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Running Head: CRITICAL THINKING QUESTIONS

Critical Thinking Questions: Week 2


Keith C. Quarles
Kris Jamsa
11-24-14

Running Head: CRITICAL THINKING QUESTIONS


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Psychological Foundations in Instructional Design


Skinner believed that learning could be understood, explained, and predicted entirely on
the basis of observable events. Do you agree or disagree with this theory? Explain
Observing events may allow a learner to concoct an idea of artifacts/actions related to a
certain occurrence but does not provide the insight that verbal communication with the actors
involved in a scenario. I would disagree that insightful learning can be obtained entirely
through mere observation but would argue that the sequence of actions observed may clue the
observer into how certain actions proceeded or were counteracted.. In other words, audiovisual
is better than visual for telling a story of what transpired or may transpire because verbal input
from the people being observed aids in gaining insight into why certain behavior was enacted.
Observing alone can cause a learner to read more into or omit data that can solve the problem or
complete the study.
Compare and contrast the way you're learning in this course from an "Information
Processing Theory" perspective with a "Constructivism" perspective? Explain which
theory seems to more accurately describe your experience
From an information processing perspective I have learned how to categorize/memorize
information for retrieval and reference. Literature review of proposed change scenarios requires
information processing which may involves interpreting data and drawing conclusions in order to
build an argument. From that processing of information given in the instructions I can
conceptualize what the theme of the lesson activity is and in turn construct a foundation of
thought that can be enhanced through the intake and deciphering of more information.
Information use is a process and information is the brain matter of the use process. The
constructivist approach also asserts that information is researched in the process of

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teaching/learning (Cognitive Consultants, N.D,) I think constructivism more accurately describe


my experience because the discussions provide information that builds up to the assignments.
Thus, I have to build on the learning from instructor/classmates/myself in order to perform the
next level of learning.
Constructivism in Practical and Historical Context
What does the author mean by "authentic" activities? Why is that important? Explain
Authentic activities mean activities that are designed to be useful in the real world to a
group of or individual learners. The study of the importance of creating Authentic learning
tasks that reflect the complexity of the real-world scenario the learner will ultimately face has
changed instructional design since the 1990s (Reiser and Dempsey, 2012). It is important to
teach learners lessons that will be useful to an individual in future endeavors since it will aid
learners in career development and streamline the use of valuable resources. No one in their
right mind wants to learn things that they cant use. It would be a waste of time, money and
effort in my opinion.
Considering the potential risks and benefits of employing Constructivist educational
theory in the development of a course, what are some of the key ways you would mitigate
the down-side and maximize the up-side?

The Learning Sciences and Subsequent Implications for Instructional Designers


Explain how the technological revolution impacted the cognitive revolution. Which do you
think has had a larger impact on education? Why?

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Technology has changed the way one thinks and in turn makes decisions because more
information is available on which to base perceptions/concepts/decisions. Cognitive Consultants
(N.D.) states, as technologies are used in our cognitive processes, as they cognitize with us and
for us, they influence and impact the very way we acquire information and think, and affect the
very nature of cognition (p.1). I think that education is based on the intake and transfer of
information and technology increases the flow of information that stimulates cognitive processes
that in turn promote learning. Thus, I think the technological revolution was most impactful on
education because it represented an innovative disruption to the cognitive revolution that
synergized/enhanced the cognitive revolution impact on education while impacting a greater
culture shock to the education community (society).
Do you think that research on thinking, processes or environment has had the most impact
on the evolution of instructional design? Explain.
If one knows how another person processes information and why they process it a specific
way, one can more readily design instruction that reach the learner on the learner's level and in
turn escalate the learner to new heights of conceptualizing. Research on thinking, process and
environment have revealed niches of insight that may aid in lesson planning through discovery of
learner's thought process , expertise, social or individual cognitive learners. For instructors this
means digger deeper into how an expert can automatically complete preliminary
study/performance tasks automatically which frees the mind up for more complex tasks or
concepts, how social learning and/or individual psychological learning affects
perception/performance and how initial thoughts/concepts are more useful than starting from a
blank page of memory. (Salvalainen, 2009). I think learning environment research has the
greatest impact to education because finding out how the learner's interact within one's own mind

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and learn from the social environment allows the instructor to plan lessons based on concepts
that include the awareness of the thinking patterns/processes indigenous to that individual or
group.

References
Cognitive Consultants International (N.D.), Cognition and technology. Retrieved from
http://cognitiveconsultantsinternational.com/index.php?siteID=4

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd
ed.). Boston, MA: Pearson
Savalianen, R. (2009). Information use and information processing: Comparison

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of conceptualizations Retrieved from http://search.proquest.com.proxylibrary.ashford.edu/docview/217962781?accountid32521

References
Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd
ed.). Boston, MA: Pearson.

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