1. PART I INTRODUCTION TO PEDAGOGY
T.J. Iskandar Bin Abd. Aziz
Web Manager - Public Affairs Department
Lecturer - Graphics & Multimedia Department
College of Information Technology
Universiti Tenaga Nasional (UNITEN)

2. Objectives Upon completion of this session, you should be able to:
understand the importance of learning beliefs
describe three basic learning theories
understand the basic terms and concept related to pedagogy and andragogy
understand the taxonomies of educational objectives

3. Your Learning Beliefs
Why is it important to know your own learning beliefs ?
Some examples :
Learning is an active process of doing.
Learning is a social process of collaborating with others.
Learning occurs when we make connections to our experiences.
Learning is a process of inquiry, of searching out and exploring the questions that matter in our lives.

4. Learning vs Teaching
Students preferentially take in and process information in different ways:
by seeing and hearing
reflecting and acting
reasoning logically and intuitively
analyzing and visualizing
memorizing
Teaching methods also vary. Some instructors :
give lecture
Show demonstration
lead students to self-discovery
focus on principles and concepts
focus on applications
emphasize memory and understanding

5. 3 Basic Learning Theories
Behaviorism
Cognitivism
Constructivism
Learning is
Change in overt behavior
due to conditioning
Programming of a new rule for
information processing
Personal discovery based
on insight
Types of learning
Discrimination,
generalization,
association, chaining
Short term sensory storage,
short term memory, long term
sensory storage, long term
memory
Problem solving
Instructional
strategies
Present and provide for
practice and feedback
Plan for cognitive learning
Provide for active, self-
regulating, reflective
learning
Media strategies
Variety of traditional
Media and CAI
Computer based instruction
Responsive environment
Key concept
Reinforcement
Elaboration
Intrinsic motivation

6. Domains Of Knowledge
A conceptual tools that describe and label the achievement or ability of learner related to :
the ability to do things (Psychomotor)
the ability to think (Cognitive)
the ability to feels (Affective)
the ability to relate to others (Interpersonal)
Knowing what level, or what domain you aim for, will help you write your instructional objectives, and develop your instruction effectively

7. Perception & Learning Styles/Modality
People are not all alike and see the world differently, in a way that makes the most sense to them as individuals. This is called perception.
Human perceptions shape
what we think
how we make decisions
how we define what’s important.
Our individual perception also determines our natural learning strengths, or learning style or modality.

8. Please 'observe' this black-and-white image
geographical location ???
a mammalian coat (cow) ???
a bearded man ???
Anything else ???
Apparently, what each person 'sees' (or 'observes') depends more on what is already stored in that person's brain.
This is what we called as perception
This suggests that learning from our environment (through our senses) is an active, rather than a passive, process.

9. What is learning styles ?
We are not basically alike  we do not all benefit from the same approach.
Each individual = own unique learning strengths and weaknesses.
Differences = complex combination of personality, mental processing, confidence, attitude, sensory intake processes, etc
Vital for instructor  use variety of methods to reach different styles and modalities of learner.

10. Howard Gardner's Theory of Multiple Intelligence

11. Multiple Intelligence ???
Academic subjects = mostly linguistic and logical-mathematical
What happened to the other skills ?
Is an IQ result a good predictor of happiness, of economic success, of success in relationships, of success in life?
Not really. In a modern society, of course, linguistic and logical-mathematical ability are very important, but there are six other intelligences to look into.
Master all these intelligences = full brain power.

13. What Is Pedagogy? Greek word = “paidagogos”
paido(boy/child) + agogos(leader)
Pedagogue = A school teacher; an educator
art or science of teaching (esp. for children)
the instruction in teaching methods
any activities that impart knowledge

14. Productive Pedagogies Framework
Higher-order thinking = transformation of information and ideas.
This transformation occurs when students:
combine facts and ideas
Synthesize
generalize
Explain
hypothesize
or arrive at some conclusion or interpretation.
Lower-order thinking = recite factual information or to employ rules and algorithms through repetitive routines.
Students are given pre-specified knowledge ranging from simple facts and information to more complex concepts.
Such knowledge is conveyed to students through a reading, work sheet, lecture or other direct instructional medium.

15. Andragogy : Malcolm Knowles
Andragogy – modern theory of adult learning & training
Pedagogy – Traditionally applied to the teaching of children
Knowles' assumptions (on adult learners)
The need to know — need to know why they need to learn something before undertaking to learn it.
Learner self-concept — need to be responsible for their own decisions and to be treated as capable of self-direction

16. Andragogy : Malcolm Knowles
Role of learners' experience — have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition.
Readiness to learn — ready to learn those things they need to know in order to cope effectively with life situations.
Orientation to learning — motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.
(Knowles 1990)

17. Taxonomy of Educational Objectives
to provide a tool for classifying instructional objectives.
The Taxonomy is
hierarchical (levels increase in difficulty /sophistication)
Cumulative (each level builds on and subsumes the ones below).
Can be used to provide a basis for assessment to ensure students progress to the highest level of understanding.

