The Taba Model was developed by Hilda Taba (1902 – 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator. She was born in the small village of Kooraste, Estonia. Taba believed that there has to be a definite order in creating a curriculum.
Hilda Taba is the developer of the Taba Model of learning. This model is used to enhance the thinking skills of students. Hilda Taba believed that there must be a process for evalutating student achievement of content after the content standards have been established and implemented. The main concept of this approach to curriculum development is that teachers must be involved in the development of the curriculum.
Strengths of using the Taba Model in the classroom:
Gifted students begin thinking of a concept, then dive deeper into that concept
Focuses on open-ended questions rather than right/wrong questions
The open-endedness requires more abstract thinking, a benefit to our gifted students
The questions and answers lend themselves to rich classroom discussion
Easy to assess student learning
Limitations of using the Taba Model in the classroom:
Can be difficult for non-gifted students to grasp
Difficult for heterogeneous classrooms
Works well for fiction and non-fiction, may be difficult to easily use in all subjects
EFLAND-THEORY COGNITIVE
The book entitled “Art and Cognition”-Integrating The Visual Arts In The Curriculum (2002) was publish by Arthur D.Efland. There are describe the key observation which is integrated with the cognition. As stated by our presenter, (Nazia) tells there is 4 major components which is :
Cognitive Flexibility / General Cognitive Development
The componential theory of creativity is a comprehensive model of the social and
psychological components necessary for an individual to produce creative work. The
theory is grounded in a definition of creativity as the production of ideas or outcomes that are both novel and appropriate to some goal. These theory was articulated by Teresa Amabile in 1983.
Dick and Carey instructional design model (also known as the Systems Approach Model) is one of the former. In these theory they are 9 step which is :
ISMAN INSTRUCTIONAL DESIGN MODEL
The Isman model’s goal is very similar to any instructional design model’s goal: “to point up how to plan, develop, implement, evaluate, and organize full learning activities effectively so that it will ensure competent performance by students.” (Isman 2011).
based on theory (learning theory, systems theory) or practise (company, military, software development)
give structure and meaning to a problems
Examples of Instructional Design Model :
ADDIE Model
ASSURE Model
Dick & Carey Model
Hannafin & Peck Model
Waterfall Model
Rapid Prototyping Model
Hipermedia Design Model
Multimedia Design Model
There are 5 essential phases in Instructional Design (ID) Model :
RAPID PROTOTYPING MODEL
HISTORY:
first rapid prototyping technique become accessible in the later 80s and used for production of prototype and model parts. The rapid prototyping can be trace in the late 60s when Herbert Voelcker (engineering professor) question himself about the possibilities of doing interesting with the computer controlled and automatic machine tools.
what is RAPID PROTOTYPING ?
RAPID – happening in a short amount of time / happening quickly / moving quickly
involved quick building up or working model for the purpose of testing the various design features, ideas, concept, functionality, output and performance.
Is an instructional design approach that combines the design, developmental, and evaluation phases.
It is a non-linear approach that produces a sample working model that is a scaled-down representative version of the whole course.
In a design process, early development of a small-scale prototype used to test out certain key features of the design.
Prototyping as a Method for Instructional Design “Rapid prototyping in instructional systems design is the building of a model of the system to design and develop the system itself.” (Tripp & Bichelmeyer, 1990)
Tripp and Bichelmeyer’s model is as an early RP instructional design often cited in the RP literature. This model outlines the RP design phases as: assess needs and analyze content; set objectives; construct prototype; utilize prototype; install and maintain system.
Tripp and Bichelmeyer rapid prototyping ISD model
Rapid prototyping includes the “parallel processes of design and research, or construction and utilization” (Tripp & Bichelmeyer, 1990, p. 37).
Steps Involved in Rapid Prototyping :
Step 1:
Statement of Needs and Objectives
The purpose of a short statement is to: communicate / offer a plan of action.
Step 2:
Research & Development Construct prototypes under these conditions: offer little or no commitment to the design.
focus on solving immediate problems
create alternative designs that may even be opppsite.
Step 2 (Cont.)
Utilize Prototype -designer observes.
learner asks questions to discover strengths and weaknesses.
problem discovery, not problem solving.
the creation process most likely begins again.
