Erin Ell and Peter Fatzaun

CSULB / ETEC 510 / Dr. Farmer

November 07, 2012

Learning Theories

Constructivism (WebQuest)
www.zunal.com/webquest.php?w=132086

Description - Defined by Bernie Dodge at San Diego University, a WebQuest is an inquiry
oriented activity in which some or all of the information that students interact with comes from
resources on the Internet. It is an online tool for learning (usually created by a teacher), in
which users (usually students) construct their own knowledge through an active process.
The example WebQuest, The Ancient World of Mesopotamia, targets middle school students to
discover and construct meaning about ancient Mesopotamia and its influences on twenty-first
century through a set of seven self-paced tasks. Each task has an objective, linked source or
sources of information from the web and an application activity. Final product of the
WebQuest requires students to create a product, of choice, to show meaning of learned
information.
Factors That Influence Learning - Tasks require synthesis of multiple sources of
information and taking a position on a central question, which should be a real/authentic
problem. Learners use prior knowledge as a basis for filtering and processing information. If
done as a group, the WebQuest becomes a platform for discussion and articulation- promoting
higher level thinking. Moreover students that are working collaboratively become regulators of
their own learning processes by determining specific roles and guidelines for how to work
together to accomplish each task. Self-paced learning is also an option. Selected Internet
sources, within the tasks, influence students construction of meaning.
Roles of Technology/Media - WebQuests are based on interactive Internet resources
that are media rich and provides a variety of perspectives.
Relevant to Design A WebQuest focuses on learning through posing a problem. Users
are makers of meaning, by sorting out as well as finding patterns and clues in the meaningful
tasks of the WebQuest. Group work/cooperative learning can be used. Transfer of knowledge
takes places when users construct their own meanings of the problem based from their own
experiences within each task applications. Structure of the WebQuest gives users autonomy,
promoting choice. Primary focus is on the thought process and making of meaning through the
tasks. Learners decide what is valuable and meaningful when creating a final product or
products for the evaluation portion of the WebQuest. Self and/or group reflection as well as
assessment is expected and embedded within the WebQuest.
Delivery of Instruction - Six steps are completed during a web quest:
Introduction (makes WebQuest desirable and fun and addresses a central question that
needs to be answered)
Task (what students will do)
Process (steps students take to accomplish the task)
Resources (teacher provides online resources: bookmarked web sites, print resources,
primary resources, etc.)
Evaluation (rubric of student expectation that are specific to the tasks set)
Conclusion (time for reflection and discussion of possible extensions)
Evaluation of Learning - Specific rubrics are created (with student input) for evaluation of
students work. Rubric criteria should be fair, clear, consistent, and specific to the task.
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Feedback Students reflection during the process and at the end of the WebQuest gives
feedback to learned information and understanding of content. Teacher observations, use of
open-ended questions and evaluation of the product (conscious answer to central question) all
provide feedback. Scaffolding is embedded within the tasks and is encouraged through teacher
monitoring.
Transfer of Learning - The best WebQuests inspire students to see thematic relationships
and to contribute to the real world of learning. Students that are operating as independent
learners/thinkers and developing individual expertise of subject content as a result of the
WebQuest are able to articulate, analyze, defend and apply what was learned to new
application.

