Below I’ve included the summaries submitted by each group of their discussions for Module 6. Great work once again everyone! ~ Dr. J
Group 1
Members:
Kelly,
Megan,
Alissa,
Sandra,
Teresa
What is the most important design component in the 4C/ID model?
In general, everyone agreed that the difference between absorb and do-activities is in the action. Active learning is a part of do activities. All of us had a variety of applications ranging from English to math to business. Sandra had a nice visual showing the pyramid of skills. (See below).
In light of the question concerning media, we all agreed that it is not necessary to use all media at all times; in fact, using all types of media can overload the student. Some interest was generated about learning disabilities and special education. Just when is too much, well, too much? This would be a topic that a number in our group would like to discuss. We were in unanimous agreement about the media principles. What follows is Sandra Crowe’s review with her timely pyramid:
How would you describe the difference between absorb-type and do-type activities? Provide a simple example of instruction that applies each.
The difference between absorb-type and do-type activities is that absorb-type activities are trying to connect or link the activity to something already known. The key word here is connect because the activity is connecting a previous learning activity to the current learning activity.
Examples of absorb-type activities are:
- Pondering or contemplating a decision based on a past experience.
- Stories which recall events or experiences.
- Job aids which reflects procedures on a job.
- Research on a well learned subject.
- Original work which is genuine e.g. thesis
Connect activities are used when an application is crucial or not adequate, the subject is a general topic, when learners doubt the material and/or when learners cannot make the connection by themselves.
Kirkpatrick’s 4 levels of evaluation identify progressive steps in assessing training effectives. Each evaluation is based on the information from the previous level.
Evaluation always begins with Level 1 – Reactions and progresses up the pyramid. As the evaluation progresses, the measurement becomes more precise and requires more time-consuming and rigorous analysis.
Examining each level in closer detail, the first level, Reactions, focuses on the learner and measures the learners’ reactions. The next level, Learning, measures what the learner has learned by assessments, pre-tests and post-tests. The third level, Transfer, attempts to determine if the learner has transferred the knowledge to the real world. Evaluating this level is more difficult because each learner may transfer the knowledge at different times thus leaving an open-end completion for evaluation. The fourth level, Results, are the calculation and reporting of the final results for management.
Group 2
Members:
Bruce,
Shari,
Jaquenette,
Mary,
Liz
How would you describe the difference between absorb-type and do-type activities? Provide a simple example of instruction that applies each.
In instructional design of an e-learning program the first step is to define the goal of the learning. After a goal has been decided upon objectives are written to clearly obtain the goal. In the process of completing the objectives of the course, various learning activities are chosen to promote learning. “Learners complete learning activities in order to learn. There are usually three types of learning activities required: the learner absorbs knowledge by reading or watching; the learner does practice or discovery activities to deepen learning; and learners complete activities designed to connect what they are learning to their lives and work” (Horton, 2006, p. 9).
Specifically, absorb-type activities “consist of information and the actions learners take to extract and comprehend knowledge from that information…the learner may be physically passive yet mentally active” (Horton, 2006). They are used when “learners need a little information,” to “extend current knowledge,” in preparation of do-type activities. Some common types include presentations, storytelling, readings, and field trips. On the surface, these activities seem passive; however, the purpose of the activities is for the learner to obtain information. Absorb activities should draw the learner in; grab their attention; engage them. Learners should become mentally active. Horton (2006) suggests absorb activities are best with “highly motivated learners”, this may be because the onus of active engagement remains on the learner.
An example of an absorb-type learning activity would be the various reading assignments that are involved with the HRE 472 course. Some of the reading material is from textbooks and some is from research articles that further support the module topic. The student is challenged to “consider, select, combine, judge, and process information” (Horton, 2006, pp. 103-104).
With the do-type activity the learner is made to apply the information that was presented with through the absorb-type of learning activity. Horton reminds us that “do-type activities transform that information into knowledge and skills” (Horton, 2006, p. 105). Once our learners have gained the necessary knowledge, they are ready for activities that will allow them to put what they know into practice. Do-type activities might include hands-on, teamwork, case studies, role playing, games, and simulations (Horton, 2006). These activities require students to discover, parse, decode, analyze, verify, combine, organize, discuss, debate, evaluate, condense, refine, elaborate, and, most importantly, apply knowledge” (Horton, 2006, p. 105).
An example of a do-type activity from the HRE 472 course is the case analysis, considered a “discovery” do-type activity. The process was dependant upon completing the readings; a pre-requisite absorb-type activity. Then based on the information learned in the readings, apply it to a contextualized case-study.
In conclusion, the one most interesting parts of our group discussion was not the definitions of specific learning activity types or examples, rather understanding if absorb activities require an “active” role on the part of the learner. The group did come around to agreeing “active” engagement with an absorb-type activity yields the most success, while not necessarily a requirement.
References:
Horton, W., (2006). E-Learning by Design. John Wiley & Sons, Inc., Published by Pfeiffer
em>Must we always incorporate all media formats (text, audio, pictures) as part of our instructional messages?
