Unit 5 - Integrating Theory into Practice

The learning activity:

·        The learning activity K-12 might include a general visual imagery production: composition or form rendering in black and white media.

 

·        Hypothetically, adult learners write an art history essay analyzing and evaluating contemporary artistic movement paradigms, from Contemporary fine art magazine, demonstrating artistic, cinematic movement, such as objective-realism, installation art, performance arts, postmodernism or post-conceptualism or art criticism like one produced by the late MOMA curator and art historian Dr. Kurt Varnedoe.¹

 

Activity dynamic:

            'The activity theory overview entails hierarchal structured activities, development of student object-oriented skills as well as transformations between internal-externalization of learning, mediation, development, integration coupled to practical exercises. Lev Vygotsky was an exponent of utilizations of cognitive science principles, semiotics and socio-cultural theories to learning.'²

 

            Objectives

            Achievement motivation is used to foster examining and elaborating activity structures such as computer supported activities.³

            Strategies

            Metacognition is engaged by exercises, tools, rules, symbol systems, social context, conceptual contexts resources tools and protocols.

            Outcomes

            Student learners become social actors and decision makers within SCLE activity network integration. Key features include analysis, cognitive reasoning and new experience.'⁴

            Assessment

            Metacognition and motivation can be evaluated by direct observations, written, oral responses, ratings and self reports, field study, correlation, experimental and qualitative research.⁵ Learning assessments can become an integrated part of learning regimen.

 

 

Everyday reasoning model:

            Everyday reasoning overviews focus on transfer of learning, realism versus meaningfulness, causal inferences, contingencies, development of model based reasoning, student created representations and reasoning practices. Student centered learning environments use problem-solving techniques and strategies. Focus may include emotional intelligences or strategic learning.^6,7. 

            Everyday reasoning, grounded-design can enhance learning; essentially learning must be meaningful more than realistic. Everyday reasoning research is conducted with new information and new symbols. Grounded design is cognitive, empirically validated and has a foldable or generalized theoretic. Students and instructors coordinate and compile resources and guide non-prescriptive participation. Grounded design is any socially interactive environment that privileges students’ needs or understanding. Initial understanding is not elevated to high importance.⁸

           

            Objectives

            Achievement motivation and reasoning, grounded design. ⁹

            Strategies

            Metacognition within student centered learning environments clarification, basis, inference and evaluation.¹⁰ Focus falls upon learning processes, conceptual change, identifications, problem-solving techniques and strategies. ¹¹

            Outcomes

            Metacognition, students evaluate assessment quality learning products.

            Assessment

            Direct observations, written, oral responses, ratings and self reports, field-study, correlation, experimental and qualitative research are practiced.¹² Learning assessments become integrated part of learning regimen.

 

 

Case based reasoning paradigm:

            AI and legal reasoning, machine learning, information retrieval, scheduling, project creation investigates the use of multiple case representation and indexing schemes in precedent-based CBR.  The effect of high level reasoning goals on supporting CBR tasks and vice versa in a mixed paradigm blackboard-based architecture, the use of CBR for generation of retrieval strategies in the context of information retrieval, and the automatic selection of parameters for dynamic scheduling problems may be investigated.' 

            Use of an architecture based on heuristic search to discover, peruse, and retrieve information from interconnected network of information, relevance feedback to automatically generate a query.  Case-based planning to formulate retrieval plans; based on past experience and the user's current information need and factual context.¹³

 

            Objectives

            Case based reasoning aids apply case activation-transfer to facilitate expertise development, reasoning, strategies and learning. Classroom organization of resources are re-designed to promote student reflection, hands on learning activities.¹⁴

            Strategies

            Metacognition; Instructional designers use CBL, constructing cases that ask learners to draw upon student learning, by applying their own personal experiences, to their problem-solving and learning. Libraries, stories, former cases, goal-based scenarios are used to enhance SCLE in problem, project and design based classrooms.¹⁵

            Outcomes

            SCLE content area cognition, motivation, self-regulated learning with writing exercises and libraries are outcomes.¹⁶

            Assessment

            Metacognition and motivation is assessed by direct observations, written, oral responses, ratings and self reports, field study, correlation, experimental and qualitative research.¹⁷ Learning assessments become integrated parts of learning regimen. Review libraries are produced.¹⁸

 

 

Compare and contrast, analyzing levels of learning from each theoretical framework:

            Psychoanalyst Carl Rogers emphasized benefits derived from democratic methods.^19.  He anticipated student centered learning environment and design, holist diversity and teacher training.  These theories endeavor to enhance developmental learning regimen and various social paradigms.  Assessments might be standardized across theories, somewhat, to simplify design.  Each can be reduced or become adjunct to additional similar perspectives such as Behavioralism, distributed cognition or cognition systems in general.

 

            Activity theory's objectives, external strategies and outcomes focus on problem solving and situated cognition and Metacognition. Objectives, strategies and outcomes of everyday reasoning schema focus on internal meaningfulness and Metacognition. CBR paradigms can seek to develop integrated instructional technologies like computing to develop expertise and Metacognition skills.

