Feedback for Practice Exercises:
1. An instructional delivery strategy is a tool or technique that is available to educators or trainers and instructional designers for designing and facilitating learning.
2. Instructional media refers to the variety of ways instruction can be communicated, such as audio, video, text, animation, and graphics.
3. An instructional delivery method is the actual mechanism for delivering the instruction.
4. Distributed mission training is a shared training environment that include live, virtual, and constructive simulations that allow warfighters to train individually or collectively at all levels of war.
5. Live simulation involves real people operating real systems under realistic operational conditions. Virtual simulation involves real people operating or using simulated systems. Constructive simulation involves simulated people operating simulated systems.
6. The four major steps in most media selection models are:
a) Identify the media attributes required by the instructional strategies and learning activities
b) Identify the learner characteristics and the ability of particular media to support learner needs
c) Identify the learning environment characteristics that favor or preclude particular media
d) Identify economic and organizational factors that affect the feasibility of using or supporting particular media.
7. Cognitive tools are generalizeable computer tools that can be used in a variety of settings and domains that are intended to engage and facilitate cognitive processing.
8.
A. 13
B. 5,13,15
C. 1,2,3,4,11,12,13,15
D. 7,9,10,11,12,13,14
E. 13,15,17
F. 13,15,16,17
G. 1,2,3,4,5,6,8,11,12,13,14,15
H. 5,7,13,14
I. 2,3,4,7,8,9,11,13,14
J. 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15
9.
1. H
2. A
3. A
4. B
5. B
6. C
7. C
8. H
9. C
10. C
11. C
12. D
13. C
14. C
15. E
16. F
17. G
10.
A. 4,6,8
B. 5,7,8,9
C. 4,6,7,8,9
D. 4,6
E. 3,4,5,6,7,8
F. 4,5,6
G. 1,2,3,4,5,6,7,8,9
H. 1,2,3,4,5,6,7,8,9
I. 4,5
11.
A. 1,5
B. 1,2,3,4
C. 1
D. 1,2,5
E. 1,3
F. 1,2,5
G. 1,2,3,4
H. 1,2,4
I. 1,2,4
12.
1. c,e
2. b,d
3. b,d
4. a
5. c,e
13.
1. b
2. e,a
3. e,a
4. d
5. c,f
14.
Learned Capability / Rule(s)a. / Intell Skill (IS) / Exclude prose
Feedback
Audio/Visual / CBT
Interactive TV
Filmstrip
Slides
b. / Motor Skill (MS) / Exclude text & Complex lectures
Practice/feedback
Equipment / SOJT
Simulator
Part task training device
Full Fidelity Simulator
Actual system hardware
c. / IS / All media with feedback or interaction / Any media with which the instructor can give feedback
e.g., text, computer, slides, charts
d. / IS / Same as (c)
Same as (c) / Same as (c)
Same as (c)
e. / MS / Equipment
Practice/feedback / Surgical instruments & cadaver/model
Virtual Reality
Part Task training device
Simulator
f. / Verbal Info (VI) / Verbal message & elaborations
Exclude real equipment / All media are potentially effective except actual equipment
g. / Cognitive Strat (CS) / Same as (c) / Same as (c)
h. / Attitude (A) / Realistic model
No prose / CBT
Film/videotape Slides
i. / VI / No prose
Audio/visual
Exclude real equipment
No complex lecture / Video
Film
Slides
Charts
j. / IS / Same as (c) / Same as (c)
Criteria for Evaluating the Application Exercises:
1. Is the content correctly categorized by type of learning?
2. Have the exclusionary rules been applied for that type of learning?
3. Have the selection rules been applied for that type of learning?
4. Have the exclusionary rules been applied for the learning situation specified?
5. Do the media selected reflect the appropriate features required?
Examples of the Application Exercise:
1. First example for item #1
Textbook Content (Gagne, Wager, Golas, Keller: Chapter 3 – Five categories of learning outcomes
Types of learning: Defined concepts and verbal information. (Refer to the objectives listed at the beginning of Chapter 3 in this guide.)
Learning Situation Media
a) Self-instruction with readers Any media providing feedback Text/worksheets Computer based training
b) Instructor with readers Any media providing feedback Text/handout
Slides
Charts
Second Example for item # 1
Textbook content (Elementary Science) Content: Using a thermometer
Type of learning: Intellectual Skill (procedure)
Learning Situation Media
a) Self-instruction with readers Any media allowing for practice and feedback
Actual Thermometer
Computer based training
Film or Video
Charts/text
Slides
b) Self-instruction with non-readers same as (a)
Exclude text
c) Instructor with readers same as (a)
Slides
d) Instructor with non-readers same as (a) and (c)
Exclude text
2. This is a description of a lecture from an educational psychology course. The instructor was lecturing about three different theories of learning; 1) developmental, 2) behaviorist, and 3) cognitive. The learning outcomes were mostly verbal information, with possibly some defined concept learning. The presentation style used was typical classroom lecture. The teacher used the blackboard, putting up key words and names. The students in the class wrote notes furiously as the teacher talked.
The teacher could have improved the lecture by using power point slides with accompanying handouts and practice questions. This would have provided a context for notes, and would have provided practice, and given feedback over the information and concepts. He could even have used a videotape if one was available, showing an advocate of each of the three theories. A video with human models might have made the theories more memorable by affecting attitudes towards the theories. Finally, the teacher could have given an assignment where groups of students designed a 10-minute role-play situation for one of the three theories. The groups could have presented their role-play for the class, reinforcing the concepts associated with each theory.