With the advancement of technology and the large amount of multimedia choices available to the instructional designer, the novice may decide the more media used in the design of e-learning courses, the more effective the learning. In fact, early instructional designers may have thought it was best practice to include all forms of media (text, audio, and pictures) to address the learner’s individual learning style. This is not necessarily true. Research reveals the “greater complexity of media does not necessarily ensure more learning” (Clark & Mayer, 2008, p. 19).
With the emergence of the “cognitive theory of multimedia ” it was recognized that: (Clark and Mayer, 2008. p.121):
- Learners have separate verbal and pictorial channels for processing information
- Each channel has a limit on the “working memory” (cognitive load), and the amount of information that can be processed
- Learners work to build connections between verbal and pictorial
Based on these assumptions, Clark & Mayer (2008) indicate presenting all forms of media (text, audio and pictures), is redundant and ineffective. It is recommended that both the verbal and pictorial channels be engaged, however should not overwhelm the learner. For example, if graphics are used, Clark & Mayer (2008) recommends the use of an audio narrative, rather than on-screen text, to prevent cognitive overload of the visual channel. “The psychological advantage of using audio results from the incoming information being split across two separate cognitive channels – words in the auditory channel and pictures in the visual channel – rather than concentrating both words and pictures in the visual channel” (p. 100). Clark & Mayer call this repetition of both an audio narrative and on-screen text with a visual graphic the redundancy principle. “According to the cognitive theory of multimedia, adding redundant on-screen text to a multimedia presentation could overload the visual channel” (p. 122). Additionally there learners are working harder when all forms of media are presented, processing more connections between the verbal and pictorial channels.
Therefore, based on the redundancy principle it is not recommended all forms of media are always used. The theme here is “less is more” with all media. Media will be effective if it is used only to support the learning that is defined by the objectives.
References:
Clark, R. C., & Mayer, R. E., (2008). e-learning and the science of instruction. John Wiley & Sons, Inc. Published by Pfeiffer
Group 3
Members:
Lisa,
Drew,
Zack,
Bob
Clark and Mayer’s (2007) redundancy principle addresses the somewhat confusing question of how to best present instructional messages. The information acquisition theory essentially suggests “the more the merrier” when it comes to presenting information, thereby agreeing with the use of written text with redundant audio alongside graphics (Clark & Mayer, 2007). While this approach makes sense on the surface; presenting information in as many forms as possible simultaneously to ensure that you cover every learning style; Clark and Mayer (2007) disputed this claim due to the likelihood of it leading to cognitive overload.
According to Clark and Mayer (2007), the cognitive theory of multimedia learning is based on three essential assumptions:
- All people have separate channels for processing verbal and pictorial material.
- Each channel is limited in the amount of processing that can take place at one time.
- Learners actively attempt to build pictorial and verbal models from the presented material and build connections between them (p 121 – 122).
Clark and Mayer (2007) recommended the use of audio (without text) to accompany graphics to ensure that the learners’ audio and visual channels are simultaneously stimulated without overloading them. Using written text with redundant audio narration puts too much strain on the limited processing capacity of the learner; thereby diminishing learning. Another risk of using redundant audio and text is what Clark and Mayer termed extraneous cognitive processing, or comparing the audio to the written text during the presentation. This action wastes cognitive capacity and distracts from learning.
There are some situations, however, when using redundant audio and text can prove beneficial to learning. When screens do not present graphics, redundant text can be used to stimulate the learner’s visual channel while the audio plays. IN this instance, the redundant text reinforces the audio narration instead of diminishing the ability of the learner to access the information (Clark & Mayer, 2007). One other instance where redundant audio and text can prove beneficial to learning is when the language is too complex for the learner either because it is a second language or because various learning disabilities. In this case, the redundant text and narration benefits the learner once again through stimulation of both auditory and visual channels (Clark & Mayer, 2007). In principle two, they discuss special conditions that would warrant breaking the first principle. Some examples they provide include:
- When the presentation has no other graphical representation provided
- When time is provided to adequately process the information being presented
- When it is more demanding for the student to process the narration versus the text-based form
We can’t always include audio, written text, and graphics in every instructional message. We have to be cognizant of our audience and the material we want them to engage with. Clark and Mayer (2007) suggested that in most cases, we should limit ourselves to one stimulus per channel to avoid overload and distraction while keeping in mind that redundancy can be beneficial in certain circumstances. Other aspects not mentioned above deals more with regulations and costs. It may not be possible to create and support truly dynamic learning content within time lines or available budgets although some of this is being alleviated with open source applications and the growing abundance of Web resources and platforms. Another consideration concerns governmental regulations that are forcing compliance of educational materials with new laws to provide reasonable accommodations to learners with special needs.
References
Clark, R., & Mayer, R. E. (2007). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2 Har/Cdr ed.). Washington D.C.: Pfeiffer.
Absorb-type activities, according to Horton (2006, p 47), “inform and inspire.” The essence of these activities center around reading, listening, and watching that can be utilized in both passive and active learning activities. These activities are driven or controlled by the instructor or the designer responsible for their creation. Some common learning traits a learner goes through with these activities include “perceiving, processing, consolidating, considering, and judging the information” (p 47). Activities such as presentations, storytelling, readings, and field trips commonly are associated with absorb-type activities.
