A cybernetic approach to contextual teaching and learning

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What is conversation theory?

The purpose of the following text is to give readers a general introduction to Gordon Pask’s conversation theory, which is considered here to be a cybernetic and epistemological account of concept-forming and concept-sharing through conversational discourse and practice. While Pask devoted three lengthy tomes to articulate the theory and its applications, I believe it is necessary to give readers who are interested in conversation theory a general introduction to what I believe are the key features of his work in this area. I argue that conversation theory should be considered an inferential account of the theory of concepts rather than a representational account, by virtue of Pask’s argument that a concept must be a process that involves many other concepts

Differential effects of high and low cognitive load instructional methods on recall and transfer of procedural knowledge

This study investigated the relative effectiveness of two instructional methods on the recall and transfer of procedural knowledge. The moderating influence of fluid aptitude was examined. An attempt was made to identify the type of cognitive processing induced by the instructional methods. The instructional methods differed in the completeness of support provided for the cognitive processing of procedural knowledge. The high-load method presented complete information about the steps in a procedure, follow by opportunity to practice the correct steps. The low-load method initially presented incomplete information about the steps and forced the learner to actively construct the correct steps by a process of trial, error, and implicit feedback;Based on previous research on transfer of learning and aptitude-treatment interaction, it was hypothesized that the high-load instructional method would be best for immediate recall, but the low-load method would be best for delayed recall and transfer. It was also predicted that the low-load instructional method would promote transfer among learners with lower levels of fluid aptitude but would interfere with the cognitive processing of learners with high fluid aptitude;Data were collected from a sample of first-year university students (randomly assigned to the two treatment groups). Scores on a paper folding test provided a measure of fluid aptitude. In order to minimize the effects of prior knowledge, and to capitalize on the interactive capabilities of the computer for such research, instruction was provided on a computer-based task which involved changing the color configuration of a 3 x 3 square matrix;The results of stepwise regression analysis indicated that the high-load instructional method produced significantly more correct solutions to FAR transfer items than did the low-load treatment, regardless of level of fluid aptitude. The effect of instructional method on NEAR transfer was mediated by level of fluid aptitude: low-load instruction was best for learners with lower fluid aptitude and high-load instruction was best for learners with higher fluid aptitude

IMPROVING STUDENTS’ READING COMPETENCE THROUGH ALGORITHMIC READING PROGRAM (A Classroom Action Research at The Fourth Semester of IKIP PGRI Madiun 2007)

FIDA CHASANATUN. Improving the Students’ Reading Competence through Algorithmic Reading Program: A Classroom Action Research at IKIP PGRI Madiun in 2007. thesis. Surakarta. English education Department, Graduate School, Sebelas Maret University, 2008. The objective of the research is to examine whether or not Algorithmic Reading Program can improve the students’ reading competence. Besides, the research is also designed to study how effective and in what part of reading competence is when algorithmic reading program is applied to improve the students’ reading competence. The research was carried out at Institut Keguruan dan Ilmu Pendidikan Persatuan Guru Republik Indonesia (IKIP PGRI) Madiun, East Java, from march to July 2008 (employing A Classroom Action Research). The subjects of the research are fifteen students of semester IV G IKIP PGRI Madiun, consisting of fourteen girl students and a boy student. The data were obtain from several techniques including test, collaborative observation, interview, questionnaires, and document analysis. To analyze the quantitative data, the researcher applied a descriptive statistics, comprising the following dimensions: highest and lowest scores, and means. To analyze the qualitative data, the researcher applied constant comparative method as suggested by Glasser (in Lanjar Utami, 2008: 73). The findings reveal that the program of improving the students’ reading competence through algorithmic reading program is successful viewed from some dimensions. First, it can improve students’ reading habit. Second, it can improve students’ applying reading strategy; previewing and predicting. Third, it can improve students’ knowledge of reading world; English thinking skill. The research findings of this study imply that algorithmic reading program is very important in improving the students’ reading competence. Therefore it is recommended that: (1) the teachers has to give students opportunity to time their reading activity in order to increase their motivation; (2) the teachers have to know and teach them the way to think in English as the target language;(3) Teachers have to show and set an instruction to lead the students in improving book selecting ability; (4) They have to be more specific and clear in evaluating their own experience in reading strategy in order to find smaller meaningful part of linguistic term of reading materials and how their intellectual process works it out that will be helpful to set a clear instruction in succeeding the students’ intellectual process

The interaction of learning styles with learner control treatments in an interactive videodisc lesson on astronomy

The purpose of this study was to examine the interaction of different learning styles with different instructional presentations involving learner control while using an interactive videodisc system. Specifically, the issue was to determine if field-independent and field-dependent learners would perform differently from each other under different instructional treatments where the amount of learner control was varied through the environment of interactive videodisc learning. Learning styles were measured by the Concealed Figures Test, which identified the learner as being either field dependent or field independent. The eighty-seven college students participating in the study were randomly assigned to one of three treatment groups, Program Control, Student Control, or Experimental Control. The Program Control treatment provided the learner limited choices in the pace, path, and amount of instructional exposure. The Student Control treatment provided the learner maximum choices as to pace, path, and amount of instructional exposure. The Experimental Control treatment was a non- interactive videodisc program, consisting of a self-study guide

