In weeks twelve and thirteen we were each charged with the task of completing a brief peer presentation on a different learning theory. I opted for information processing grounded in early educational theory since I’ve studied contemporary composites models of this geared towards design in my undergrad. Below is a presentation of these in Prezi format. It was interesting looking at foundational models, and I couldn’t resist sneaking in a more recent Human Information Processing model (near the end) used by the FDA and in undergraduate Applied Ergonomics classes.
Best viewed using full-screen mode (“Start Prezi” > click icon on the bottom right corner)
Interestingly, contemporary models and uses were not discussed in ETEC 512 or any other EdTech class for that matter. From observing peers, I noted that these are barely thought about in current teaching practice. Information processing models and guidelines certainly have an enormous bearing on how interfaces and controls are designed. This quite obviously extends to the organization and use of technology-based instruction!
As students increasingly rely on various technologies for information access, they come to expect the same usability principles in other areas of information organization and access (including teaching and learning). If something is unintentionally difficult to access, to see, or it falls out of the logical or expected sequence of organization/use, it often gets missed or goes unused. When there’s a large disconnect, students struggle. In technology-driven instruction we can choose to blame this on poor effort/attention, or, on poor usability design. This is one neglected area where teachers (particularly those in EdTech) can greatly benefit from modern HIP/HCI principles to develop effective organization and delivery skills for technology-based instruction. This is one of the primary differences I see between education design and educational delivery.