Step 3:
The Final Project “an appropriate artifact not a generalization”
the instructional design process has been a unique experience, not one that can be replicated in the exact manner again.
MODULARITY : allows a segments of the instruction to be changed, added, and/or removed without severely affecting the whole (Ex: looseleaf notebooks / overhead transparency presentations)
PLASTICITY : the ability to revise one aspect of a unit of instruction without creating time and cost penalties (Ex: computer programs)
Advantages:
The Prototype gives the user a fair idea about the final look of the product.
Rapid prototyping can enhance the early visibility.
It is easier to find the design flaws in the early developmental stages.
Active participation among the users and producer is encouraged by rapid prototyping.
As the development costs are reduced, Rapid prototyping proves to be cost effective.
The user can get a higher output.
The deficiencies in the earlier prototypes can be detected and rectified in time.
The speed of system development is increased. It is possible to get immediate feedback from the user.
There is better communication between the user and designer as the requirements and expectations are expressed in the beginning itself.
High quality product is easily delivered by way of Rapid prototyping.
Rapid prototyping enables development time and costs.
There are many innovative ways in which Rapid prototyping can be used.
Disadvantages:
not effective because, in actual, it fails in replication of the real product or system.
It could so happen that some important developmental steps could be omitted to get a quick and cheap working model.
one in which many problems are overlooked resulting in endless rectifications and revisions.
it may not be suitable for large sized applications.
The user may have very high expectations about the prototype’s performance and the designer is unable to deliver these.
The system could be left unfinished due to various reasons or the system may be implemented before it is completely ready.
The producer may produce an inadequate system that is unable to meet the overall demands of the organization.
Too much involvement of the user might hamper the optimization of the program.
The producer may be too attached to the program of rapid prototyping, thus it may lead to legal involvement.
The cost reduction benefit of rapid prototyping also seems to be debatable, as sufficient details regarding the calculation basis and assumptions are not substantial.
Tony Bates is President and CEO of Tony Bates Associates Ltd, a private company specializing in consultancy and training in the planning and management of e-learning and distance education. He is the author of twelve books, including his latest, a free, open online textbook for faculty and instructors, called Teaching in a Digital Age, which has been downloaded over 32,000 times between its publication in April, 2015 and July 2016.
“teaching in higher education in 2015 and beyond, requires new approach because of the changes in the economy and changes in technology”(Tony Bates, 2015)
There are several demand in 21st century skills on teaching and learning which is:
In learning, knowledge as a developmental (constructivist), while teaching is creating the right environment. Technology is focusing on learning environment. Technology provide different contexts of learning environment for examples learning management system, virtual world (second life) and personal learning environment.
At the same time, every teacher, instructor, and increasingly learner, needs to make decisions in this area, often on a daily basis. A model for technology selection and application is needed therefore that has the following characteristics:
it will work in a wide variety of learning contexts;
it allows decisions to be taken at both a strategic, institution-wide level, and at a tactical, instructional, level;
it gives equal attention to educational and operational issues;
it will identify critical differences between different media and technologies, thus enabling an appropriate mix to be chosen for any given context;
it is easily understood, pragmatic and cost-effective;
it will accommodate new developments in technology.
SECTIONS models :
S tudents
E ase of use
C ost
T eaching functions, including pedagogical affordances of media
Visual culture is the aspect of culture expressed in visual image. In the academic fields there are certain subject which is similar including cultural studies, art history, critical theory, philosophy and anthropology. (wikipedia)https://en.wikipedia.org/wiki/Visual_culture
According to (Julier, 2006) the periodization of visual culture is understood in two ways. One is that the visual has come to be the dominant cognitive and representational form of modernity. This certainly is the position that was taken byW. J. T. MitchellandMirzoeff. In this account, the emergence of a “visual turn” in Western society is the effect of the creation of mass consumer markets and urbanization during the industrial revolution. Indeed, the proliferation of images became a key characteristic of modern social organization.
While in (Barker, 2010) stated that visual culture is a complex area of study that overlaps with and draws upon several disciplines in order to make sense of its subject matter. As a field of study, visual culture is self-reflexive and always cognizant of the evolving sensory landscape against which it must also evolve. Just as visual culture is inconstant and always under development, so are the students and instructors who critically engage their many sensory environments.