Do-type activities, according to Hoton (2006), “are the verbs in learning” (p 105). These activities are within the active plane taking learning beyond the typical passive one. Learners are out “seeking, selecting, and creating knowledge” (p 105). The key component with do-type activities is that learners are working to apply knowledge but other components such as “discover, parse, decode, analyze, verify, combine, organize, discuss, debate, evaluate, condense, refine, [and] elaborate” (p 105) play a part in them as well. Some common activities that fall into this category are practice activities, discovery activities, as well as games and simulations.
From the descriptions above, they differ in respect to the physical plane. Both lead to active states in terms of mental processes but do-type has an active presence whereas absorb-type has a passive presence in terms of physical-based learning. Absorb-type is more about the learning being mentally active absorbing information in the form of reading, listening, and watching. Do-type activities are more about putting the learning into action working to apply their knowledge.
Bob is currently working to develop the content for an upcoming course regarding environmental studies with the topic of water. There are eight faculty members contributing to the content being used for the online course using a multidisciplinary approach to the course. There are many examples of each within the course but we will focus on two key aspects here. Towards the end of the course during a unit on biology, the students will be taken on a field trip. The trip will be to two different area watersheds to view the surroundings and take measurements that will test for active biological life in those areas. They would have been exposed to information prior to the trip regarding effects of people, farming, and industry on our water supplies. Ultimately they will be viewing the results to process the test results to consider the effect our lives have on the world around us. This activity is centered in the absorb-type learning activity arena. Earlier in the course during the earth science unit, they will be exposed to information and data regarding the world water supply and general consumption information by people as well as views on water not being a truly renewable resource. During this unit they will begin processing their personal water use. By the end of the unit they will work to develop and implement a plan on reducing their personal consumption to reduce their water use footprint in the world. Ultimately they will be working to apply their knowledge by evaluating and analyzing their water use to develop a plan to significantly reduce their personal consumption. This activity sits firmly in the do-type learning activity area.
Drew offered up an example of using a do activity in instruction as being a math practice activity. The instructor could use a web or computer based math practice site. They would assign a student the appropriate level of math problems to complete on the site. Then the student would interact with the program to complete the problems and be provided feedback as they complete a problem and then move on to the next. Ideally the instructor can get a report or view the student’s results and then follow up with additional math instructions on the area/ topic that the class is having the most trouble. This would be a drill-and practice activity (Horton, 2006). Some examples of sites that might be utilized: http://www.aaamath.com/ , http://www.math.com/students/practice.html , http://www.thatquiz.org/ . An example of using a absorb activity in instruction would be a screen capture demonstrating the navigation of a new system to the user. To be successful the demonstration would need to make sure it grounds the learner on where their starting point is and also provides close up so details can be seen. Since the user is absorbing this for the first time it should be done slowly and provide the users the ability to replay or pause as needed. Not to over load the user the demonstration should also be kept short or broken up into smaller components (Horton, 2006). This would be a software demonstration or a show me activity (Horton, 2006).
Lisa located an example of instruction which applies absorb-type here: http://searchcrm.techtarget.com/feature/Salesforce-com-CRM-demonstration-screencast. This CRM software does a very good job augmenting user’s current knowledge with a comprehensive video tutorial library. Software demonstration is an important tool which assists and augments the learner experience. Some advantages of demonstrations can be the need to provide performance support on a simple task. However, the lack of interactivity is certainly a weakness. Discovery activities allow the learner to explore. This exploration leads learners to through trial and error to discover on their own. Discovery learning should be used when you want to use exploratory learning, reveal principles, or stimulate curiosity (Horton, 2006). This example http://virtuallaboratory.colorado.edu/vbalance6.swf is a virtual laboratory. Learners interact with a system to discover principles and refine thinking.
Zack presented a trip to the Field Museum after studying a unit on Ancient America that will update learner’s knowledge on recent scholarship and extend their knowledge by exposing them to artifacts and presentations that enrich prior learning. Sticking with my Ancient Americas example, a good do-type activity would be asking students to calculate today’s date using the Mayan Long-Count Calendar after studying its conception, purpose, and use. This would be an example of a hands-on practice activity that would help learners better understand how the Maya perceived their world. In the brief examples of Ancient Americas studies that I presented here, we see learners absorbing information about the Maya at the Field Museum that updates and extends previous learning. This can be done online as well as the Field Museum’s website has a very thorough teacher’s section that does a great job of presenting this particular exhibit. We also see students manipulating an ancient calendar (which is a very complex cognitive task, let me assure you) to better understand how the Maya perceived the world. The best way to understand the wild rumors surrounding the prediction of the end of the world in 2012 is to manipulate the Mayan Long Count Calendar to see that it simply refers to the end of one cycle and the beginning of another.
References
Horton, W. (2006). e-Learning by Design. Washington D.C.: Pfeiffer.
