psychomotor principles end of ch.3 learning principles beginning of ch.4 tom luo jackie lewis mario...

Psychomotor Principles end of Ch.3

Learning Principles beginning of Ch.4

Tom Luo

Jackie Lewis

Mario Gunawardena

Planning of Transfer

6.1 Variability of Practice Exercises

Reproductive skills

Productive skills Variability of practice

Increased transfer of learning

6.2 Near and Far Transfer

Near and far transfer are enhanced by different practicing approaches

Far-Transfer Motor schemata defining

Near-Transfer

Initially with aid of external feedback Internal control

6.5 Multi-step Sequential Task

The primacy-recency effect can be eliminated by “chunking” a multi-step task into shorter sequences

6.6 Over Practice

Over learning or over practice is beneficial in terms of transfer of learning and long-term retention

6.7 Avoiding Information Overload

Overload

Approaches to avoid

Accuracy is traded for speed

Speed is traded for accuracy

Speed is maintained

“chunk” the incoming information

Help the performer predict what may come up next

Pace the performance of the task

Establish realistic “threshold levels”

6.8 Part-task Trainers and Simulators

Progressive structuring of training from simple to complex practice can be used to avoid the danger of information overload

Part-task trainers and simulators application

Principles for the Design of Part-Task Trainers and Simulators: The Question of Fidelity

7.2 High Fidelity Doesn’t Mean High Effectiveness

Training effectiveness has the precedence over fidelity

Researches show that high fidelity does not necessary pay off in terms of higher training effectiveness

7.3 Physical Fidelity and Functional Fidelity

What is physical fidelity? Reproductive skills

What is functional fidelity? Productive skills

7.4 Technical Fidelity and Perceived Fidelity

What is technical fidelity? (May impede learning if too “information rich”)

What is perceived fidelity? (Determines the training effectiveness)

7.5 For Measurements or for Improvement?

Simulators are often used as testing rather than training devices

Design approach should be different for testing and for training devices

7.7 Factors that influence the progress to full simulation Context of training The overall instructional design is more important

Content of training Reproductive and productive skills benefit from different levels of

physical fidelity and functional fidelity

The trainees Two opposed sets of findings

The stages of training Low levels of fidelity initial training

higher levels of fidelity advanced practice

Inner Self 8.0

Relaxation

Positive Thinking

Role Playing

Self Talk

Relaxation Exercises 8.1

Then Warm-up practice Physical

Now Warm-up mind Clear mind of negative thoughts Breathing exercises Musical background

Positive Thinking 8.2

Mastery Imagery Recall successful past instances

Imagine new successes Used prior to competition

Coping Imagery Possible mistake Successful move by an opponent Weeks or days prior to competition

Role Model 8.3

Video or film Study techniques Steps into their shoes and become performer

Self Talk 8.4

Outer game Against opponent

Inner game Against yourself

Nervous, self doubt, concentration

2 selves (Gallway) Self 1 “I” gives instructions Self 2 “myself” performs action

Pedagogy vs. Technology 1.1

Debate Pedagogy

Need good instruction no matter what media is used

Technology Differences do exist More concerned about instructional design

S > R > Sr 1.2

S Stimulus

R Response

Sr Praise

Maintenance Repeating Drills

Elaboration Deeper processing Relating to prior knowledge Mnemonics

Roy G Biv Homes

Repetition cont.

Reinforcers cont.

Teacher praise Family Automobile Money Self

Prior Knowledge 1.3

Schemata Organized networks of prior knowledge Compare & contrast to be learned info with existing

info Select appropriate strategies Make judgments

Cognitive Engagement 1.4

Intentional & purposeful processing of lesson content

Memorization vs. Manipulation

Memorization cont.

Bad engagement methods Lectures Factual information

Teachers teach Students listen

Manipulation cont.

Good methods Relating personal information to lesson Role playing Debating

Multiple Modalities 1.5

Using both text & graphics simultaneously Text > linguistic coding Graphics > imagery system

Must reflect each other Different coding mechanism

Graph & text GOOD Text & same words in sound BAD

1.5 Multi Model Instruction

Information depicted in each modality must be congruent

Multi Model

Text Sound

Drag and Rockets: Functional Resistance

The flow of air across a solid object creates drag a type of resistance or friction.

The aerodynamic properties of the rocket notonly reduce drag,but use some of the resistanceto stabilize the flight.

The cone causes drag to bedistributed evenly throughoutthe body of the rocket. The finsthen direct the air equally aroundthe base to create identical resistance,thereby stabilizing the flight.

Installing Rocket Motors

The rocket motor requirements for a

model rocket

are determined by

matching the desired flight profile

with the corresponding cluster.

When installing the motors,

make certain that the motors fit

snugly into the corresponding

motor housing.

Be sure to check that each motor

has been correctly seated

to ensure that no motors eject

during the launch.

It is essential that the motors

be installed correctly!

1.6 Meaningfully learned knowledge

Retrievable, durable, generalizable

Select or PerceiveOrganization

In working memory

Integrate with existing

knowledge

Rote learning

yes yes

No

Long term Memory

yes

1.7 learning improves when depth processing increases

Semantic processing – Deep Effective processing depends on elaborations

More elaborations

More redundancy

Recall increases

1.8 Adjunct lesson strategies

Adjunct strategies organization not inherent

within the lesson or obvious

LO HI

Lesson Organisation

Ad

jun

ct s

trat

egie

s

1.8b Learner Differences

Learner preferences, cognitive states, Cognitive styles

Alter lesson strategies dynamically

LO HI

Lesson Stretegies

Lea

rner

Dif

fere

nce

s

1.9 Amount of mental effort invested

Perceived demand Characteristic

Personal self-efficacy

LO HI

Percieved Demand

Am

ou

nt

of

Inve

sted

Eff

ort

High perceived self efficacy

Low perceived self efficacy

2.1 Generative activities

Existing knowledge

Lesson Content

Short Term Memory

Processing

Learner individually mediates meaning

2.1a Learner Centered instruction

Note taking Encoding storage – review Integration with existing information in long-term

memory

2.1b Elaborating on lesson content

Improves Meaningfulness of learning Retrievability of knowledge

3.1 Concrete and abstract information

Imagability

3.2 Lesson centered

Lesson centered Promotes mastery of lesson content When lesson content is unfamiliar Acquiring new information

3.3 Processing ability

Information

Short term memory

Long term memory

Lost information

Depends upon….

•Age and maturity

•Prior knowledge

3.4 Organization of text

Segmented- Meaningful coherent phrases (display)

Chunked- Conceptually related blocks

Questions

A simulation system that "looked and behaved like real thing" will always guarantee the effectiveness of the training.

Questions

What is the difference in memorization and manipulation?