate in response to the flashing of the light alone. This was called <span style="font-style:italic;">higher order conditioning</span>. In other words, after a stimulus-response behavior has been established, the stimulus can be paired with external conditions and the same response can be obtained by removing the original stimulus and presenting the external conditions alone. <br />
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This classical conditioning of the dog by Pavlov established some of the concepts of behaviorism. Applied to learning behaviors among people, if you present a learner with a particular stimulus so as to condition the learner, the outcome will be a response that leads to a change in behavior of the learner.
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</script>Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com2tag:blogger.com,1999:blog-5843592580691291137.post-13585360159519610962010-08-15T10:40:00.000-07:002018-03-09T09:23:56.093-08:00Instructional Design Simplified<div dir="ltr" style="text-align: left;" trbidi="on">
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What is Instructional Design (ID)? I am sure that all of us in the learning business have heard about it…technical writers and instructional designers and content developers, and so on. But what exactly is ID? In simple terms, ID is creating or developing content that suits the learning need of a particular group of people. Now, this content can be text, graphics, or anything in between and this group of people can be sales personnel, students, high tech computer junkies, or any person with a quest to learn something new or old.<br />
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During the course of this article and the articles that I hope to write in the future, I shall touch upon and explain what ID is and what are the tricks of this trade. It is like any other profession – you need to strive for perfection. Indeed, perfection is never achieved and is overstated but still, we can try.<br />
I’ll roadmap the course of this journey with you. First, we will see the various learning theories/models that have been put forward. Then, we will see how these theories actually fit into ID. Why I say this? It is because many articles and papers that I have seen provide an excellent overview of these theories/models but then stop there. How are these learning theories that have been given by people as early as 1800’s important to creating or developing text/graphics for us?<br />
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The Learning Theories<br />
How does Pavlov (1849-1936) and his dog ( ah! Man’s best friend) fit into Instructional Design? What did Pavlov discover that changed the behavior of instructional designers or simply, the behavior of people developing some stuff that was used by other people as a means of learning? What did researchers such as Thorndike(1874 - 1949), Watson(1878 - 1958), and Skinner(1904 - 1990) find that changed the perception of learning in humans? All this and more is what will be the focus of this article. To begin with, I will start off by describing Behaviorism, one of the earliest learning theories. Then, I will move on to other learning theories.<br />
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Parul Sharmahttp://www.blogger.com/profile/04882985169134107906noreply@blogger.com0