Introduction to Word 365 and Google Docs workshop

Forum 6 Web post for EDUC 633 Group 1 ISD Project.

Chapter Three: Evidence‐Based Practice

Clark and Mayer (2016) E-Learning and The Science of Instruction

            This is a review of chapter three in Clark and Mayer (2016) E-Learning and The Science of Instruction.  Chapter three examines evidence-based practices.   Clark and Mayer (2016) state that instructional programs require high-quality research which they referred to as good research.  They stated that good research remains the guiding principle with evidence-based practices.  The chapter explains what constitutes good research listing three approaches to research: (Clark & Mayer, 2016)

•   how to interpret experimental comparisons
•   how to interpret research statistics
•   how to understand the boundary conditions of evidence‐ based recommendations

Clark and Mayer (2016) explain that when designing a course, one could base their design on a variety of sources, such as: fads, opinions, politics, ideology, or common sense.  However, they suggest a different approach to consider…research.  They purpose utilizing instructional method that demonstrate effective high-quality research.  One could choose to follow common practice, but Clark and Mayer (2016) asks does it work?  This chapter summarizes those research approaches and outcomes on how to best design e-learning for instructional effectiveness.  Clark and Mayer (2016) explain that multiple methods of research can be helpful in determining instructional effectiveness; including experiments, factorial experiments, observational-qualitative, observational-quantitative, synthetic-qualitative, and synthetic- quantitative.  They suggest being fastidious when examining research.  Suggesting that this can be done by choosing the studies that meet certain criteria.  Those criteria are: experimental control, random assignment, and appropriate measures.  Clark and Mayer (2016) state that there is a need for more research on each instructional methods effectiveness to create a meta-analysis.  They citied one meta-analysis that revealed graphics with text are more effective for low-knowledge learners.  The chapter was concluded with what to look for in e-learning that focuses on evidence-based practices.  Clark and Mayer (2016) suggested selecting e-lessons that are based on research evidence of the following criteria: the methods, content, learners, and context are like yours; the experimental group outscores the control at a significance level of p < .05; and the effect size favoring the experimental group equals or exceeds .5.

This chapter provided valuable information regarding the utilization and how to choose instructional design research for e-learning.  The chapter suggested not following common place design practices, citing that those past practices may be inefficient.  I believe this to be true.  What has worked in traditional classrooms most likely will not work in an e-learning environment.  It is important to remember that the e-learning classroom is equivalent not identical even if the desired outcomes are the same.  Not only did the chapter suggest utilizing research based instructional design practices, it explained how to determine which research would be appropriate or even good research for that matter.  I am sure we all have seen bogus research presented with bias to further an agenda.  Knowing how to determine good research may be the most important aspect of this chapter in my opinion.  The sample size and how the sample was acquired remains significant.  This chapter did not change my views regarding educational technology, except maybe to enhance it.  The chapter does relate to the ISD project as it explains the importance of evidence-based practices for instructional designs.  Research does not only illuminate best practice, it also reveals educational needs.  This is relevant to my future goals as I desire to work with underrepresented group to facilitate academic attainment.  Evidence-based practices will help guide my path to achieve my goals… “but test them all; hold on to what is good” (1 Thessalonians 5:21 New International Version).

Reference

Clark, R.C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4thed.). San Francisco, CA: Wiley & Sons.

Since I am still ill, I decided to do another creative approach to the video forum this week.  References did not show up well on the video so I included them below.  Thank you for watching!

YouTube link:
https://youtu.be/x3HZs210L4U

References

Garrison, D.R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). New York: Routledge Falmer.

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476. doi:10.1002/berj.3215

Williams, D. D., Hricko, M., & Howell, S. L. (2006). Online assessment, measurement, and evaluation: Emerging practices. Hershey, PA: IGI Global. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=136235&site=ehost-live&scope=site

Xiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. International Review of Education, 64(2), 241-263. doi:10.1007/s11159-018-9710-5

Learning Theories

            This week our focus is on learning, distance education, and instructional design theories.  These affect the formation, application, and assessment of online learning or pedagogy for both educator and student.  As our reading supported, one is not necessarily better than the other (Szapkiw & Szapkiw, 2010).  What remains important is the teaching style of the educator and the needs of the students.  For this post, two learning theories were chosen to be discussed: behaviorism and constructivism.