Erin Ell and Peter Fatzaun
CSULB / ETEC 510 / Dr. Farmer
November 07, 2012

Cognitivism (Study Island)
www.studyisland.com

Description Study Island is a hands-on, subscription web-based program that is aligned to
state standards and differentiates instruction for its users (designed for students). Learning
modules are created, based on identified needs of the users to help them master a targeted
skill.
Factors That Influence Learning Lessons require users to activate their prior
knowledge. Internet accessibility and access to other technology resources affect learning from
this site as well as other environmental factors that are present when using Study Island.
Roles of Technology/Media The design of the program allows for multiple
uses/functions (i.e., teachers can assign students to specific task as a review or students can be
placed based on program applications to reinforce needed skills). Videos, animation and games
are colorful and engage learners in the process of developing content skills. The program is
based on hierarchy of skills to master a standard, which determines and automatically adjusts
questions, games and tutorials to meet such needs.
Relevant to Design Games and learning activities are built on taught principles, in which
users needs are determined and lessons are customized. Information is passed to users in
stages (intro, lesson tutorial, games and quizzes). An emphasis on prior-knowledge is evident in
the pretest application of the program. Lessons identify and are designed to give immediate
feedback to help users make connections to content being taught/reinforced.
Delivery of Instruction Self-paced activities move learners through expected learning
outcomes giving users opportunity to practice/perform what is being learned. The exploration
of topics is sequential and based on individual needs. Scaffolding is given. Study Islands delivery
of instruction is as follows:
Assess prior knowledge
Tutorial of skill by gaining attention of learner
Practice of skill through learning guidance and gives opportunities for users to perform
the skill
Mastery of skill
Sequencing of skills is based individually.
Evaluation of Learning Study Island has embedded quizzes that measure a specific
learning objective/skill that the user is working on. Proficiency of a skill is tracked within the
system and users from Study Island earn awards. Users are a part of the process of evaluation.
Feedback- The real-time reporting feature of Study Island instantly gives users information
regarding their progress, both graphically and in game play. Within each lesson, users are
provided with immediate feedback and the reteaching of a skill occurs when necessary (i.e.,
students are unable to master a skill). In the quiz portion of the lesson, users that answer
questions correctly are rewarded with a game play.
Transfer of Learning The continuous improving of a skill moves users to apply and
generalize learning from the tutorials to games and additional applications of Study Island.
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Behaviorism (BrainPOP)
http://www.brainpop.com

Description BrainPOP is a subscription, web-based animated instructional tool in which
short educational videos teach curriculum-based content that is aligned to K-12 standards.
Videos are designed to give information regarding a narrow, specific topic in which viewers (in
group or individual settings) watch to gain new knowledge.
Factors That Influence Learning BrainPOP presents educational concepts in a story
format to engage viewers (target audience is students). It uses visual and auditory stimulus.
Instant feedback is given to users in the assessment stage, if viewers use the option of Graded
Quiz, as well as while playing games. Positive reinforcement is also evident in the assessment
process; students are praised for correct answers and given encouragement during redirection.
User demonstrates that the material has been learned and new learning activities are provided
to further build upon newly learned skill.
Roles of Technology/Media BrainPOPs resources include movies, quizzes,
experiments, timelines, games and activity pages that are developmentally appropriate for the
selected target audience (BrainPOP Jr. is for primary grades, whereas BrainPOP is for
intermediate and secondary grades). Multimedia instruction is used that includes animation and
the use of onscreen characters. The site is fully compatible with interactive whiteboards and
learner response systems. No downloading, installation, or special hardware is required.
Relevant to Design Knowledge is directly and explicitly transmitted/shared to users via
instructional video. After the direct instruction, students use learned information to answer
questions. Behaviors are measured (pre-test before video), trained (watching of the video) and
assessed (post-test after the video). Positive reinforcement and redirection is embedded in
BrainPOPs activities, games and quizzes to ensure desired learning objectives are met. Content
is mapped to common core and state standards.
Delivery of Instruction BrainPOP, although engaging, is built on teacher-directed
instruction (video holds authority and shares knowledge to learner). This site heavily relies on
user observation and recitation of learned content. The information, taught through the videos,
can be used as an introduction, review, re-teach or assessment piece of a lesson. Moreover,
BrainPOP can be implemented with the whole class, individuals or groups. Structured
sequential components are provided within BrainPOP that mirror direct instruction:
Assess prior knowledge
Explicit teaching of information by watch a short animated movie
Complete activity or experiment pages to scaffold and reinforce learned information
Complete quiz for evaluation
Evaluation of Learning BrainPOP evaluates learning through its quizzes- Graded Quiz or
Review Quiz.
Feedback - Immediate feedback in the practice and assessment stages of a BrainPOPs lesson,
promotes retention and the correction of initially inaccurate responses. Positive reinforcement
of correct responses is also given. Upon completion of activities, explanations are provided to
help students better understand the content.
Transfer of Learning - Pre-test > watch video > absorb information/rote memorization >
drill/practice > recite information post-test > drill and practice of inaccurate responses