New Window

This printer friendly version collects all 
the ICARE segments for this module on one page.  
Clicking links may lead to confusion. 

Module 2
Education and Training in Context

Introduction

  

and a little history

adapted from the SCANS report and the writings of Thomas G. Sticht

The last two decades have seen major changes in thinking about training and education. In spite of political differences about educational goals, a broad social consensus has emerged that schooling needs to prepare people better for life and help students to apply their knowledge and skills in realistic contexts.

In this module, we'll examine policies and principles for developing "contextualized" training and education and the research that supports the policies and principles, focusing specifically on Functional Context Education (FCE). Then we'll invite you to work with fellow students to apply your understanding to several instructional design case studies.

By the end of this module, you should be able to:

  1. Describe the origins, purpose, and advantages of Functional Context Education.

  2. Describe some fundamental features, limitations, and capabilities of human cognition as they relate to the design of technical training.

  3. Articulate FCE-based design principles and strategies and describe ways they might be applied to instructional design opportunities and problems. 

Functional Context Education

The work of Thomas G. Sticht and his associates.  They painstakingly uncovered important evidence about what works in technical education and training by analyzing successful job and literacy training programs.  Although originally focused on the needs of marginally literate youth and adults, many FCE design principles are broadly applicable for a wide variety of educational needs.

What is Functional Context Education?

Functional Context Education is an approach to education that is based upon a cognitive science theory of cognitive development, learning, and instruction. The theoretical framework and the principles for applying this framework to the task of instructional development are discussed in this notebook.

Literacy is given special attention in FCE because of its importance to all schooling and instruction in our information age. A general thesis is that the idea that literacy is something one must "get" in one program, which is then "applied" in another is misleading. Rather, it is argued that literacy is developed while it is being applied. This means that for the large numbers of youth and adults who read between the fifth and ninth grade levels, literacy and content skills education can be integrated. Therefore, there is no need for special "remedial" literacy programs to get students to "prerequisite" levels of literacy before they are permitted to study the "real thing."

In overview, education based on functional context theory includes the following conceptual framework:

  • Society and culture provide the most important resources for human cognitive development. These resources include symbols and symbol systems, such as the natural language and conceptual (in contrast to perceptual) knowledge, which constitute the primary means for the transmission of cognitive abilities.
  • The learner possesses a "human cognitive system" with an internal knowledge base "inside the head" and access to an external knowledge base in the world "outside the head." The learner has a working, or short term memory in which processing skills such as language are used to move information in and out of both the internal and external knowledge bases.
  • Learning is information processing whereby the learner actively seeks out information used in constructing a meaningful interpretation of the world and a knowledge base comprised of these interpretations.
  • A developmental perspective of literacy emphasizing the development of oral language from earlier prelinguistic knowledge and literacy as the amalgam of prelinguistic, linguistic and graphic symbolic knowledge.
  • The importance of context in learning new information and in transferring information already learned to new and different problems and situations.

The application of this theoretical framework to the instructional development process suggests creating courses that facilitate learning on entry into the course, learning throughout the course, and transfer into the contexts for which the learning is meant to apply. To accomplish these objectives, courses should be developed that:

  • Explain what the students are to learn and why in such a way that they can always understand both the immediate and long term usefulness of the course content (facilitates entry into the course; motivates learning).
  • Consider the old knowledge that students bring with them to the course, and build new knowledge on the basis of this old knowledge (facilitates entry learning).
  • Sequence each new lesson so that it builds on prior knowledge gained in the previous lessons (facilitates in-course learning).
  • Integrate instruction in reading, writing, arithmetic, and problem solving into academic or technical training programs, as the content of the course poses requirements for information processing using these skills that many potential students may not possess; avoid decontextualized basic skills "remedial" programs (facilitates in-course learning; motivates basic skills learning; reduces instruction time; develops "learning to learn" ability ).
  • Derive objectives from careful analysis of the explicit and tacit knowledge and skill needed in the home, community, academic, technical training, or employment context for which the learner is preparing (facilitates transfer).
  • Use, to the extent possible, reading contexts, tasks, materials, and procedures taken from the future situation in which the learner will be functioning (facilitates transfer).