Behaviorism

            Behaviorism is the “change in the rate, frequency of occurrence, or form of behavior or response, which occurs primarily as a function of environmental factors” (Schunk, 2016, p. 21).  Clark and Mayer (2016) explain the goal as to strengthen correct responses and lessen incorrect responses.  This is accomplished by the learner being a “passive recipient of rewards and punishments” (Clark & Mayer, 2016, p.34).  Continuing, the educator is the focal point of delivering knowledge and administering the reward or punishment.  The basis of behaviorism utilizes practice, modeling, reinforcement, and active learning (Szapkiw & Szapkiw, 2010).  Personally, modeling and reinforcement have been the most effective with young learners.  Modeling can be effective in all walks of life as declared in Titus 2:7-8 (English Standard Version); “Show yourself in all respects to be a model of good works, and in your teaching show integrity, dignity, and sound speech that cannot be condemned, so that an opponent may be put to shame, having nothing evil to say about us.”  Reinforcers could be positive or negative with debate as to which remains more effective.  For the young learner positive reinforcement could be a prize; whereas for the older learner it could be praise on a job well done.  Not to say that it is impossible to implement behaviorism practices to distance learning it could prove challenging.  The utilization of modeling could be limited in an online environment which would necessitate creativity on the part of the designer.  Reinforcement on the other hand could be successfully introduced into distance learning.  The best use of behaviorism in a distance learning design should include practice, reinforcement, and active learning through activities such as discussion boards or other collaborative work areas.

Constructivism

“Constructivism is a psychological and philosophical perspective contending that individuals form or construct much of what they learn and understand” (Schunk, 2016, p. 296).  Clark and Mayer (2016) explain that knowledge is constructed by an active learner that participates in the building of knowledge or “active sense-maker” (p. 35).  In this case the educator is a cognitive guide to learning.  They continue to state that the goal is to facilitate an environment that will encourage cognitive processing by the learner.  Szapkiw and Szapkiw (2010) reveal that knowledge and understanding of the world is constructed by each learner through personal experiences and their reflections of those experiences.  They continue to explain that educators take on more of a collaborator and facilitator role which guides instruction.  It does not rely on reciting back memorized information.  Constructivism is considered more effective for older learners that can take responsibility for their own learning experiences which makes it particularly effective for distance learning.  There is no real downside with the constructivism approach for older learners since they can take responsibility for their own learning except for cognitive overload.  This also makes it a good choice for a design model for distance education.  It encourages active learning that can be built upon each week through individual or group projects.

            Over my education career, I have taught all age groups in and out of the classroom.  After studying numerous theories on learning and pedagogy over the years, I consider myself an eclectic educator.  Viewing that there is merit in most theories, the best of each have been employed in my classroom.  Behaviorism practices seem to fit the younger students better; whereas, constructivism seems to engage the older student to take control of their learning for themselves which creates an additional sense of accomplishment for the student.  Considering the different learning theories and recognizing that students learn differently at varied paces a distance education course development should include three goal for instructional design as describe by Clark and Mayer (2016): “create instructional environments that minimize extraneous cognitive processing, manage essential processing, and foster generative processing” (p.38).

References

Clark, R.C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4thed.). San Francisco, CA: Wiley & Sons.

Schunk, D. H. (2016). Learning theories: An educational perspective. Boston: Pearson.

Szapkiw, M., & Szapkiw, A. (2010). Module 2: Theories and Foundations of Instruction Design. Retrieved from http://www.amandaszapkiw.com/elearning/principles-of-design/module-2/index.html

My introduction for EDUC 633.  Please forgive my rasp as I have been sick.  Thank you for viewing!

This is a past introduction video.  I am just practicing how to post videos as I have not posted one in quite some time.

Hello World!
Study abroad to France for my EDUC 305 course last summer.  What a GREAT opportunity!  I encourage everyone to take a study abroad.