Lecture week 11

Today we have webquest group discussion, finally have some progress and a satisfied draft for our final version. 

:p

Webquest

Thoughts after the lecture: 

OMG, we have to do the thing all over again!

It would be more conveneint for us to know more about the requirements. We have almost finish our project and suddenly we found out that we have overlooked so many information that need to be incorporate in the webquest. Hence,  have to plan to meet again. :(

Problem solving and Affective learning

Problem solving

~~~higher level of learning

~~~require previously acquired knowledge or skills

~~~used to solve unfamiliar problem (personally i feel that cognitive learning theory would be more suitable in problem solving-co-ordinating with a bunch of people for unfamiliar problem will create more problems-- at least i think so~~~)

~~~well structured- problem is clear with the "right" answer

~~~ill structured- problem could be unclear while answer is depending on personal perspective

Affective learning---attitudes

~~~Brain washing?

~~~seems harder to measured or influenced the  learning outcomes

~~~personal experience__this would be the hardest thing to teach the learners, and often most neglected learning outcomes, since no exams on affective learning. 

~~~maybe measured in disiplinary system instead? 

~~~one question- what is the desirable attitude? 

Procedures and Principles

Today's lecture is about 2 intellectual skills in instructional strategies.

Procedures: an ordered set of actions(steps) to achieve goals.
Principles: higher order of procedures, the outcome maybe fuzzy, but it is necessary to ensure the overall goal is achieved as a result of learning.In an e-Learning situation, the two toughest Instructional Events for teaching Procedures and principles are Practice and Feedback.With the use of E-learning, i think the best method to use a platform(blog or forums, like WetPaint and diigo) sort of like wikipedia, where students are given tasks to collaborate and contribute their efforts to the same platform so they would know what others have learned.
Although this is not something new on Internet, it is still one of the more effective method where people can gather their thoughts.

Facts and Concepts

My understanding of facts: concrete information that is objective. It describes the relationships among concepts.

My understanding of concepts: It is abstract and differed according to people's perceptive. Hence, it should be define operationally according to different context.

Although facts and concepts seems to be closely related, it is in different category according to Gagne's classification. 

Facts are part of declarative knowledge whereas concepts are classified as intellectual skills, although some would argue that concepts could be declarative knowledge in some situations. 

I think it is interesting while in the readings facts are only part of declarative knowledge, along with labels and names, facts and lists, and organized discourse, it is mentioned alongside with concepts in the lecture.

Since concepts are build up from facts, is it feasible to separate them during learning design? or we should automatically incorporate learning strategies for facts while designing learning strategies for concepts?