 

 

What principles or guidelines can you derive from these exercises?

            Learning to construct integrated environmental knowledge transfer systems can suggest derivable guidelines for instructional design.  Deconstructions of instructional design learning activities, objectives, strategies and outcomes can evaluate learning transfer assessments. In problem-based learning management technique environment; instructional designer's must overcome corporate sized, 'merger integration manager' like, degrees of difficulty.²⁰

 

            I generally subscribe positively to the data-driven information processing and instructional designer supported networking ideas, however no direction seems foolproof.

            Points are added to improve transparency, learning performance and educational transcendence.  These points may include information theory, operant Behavioralism, cognition, Metacognition, information processing, situated cognition, distributed cognition, socially shared cognition, content area learning, motivation, self-regulation theory, activity theoretic and everyday reasoning mixtures.  Case based reasoning and learning factors can be added. 

            Basic theoretic from digital signal processing and group signal detection principles as well as similar concepts like zones of proximal development (ZPD, Engstrom) and hamming distances in physics and communications are inferred.²¹ Finally, additional external factors like incidents from testing limitations, base-linings or perhaps even from bionomics can be highlighted.

            Complex milieu or composites are created among the numerous learning theory designs, conditions, considerations, particulars, uses, timings and objectives, strategies and outcomes are evaluated.  Each possibility must be measured to insure satisfactory mathematical confidence levels or probabilities of performance. MRI brain scans oreven  brain prints could be utilized.  Student personal surveys could determine individual and group learning styles, dynamics and personal preferences thereby facilitating a wider variety of possible instructional delivery modes, full of more interesting choices.  Vygotsky advocated fitting self-regulated learner preference spectra, with wide varieties of choices, timeliness, e-learning modes and diverse technologies.^22. Like similar mathematical tenets, questions of learning theory become subject to factors of theoretic decidability and determination. For instance, from my own informal surveys, audio books and tutorial videos can deliver approximately '12:1' faster learning than comparable reading times.

            Technologies may offer solutions to additional factors including data-driven information processing, activity theory, distributed cognition, socially situated cognition open learning environment. Just like economic theories, ideas produced within instructional designer networks can be quickly re-evaluated and supported by distributed quantum educational systems.^23,24

                                 Socially shared cognition worldviews of Aristotle, Ebbinghaus, William James, Pavlov, Piaget, Carl Rogers, Engstrom and Martin Ryder are reviewed. Myriads of philosophic paradoxes, such as the 'Frege-Russell, A set or a nonset?' mathematical controversy, can also complicate the learning issues and definitions.^25. This fails to mention complicating philosophic outlooks like Hegel’s and Kant’s concerning instructional values, designs, conditions, considerations, particulars, uses, timings, strategies and perhaps technology integrations determining metaphysical properties or aspects used to bias (weight) learning theory.²⁶

            Teacher training, student centered learning environments, holist diversity operating over operant Behavioralism, cognition, activity theory, case based reasoning, Vygotsky learning environment paradigms coupled within learning economic system and improved learning principles designed to improve transparency, learning performance and encourage educational transcendence can support creative new artistic thinking, spatial reasoning and improving imagery.  A final perspective might be considered; that is to assign the macro and micro-educational term labels to the relative group and personal or individual learning units.

 

Notes:

1.                        Kurt Varnedoe. The Stanford Online Reporter: Stanford University. Retrieval March 4, 2004 from http://news-service.stanford.edu/news/1999/april14/varnedoe-414.html

2.                        Ryder, Martin. Instructional Design Models. School of Education: University of Colorado at Denver. Retrieval March 3, 2004 from http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html

3.                        Schunk, Dale H. Achievement motivation. Learning Theories: An Educational Perspective, 4^th Ed. New Jersey: Pearson, Merrill, Prentice, Hall. 2004. 341-352.

4.                        Campus classroom. American Intercontinental University Online. Retrieval March 12, 2004 from  https://mycampus.aiu-online.com/default2.asp?code=&referer=&logout=0

5.                        Schunk, Dale H.  Assessment. Learning Theories: 4^th Ed. 2004.  7-9.

6.                        Emotional intelligences. Retrieval March 12, 2004 from http://filer.weblogger.com/earlyalgebraManilaWebsite/ourpapers/6-Schliemann_Carraher_DR.pdf

7.                        Strategic learning. Wharton. Retrieval March 12, 2004 from http://www.ipbookstore.com/books/wharton_making_decisions.asp

8.                        Wilson, Brent G., Myers, Karen M. and Jonassen, David H., Land, Susan M. (Editors). Grounded design. Theoretical Foundations of Learning Environments. New Jersey: Lawrence Erlbaum Associate, Publishers. 2000.  78-80.

