Pytd505 Exam 1: Models

Front 1

Elaboration Theory

Back 1

When structoring a course, material should be presented in a sequence of simple-to-complex steps.

Front 2

Gagne's Nine Steps of Instruction

Back 2

Nine basic instructional events have variations for the type of learning outcome.

Front 3

Component Display Theory (CDT)

Back 3

Focuses on the learner's control. Classifies learning into two dimensions: content and peformance. Also identifies four primary and five secondary presentation forms.

Front 4

Dick and Carey Design Model

Back 4

Focuses on breaking instruction down into a series of steps. Theses steps target the skills/knowledge to be taught and provide appropriate conditons for learning.

Front 5

Algo-Heuristic Theory

Back 5

Deals with understanding and describing the specific processes and operations of objectives, tasks, and cognitive processes.

Front 6

ADDIE

Back 6

Analysis, Design, Development, Implementation, and Evaluation.

A step-by-step process that helps training specialists plan and create training programs.

Front 7

ARCS model for Motivation

Back 7

Attention, Relevance, Confidence, Satisfaction.

Believes that motivation is key in the learning process.

Front 8

Criterion Referenced Instruction

Back 8

A comprehensive set of methods for the design and delivery of training programs.

Front 9

Taxonomy of Educational Objectives

Back 9

Any task stimulates one of the three psychological domains: Cognitive, Affective, and Psychomotor.

Front 10

Adavanced Organizers

Back 10

Theory in which focus is placed on making connections between old and new material. New material is presented in a simple-to-complex sequence.

Front 11

Cone of Experience

Back 11

A cone diagram depicting the percentage of what people remember based on how the information was presented and what they're able to do with the material presented.

Front 12

Concept Mapping

Back 12

Information is placed on a "visual road map" that displays main concepts and their connections to other concepts.

Front 13

Information Processing

Back 13

Includes "Chunking" and "TOTE", which focus on the fact that the short-term memory has its limitations and information should be presented in such a way that those limiations are respected.

Front 14

Dual-Coding

Back 14

Theory that believes that there are two cognitive subsystems: one dealing with nonverbal objects/events, and one dealing with language.

Front 15

Pavlov / Classical Conditioning

Back 15

When a subject is presenting with a stimulus, a response results. It's possible to condition a subject to give a set response to a unrelated stimulus.

Front 16

Thorndike / Instrumental Conditioning

Back 16

Focuses on the "Law of Effect", which states: all behaviors are learned by trial and error, or reward and punishment.

Front 17

Watson / Classical Conditioning (with emotion)

Back 17

Learning is strictly based on people's experiences and how they react to them.

Front 18

Skinner / Operant Conditioning

Back 18

Based on the ABC's: Antecedant, Behavior, and Consequence.

Front 19

Action Research

Back 19

Describes how humans and organizations behave in the outside world and also helps humans and organizations change and reflect on their own systems.

Front 20

Anchored Instruction

Back 20

Focuses on creating interesting, realisitic contexts that encourage active contruction of knowledge.

Front 21

Andrgogy

Back 21

Theory that states that adults learn differently from youths.

Front 22

Cognitive Apprenticeship

Back 22

A learner shadows a mentor and learns skills and concepts through their relationship with the mentor.

Front 23

Cognitive Flexability

Back 23

Learners should be able to readily process and reproscess knowledge to suit various situations.

Front 24

Generative Learning

Back 24

Focuses on making new knowledge into old knowledge by generating links between the two.

Front 25

CSCL

Back 25

Computer supported collaborative learning environments.

A computer network that supports groupwork through a shared interface (like WebCT).

Front 26

CSILE

Back 26

Computer Supported Intentional Learning Enviroments.

A computer network that is specifically designed to function as a learning enviroment where all users contribute. (Like myspace, but with an educational purpose).

Front 27

Conversation Theory

Back 27

Learning occurs through discussion of the material.

Front 28

Discovery Learning

Back 28

The "Do-It-Yourself" approach to learning. You're given the materials and a goal, but the process of getting from point A to point B is your job.

Front 29

Problem-Based Learning

Back 29

Students are placed in an active role of a problem and use their problem-solving skills to learn from the situation.

Front 30

Project Based Learning

Back 30

Involves projects that are centered on challenging problems or questions.

Front 31

Play Learning

Back 31

Learners play games or simulations to learn.

Front 32

Role Play Learning

Back 32

Learners act out roles to develop particular skills and meet learning objectives.

Front 33

Instructional Systems Design

Back 33

The process that provides a means for the sound decision making to determine the who, what, where, why, when, and how of training.

Front 34

4C/ID Model

Back 34

4 Components/Instructional Design

A process involing learning tasks, supportive information, procedural information and part-task practice ordered by difficulty.

Front 35

Organizational Elements Method

Back 35

Provides a systematic framework of designing and implementing effective means to achieve desirable end results.

Front 36

Rapid Protoyping

Back 36

Uses a formative model based on usability testing of protoypes.