18. Benjamin Bloom
1956 – He found that 95% of the test questions that the students have to answer involved recalling information.
The test was done to classify the levels of intellectual behavior, which is important in learning.
“Taxonomy” is known as a system of categorizing and organizing material and each level is subsumed by the higher levels.

19. Taxonomy of Educational Objectives Domain 1 : Cognitive
Bloom identified six levels in cognitive learning domain which is shown below:
Knowledge
Comprehension
Evaluation
Analysis
Application
Synthesis
High level E S A C K
Medium Level
Basic Level

20. Taxonomy of Educational Objectives Domain 1 : Cognitive
Each level in cognitive learning are described below:-
Taxonomy Level
Active Verbs
Examples/Related Activities
1. Knowledge
The ability to recall or recognize content in a form virtually identical to the form in which it was presented.
Tell, Describe, Name, Recall, Choose, List, Define, Identify, Relate, State, Remember, Report, Recognize, Match, Memorize, Reproduce, Label
Define a vocabulary word.
Who, What, Where, When
Identify the main parts of .
Recall the names of five explorers of the New World.
2. Comprehension/ Understanding
the ability to grasp the meaning of information.
Show, Explain, Summarize, Find, Review, Interpret, Restate, Translate, Describe, Paraphrase, Change, Give the main idea, Give examples, Convert
Write a summary of the story.
Describe different kinds of bicycles.
Explain the importance of knowing about?
Review a magazine or newspaper article and tell the class about it.

21. Taxonomy of Educational Objectives Domain 1 : Cognitive
Taxonomy Level
Active Verbs
Examples/Related Activities
3.  Application
- The ability to use learning in a new and unique situation without a prompt.
Apply, Solve, Illustrate, Paint, Use, Put in order, Practice, Show, Draw, Solve, Employ, Demonstrate, Prepare, Report, Collect, Act out, Construct, Relate, Record
Make a model, puzzle, diorama, map, diagram, or picture of . . .
Sculpture, dramatize, paint, or sketch a scene from a favorite book or movie.
4. Analysis
- The ability to break down material into its component parts and identify the relationship of the parts to each other and the whole.
Compare/Contrast, Survey, Dissect, Outline, Classify, Investigate, Detect, Separate, Same/Different, Arrange, Distinguish, Categorize, Differentiate, Calculate, Research,
Design a diagram, graph, chart, questionnaire, or survey using information you have collected on a topic.
Make a time line of a book or time period.

22. Taxonomy of Educational Objectives Domain 1 : Cognitive
Taxonomy Level
Active Verbs
Examples/Related Activities
5. Synthesis
- Putting together the parts in order to create something that is new or different the learner.
Imagine, Create, Predict, Construct, Improve, Pretend, Invent, Organize, Design, Suppose, What if, Compose, Plan, Modify, Produce, Change, Forecast, Hypothesize, Derive, Devise, Reconstruct
Draw a cartoon.
Make a recipe.
Make a formula or solution for . . .
Compose a song.
Create a TV/Radio show.
Write a commercial.
Create a game.
6. Evaluation
- The ability to arrive at a valid conclusion or make a judgment based upon criteria that the learner uses to justify the conclusion or judgment.
Judge, Debate, Solve, Verify, Justify, Support, Select/Choose, Recommend, Decide, Appraise, Argue, Validate, Rate, Measure, Estimate, Evaluate, Assess, Criticize, Defend, Dispute
Form a panel and have a debate.
Conduct a survey & report the results.
Write an editorial for a newspaper.
Critique a movie, book, or play.
Conduct a court trial.
Write a self-evaluation of your learning.

23. Test Plan With Bloom’s Taxonomy
COIT-S Test Plan
Course : CGMB 324 : Multimedia System Design
Created By :
T.J.Iskandar Bin Abd Aziz
Exam : Final
Semester : Sem 1, 2007/2008
Topics
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
1.      Topic 1 3
2.      Topic 2 6 9
3.      Topic 3 5 8
4.      Topic 4 4 14
5.      Topic 5 25
6.      Topic 6 22
7.      Topic 7 19 17 16 10 13 28
100
43%
57%
CONTENT

24. Taxonomy of Educational Objectives Domain 2 : Affective
The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and emotional sets.
Affective Domain - important if the teaching purpose is to change attitudes/behavior rather than to transmit/process information
Receiving.
Responding.
Valuing.
Organization.
Characterization by a Value

25. Taxonomy of Educational Objectives Domain 3 : Psychomotor
Areas - manipulative skills required in business training
Reflex movements
Basic-fundamental movements.
Perceptual abilities.
Physical abilities.
Skilled movements.
Non-discursive communication.
Sample objectives:
writes smoothly and legibly
accurately reproduces a picture, map, etc
operates a [machine] skillfully
plays the piano skillfully;
demonstrates correct swimming form