Why is FCE Important for
Youth and Adult Education?

Unlike children, who tend to do things to please their parents or teachers, youth and adults will usually want to understand the functional utility of investing time and mental energy in learning something. With respect to out-of-school youth and adults then, FCE focuses on Improving:

(1) Participation in adult education programs by making explicit the relationship between what students want to learn, what is being taught, and its application in the contexts that the person will be functioning in after the educational program. This promotes increased motivation.

(2) Achievement in learning and transfer by ensuring that instruction relates to the learner's prior knowledge in such a way that the learner can function within the learning situation and improving transfer by deriving instructional contents as much as possible from the future contexts in which the person will apply the reading.

(3) Prevention of learning problems in future generations by designing youth and adult programs that maximize the intergenerational transfer of the adults' new skills and attitudes about education to their children.

Use the I-CARE menu on the left
to advance to Connect.



Module 2
Education and Training in Context

Connect

  

Abridged and re-organized from

Functional Context Education:  Making Learning Relevant

by Thomas G. Sticht

 

This portion of the module  provides an overview of issues and methods involving functional context education principles.

Cognitive Science Foundations

Required reading; read in depth--approximately 45 pages broken into three chapters, all in this Connect section.  For your convenience, you can simply print out this page to have a hard copy of this important content.

Chapter 4: Views On Contemporary Cognitive Science
Chapter 5: Introduction to Functional Context Education
Chapter 6: Functional Context Education & Literacy Instruction

These three chapters provide a summary of contemporary cognitive science as it relates to functional context education. They show how the concepts of functional context education relate to other advances in educational research in recent decades. Concepts such as the social basis of cognition and literacy, constructivism, situated cognition, situated practice, contextual learning, anchored instruction, problem-based learning, cooperative learning, multiliteracies, and multiple modes of representation are among the many ideas that are discussed in relation to functional context education in these chapters.

Case Studies in Functional Context Education 

Includes Chapters 7,8,9, and 10. These chapters, which will be presented in the Reflect section of this module, provide four case studies of programs that illustrate how the principles of functional context education can be applied to curriculum development and assessment.

We will use these chapters for a group discussion. You will be assigned one chapter to read for this discussion. More on this in the Reflect section.
 
Use the I-CARE menu on the left to 
advance to the Apply segment.

Module 2
Education and Training in Context

Apply

  

This section examines case studies that describe successful applications of FCE policies and principles and the SITE Model to typical instructional problems.  Rather than requiring you to read all the case studies, we'll ask that you read one case study, use an online form to post an analysis, and prepare a 5-minute presentation to a group about that case study.  

DE Students:  We will ask for volunteer to deliver their presentations orally through Breeze

Which chapter to read and prepare?

(these chapters are not included in the printer-friendly page)

If your last name begins with...read and prepare...
 

A-G  Ch. 7: The Functional Literacy (FLIT) Program

H-M Ch. 8: A Pre-employment, Job-Related Basic Skills Program

N-S  Ch.9: An Integrated Basic Skills and Electronic Technician's Course

T-Z  Ch. 10: An Intergenerational Literacy Parenting Program

What to Do?

Before completing this Apply section, you'll need to review your EDTEC 540 notes on writing objectives and review Robert Mager's Goal Analysis and Preparing Instructional Objectives. 

Then you'll use your understanding of FCE, The Site Model, and how to write goals and objectives to complete the following analysis of the chapter. Be prepared to walk a small discussion group through your analysis in a concise 5-minute presentation.

 

Analyze the Assigned Chapter

This is not a graded assignment.
 