A Designer's Log: Case Studies in Instructional Design

Books and articles on instructional design in online learning abound but rarely do we get such a comprehensive picture of what instructional designers do, how they do it, and the problems they solve as their university changes. Power documents the emergence of an adapted instructional design model for transforming courses from single-mode to dual-mode instruction, making this designer’s log a unique contribution to the fi eld of online learning

E2ML: Educational Environment Modeling Language

This study moves from the consideration of the communication dynamics within the instructional design practice. With the introduction of electronic media, the design of educational environments in Higher Education has ceased to be a craftsmanship activity, and has acquired some features proper of mass production. This makes communication a more and more critical issue in design. The original goal of this work is to propose a communication tool that can support designers in this new and more challenging professional context. The result is E2ML, a conceptual design language with a simple notation system. The method proposed is that proper of design and applied sciences: critical observation of needs and practices aimed at the definition of a new tool. The Introduction is devoted to setting the research problem and to introduce a new perspective on education and technologies, taken from the work of B. Lonergan. Chapter I proposes a review of the existing literature about instructional design, which includes also the more recent developments concerning Learning Object and Learning Technologies metadata standards. Chapter II introduces E2ML, in its simple and advanced versions, while Chapter III answers some questions about its conceptual background and exploitation, and explores the relationship between E2ML, other Instructional Design models and Learning Technology standards. Chapter four collects several case studies that illustrate the use, benefits and shortcomings of the new language. Chapter V finally proposes a first evaluation framework for such a language along with data collected from a small study conducted with experienced instructional designers

From evaluation to meta-evaluation of engineers' training in the automotive industry

This thesis presents and analyses the evaluation of an European wide training programme aimed at engineers working in a large multinational automotive company. The training programme is unique in that it was conceived to address particular operational concerns and involved a multicultural workforce from six European countries. The evaluation of the training, which extends from the pilot stages of the programme through to its full implementation, where Kirkpatrick's four level evaluation framework is used, is the company’s first large scale attempt at systematic training evaluation. The evaluation of the programme is typical in its approach as reflected in the wide body of literature, however the use of meta-evaluation to determine the overall value of the evaluation approach in a commercial context provides originality and the basis for establishing an alternative approach to evaluating vocational training. The main body of the thesis is presented in three parts. Part I provides a critical review of the literature relating to; learning and training; conceptualisations of evaluation; and measurement and evaluation methodology, to establish the foundation for the empirical study. Part II is a detailed analysis of the evaluand, the evaluation methodology employed, and the results and outcomes from the evaluation. Part III provides directions for training evaluation based on a meta-evaluation of the empirical study. The thesis draws conclusions with respect to the role of evaluation in organisational training. The evaluation of training is largely conceptualised in the literature as being concerned with the assessment of value or worth of training to an organisation, which is the prevailing paradigm of Kirkpatrick's training evaluation framework. From the evidence obtained through the empirical study with regard to utility, feasibility, propriety and accuracy, it is concluded that the role of evaluation should be directed towards maximising value or worth of training through the systematic assessment, feedback and optimisation of the identifiable parameters of the training process, with the outcomes of training forming part of an overall evaluation of training framework

The role of error factors in teaching

This thesis describes a wide-ranging enquiry into the nature, identification and treatment of pupil error. It takes, as its main point of departure, the work of Harlow on the role of 'error factors' in learning and it was undertaken in the belief that educators could considerably enhance the effectiveness of their teaching by making more insightful appraisals of the learning obstacles, (or error factors) of their pupils. Harlow first introduced the concept of error factors following his research into 'learning set' formation. Lewis and Pask subsequently incorporated Harlow's ideas in their own work, 'and laid particular stress on the significance of error factors which give rise to whole classes of errors. The concept of error factors and the role of error factors in teaching, is examined in this thesis in both psychological and philosophical terms, because the two approaches are mutually illuminating. Despite scant literature in this sphere the entire topic is opened up to systematic examination. Hypotheses are presented concerning the role and nature of error factors, and novel strategies are proposed for treating them. A special diagnostic framework for error factors has been formulated, an. 1 its effectiveness investigated in a series of Case Studies and pilot experiments, culminating in a major experimental investigation concerning the overall role of error factors in teaching. Strategies for error factor prediction and prevention are presented and examined, including the use of algorithms. Major consideration is given to the exploitation of error factors as powerful tools to enhance learning. There is a detailed theoretical discussion at each stage, so that the full significance of the findings can be assessed. Inferences concerning the role of error factors in teaching are examined in conjunction with methodological and other implications arising from the experimental findings. A number of weaknesses of current teaching strategies are identified, and the thesis concludes with various speculations (e. g. to do with the use of computer assisted instruction in this context) which have been prompted by this investigation