Ch.3:Procedures- THe use of action and decision tables are helpful in organizing information for a procedure. A yes/no checklist can be helpful for this step. Ch.4: Concepts- A concept is group of objects given a common name. The process of teaching a concept entails giving a definition of what something IS and then also tacking on a series of non-examples. THe use of analogies can be helpful but a misleading analogy is more harmful than none at all. Ch.5: Facts- concrete objects, unique data, associations in statements. Use tables and lists for data, use diagrams for concrete facts, use statements for associative facts. Ch.6: Process- A process tells how something works. ( business, technical, scientific) Processes are composed of stages rather than steps. Use of flow diagrams is helpful in organizing information. It is important to frontload any concepts associated with the process beforehand. Decided on the optimum amount of detail. Below is a graph that cleared up for me what Ruth Clark was trying to tell us about the type of learning that someone is doing. Ch.6- The teaching of a process is instruction of stages rather than steps. Flow diagram/ process stage tables do this best. Having "big picture" understanding gives better troubleshooting capabilities and the interrelation of the system. Baggio Ch7 *Visuals should attract not distract. *align learning intention and learners attention *learner takes in entire slide as one visual image. *The more facts you cram in... the less the learner will absorb. Ch.8 *In order to properly meet the learning outcomes you must know your learner and how they learn best. *stay on target by matching visuals with learning objectives * your strategy should be determined by content, objectives and budget Ch.9- The Impact of Images * We are fascinated by other humans so with this in mind tha visuals that we choose to communicate with should be neutral and not distracting. * Levity, brevity and repetition are key to any presentation
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May 2019
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