9.                        Schunk, Dale H.  Achievement motivation. Learning Theories: 4^th Ed. 2004. 341-352, 422.

10.                    Schunk, D. H.  Inference and elaboration. Learning Theories: 4^th Ed. 2004. 422.

11.                    Schunk, D. H.  Concepts. Learning Theories: 4^th Ed. 2004. 430.

12.                    Schunk, D. H.  Assessment. Learning Theories: 4^th Ed. 2004. 6.

13.                    Rissland, Edwina. Case based reasoning. University of Massachusetts. Retrieval March 12, 2004 from http://www.cs.umass.edu/~cbr/

14.                    Kolodner, Janet L., Guzdial, Mark and Jonassen, David H., Land, Susan M. (Editors). Case based reasoning. Theoretical Foundations of Learning Environments. New Jersey: Lawrence Erlbaum Associate, Publishers. 2000.  215-239.

15.                    Kolodner, Janet L., Guzdial, Mark and Jonassen, D. H., Land, S. M. (Editors). Case based reasoning. Theoretical Foundations of Learning Environments. 2000.  239.

16.                    Kolodner, Janet L., Guzdial, Mark and Jonassen, David H., Land, Susan M. (Editors). Case based reasoning.  Theoretical Foundations of Learning Environments. 2000. 215-239.

17.                    Schunk 9.

18.                    Jonassen, David H., Land, Susan M. (Editors). Case based reasoning.   Theoretical Foundations of Learning Environments. 2000. 215-239.

19.                    Jonassen, David H., Land, Susan M. (Editors). Case based reasoning.   Theoretical Foundations of Learning Environments. 2000. 129.

20.                    Jack Welch, former G.E. CEO and chairperson. Rose: PBS.org.

21.                    Schunk, D. H.  Zones of proximal development (ZPD). Learning Theories: 4^th Ed. 2004. 295-6.

22.                    Schunk, D. H.  Vygotsky. Learning Theories: 4^th Ed. 2004. 297-299.

23.                    Becker, Gary S. Education. The Economic Approach to Human Behavior. Chicago University Press. 1976. 179.

Educational fittings can perhaps be perfected through quantum computing applications.  They may be taken to equal a topology, mapping or unitary matrix array like any other game or performance array and constraint such as business, economics, marketing or sports in game theory schedules. A trivial education matrix array 'U,' with constant 'c' and subcomponent variables 'x'; can be imagined where U = U(c, x₁, x₂,...x_n) = E, ⁿ SUMMA _x=1 p_ix_i = E' = E – p₁c, education minus a student discount.

24.                    Larson, Roland E., Hoestetler, Robert P. Edwards, Bruce H., Heyd, David E. Calculus, with Analytic Geometry, 6^th Ed. Boston: Houghton Mifflin Co. 1998.  398.

Learning theories point to perhaps an accumulative iso-dynamic within quantum centroid matrix arrays or simplex tableau sub-dynamics. They create galaxies among conceptual granularities as logistical behavioral vectors. Polynomial p1c can become a quantum probability function E, among psi and phi 'q-phase' function states (0, E', 1) or <psi |E'| phi>. The array might also become a bundling of calculus pursuit-performance curve composites, as well.

25.                    Crofton, Ian (Ed.). Russell's paradox.  Philosophy, Instant Reference. London.  Helicon Publishing, Ltd. 2000. 178.

26.                    Ryder, Martin. Instructional Design Models. School of Education: University of Colorado at Denver. Retrieval March 3, 2004 from http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html

 

Bibliography:

Becker, Gary S. Education. The Economic Approach to Human Behavior. Chicago University Press. 1976.

Campus classroom. American Intercontinental University Online. Retrieval March 12, 2004 from  https://mycampus.aiu-online.com/default2.asp?code=&referer=&logout=0

Crofton, Ian (Ed.). Russell's paradox.  Philosophy, Instant Reference. London.  Helicon Publishing, Ltd.. 2000.

Jonassen, David H., Land, Susan M. (Editors). Theoretical Foundations of Learning Environments. New Jersey: Lawrence Erlbaum Associate, Publishers. 2000.

Kurt Varnedoe. The Stanford Online Reporter: Stanford University. Retrieval March 4, 2004 from http://news-service.stanford.edu/news/1999/april14/varnedoe-414.html

Larson, Roland E., Hoestetler, Robert P. Edwards, Bruce H., Heyd, David E. Calculus, with Analytic Geometry, 6^th Ed. Boston: Houghton Mifflin Co. 1998.

Schunk, Dale H.   Learning Theories: An Educational Perspective, 4^th Ed. New Jersey: Pearson, Merrill, Prentice, Hall. 2004.

Emotional intelligences. Weblogger. Retrieval March 12, 2004 from http://filer.weblogger.com/earlyalgebraManilaWebsite/ourpapers/6-Schliemann_Carraher_DR.pdf

Strategic learning. Wharton. Retrieval March 12, 2004 from http://www.ipbookstore.com/books/wharton_making_decisions.asp

 

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