First Name:    
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks (such as "LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

  • Audience or learners;

  • Behavior or performance (include an indicator behavior if necessary);

  • Conditions;

  • Degree or criterion (make it realistic; no phony percentages or trivial criteria).

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through. We look forward to receiving your response.

(Please print out your answers as a record before hitting "submit")

 

Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Analyze the Assigned Chapter

Your comments will be posted with your name (but not your email) in a public portion of the website.  Your entries will also be mailed to you by Gregg Koyamatsu.  However, this is not a graded assignment.
 

First Name:     (OK to use a pseudonym)
Course Section:     
Your email:  

 

Chapter you are analyzing:  7  8  9  10




1.  Use the SITE model to briefly describe the:

learners (Who are they?)

sociocultural context

technical context

informational context


2. Summarize the major instructional goal(s) of the project or program.

Read between the lines if necessary to define a goal if none is explicitly stated.

 

3. Briefly describe the general approach used by the project/program to provide a meaningful context for development of knowledge and skills. 

Consider issues such as the "concreteness" of the learning activities, relevance to job duties, extent to which they build on prior knowledge/experience, etc.


Write Three Objectives for this Program

We will use these to assess your readiness to write realistic, useful objectives for your project and to estimate how much class time to take to practice writing objectives.

If you haven't already reviewed Robert Mager's Goal Analysis and Preparing Instructional Objectives, please do so.  Then review the major instructional goals you identified after reading the chapter (Question 2 above).

Write three measurable objectives that would be broadly consistent with the goal, the SITE contexts, and the learners.

Please avoid writing simplistic objectives for simple tasks ("LWBAT write a complete sentence with no errors"). Take the time to make these representative of your best efforts as an instructional designer.

Your objectives should contain or clearly imply the:

Objective 1:

Objective 2:

Objective 3:

Make a copy of the confirmation page (you will see when you submit) to assist you in preparing your 5-minute walk-through (or wait for the email to arrive).  We look forward to receiving your response.

 
Use the I-CARE menu on the left to 
advance to the Reflect segment.

Module 2
Education and Training in Context

Reflect

  

Instructional designers sometimes call the approach we're using to discuss the FCE case studies a jigsaw strategy because each participant in the discussion group will have read something different. But nobody will have "all the answers" because each person has done different research. In some respects, this approach simulates a work team where different specialists or people with different points of view come together to analyze or solve a problem.

You will work in groups to discuss one of the following questions (draw straw) and then share your thoughts with the class. Please take good notes of your discussion.

  1. Analysis of Proposed QED Projects. How would you apply FCE and the SITE Model to the analysis of learners and subcontexts for your proposed QED project?  Ask one person to be the group's "guinea pig" and help that person to work through the analysis of their project's proposed learners using the SITE model.  Help the person to describe the sociocultural context, informational context, and technical context associated with prospective learners.

  2. Automaticity. How do automated cognitive "skills" reduce demands on working memory and how does insufficient automaticity of basic skills interfere with development of "higher order" abilities such as critical thinking and metacognition?  Build your explanation around an example from your own experience as an educational technology student.

  3. What about decontextualization? What does it mean to say that education or instruction is decontextualized? What are the drawbacks of decontextualized instruction and education? Are there any benefits of learning decontextualized subject matter, and if so, what are these benefits? Briefly describe a past (formal) learning experience where you were taught abstractions (e.g., theory) first and then taught to apply the abstractions to concrete circumstances. Then outline how you would apply FCE methods to rework the structure of this learning experience so that it would proceed from concrete to abstract.
Use the I-CARE menu on the left to 
advance to the Extend segment.

Module 2
Education and Training in Context

Extend

  
 

Optional Resources

Extend your understanding about learning in context with these links and follow up activities.  

Optional: Read more about the power of adult literacy

Primarily of interest to adult educators. Includes 3 Chapters (not included in printer-friendly page).

Optional: Find Out More About Tom Sticht

Tom Sticht Biography

Optional: Read these Additional Works on
Functional Context Education and Related Issues