Hence, visual culture is about combination of two thing which is image and artifact to visualized certain culture or revolusion. In the presence of visual culture, it can helps the art in education such as fine art, photography, film, TV, and advertising within their scope. Visual culture is importance to educate other about the culture using the image to delivered the message. Beside visual culture, the term “design culture” has been used more sporadically, and not just in academia. It also has been employed in journalism and the design industry itself.
InTyler curriculum model, released in 1949, uses children’s interests as the focus of attention in the educational design process. The idea that children learn more effectively when they are allowed to pursue at least some of their interests is central to Tyler’s philosophy. Originally, In a book Basic Principles of Curriculum and Instruction he tell about the principle to making curriculum. The Tyler’s model was the one of the first and simple models that consist 4 step:
Determine the school’s purposes (objectives)
Identify educational experiences related to purpose
Organize the experiences
Evaluate the purpose
From my opinion, the visual culture can be a part of curriculum that can be good to implement in the education nowadays. The student especially have to know and understand their culture using this type of approach. The curriculum according to Tyler model should be implement in a right way. Thus, the student can used the subject (visual culture) as a part of their curriculum to enchance their knowledge and skills in education.
Besides that, there are 9 event of instructional design model based on Gagne’s conditions on learning model. These model was proposed by Robert Gagne with a series of events which follow a systematic instructional design process that share the behaviorist approach to learning. Through my understanding, Gagne’s 9 events of instructional help to build the framework which is to prepared and deliver content. Before implementing the 9 events, course goals and learning objectives should be prepared first. The 9 events of instruction can be modified to fit the content and the student’s level of knowledge.
The first step in Gagne’s theory is specifying the kind of outcomes to be achieved. He categorised these outcomes into five types which is
verbal information
intellectual skills
cognitive strategies
attitudes
motor skills.
The second step is to organise appropriate instructional events. Gagne’s “Events of Instruction” consist of the following:
Gain Attention– this step serves to obtain the attention of the learner, in order to help ensure they watch or listen to the content being delivered
Inform Learners of Objectives– This enables the learners to anticipate what they should organize their thoughts and attention on, in order to prepare for the content to be delivered
Stimulate Recall of Prior Learning– This allows the learners to recall what they have previously learned and attempt to prime it (so to speak) for what they are about to learn and connect the two
Present the Content-The instructor delivers the content, utilizing a number of different media (lecture, printed material, audio, video, etc.)
Provide “Learning Guidance”- This allows the facilitator to enable student learning by such modalities as activities and discussion and provides a framework (rubric) that can help guide the structure of these modalities.
Elicit Performance (practice)- This enables the students to practice what they have learned in order to help improve retention and knowledge transfer.
Provide Feedback– This allows learners to receive feedback on their performance (practice, projects, groups, etc.). This helps learners identify and correct problems of learning.
Assess Performance- This enables the instructor to show the learner the content areas where mastery is still pending. Quizzes, exams, Q&A, essays or interviews can be used with success in this event.
Enhance Retention and Transfer to the Job- Utilizing this method enables the student to apply information learned from the course to a personal context or experience. This enriches the learning process and helps to deepen the retention and learning.
Through my reading, there are some similarities of Gagne model and Dick & Carey model. Both of the model utilize a logical approach to design of educational course which is very systematic. Besides that, there are similarities in their components which is separate and discrete components. The components are not mean to isolated each other, but both models have the same outcomes process. A third similarity can be said to be the focus of the learner inherent in each model. Gagne’s whole system is designed to be set around the learner and the tangible and intangible aspects of education as they relate to the learner. Dick and Carey’s model, while systems-based in its approach, utilize the ideas of “design” and “conduct” in almost every step or component. These imply that the basis of said design or conducting (of evaluation) is based on the needs/responses of the learner.
Gagne’s theories provide a great deal of valuable information to teachers. Applying Gagne’s nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. We need to keep in mind that the exact form of these events is not something that can be specified in general for all lessons, but rather must be decided for each learning objective.
The performance most frequently required of students is to remember, while our intent is most often to help them understand, and by putting more structure into the objectives of the lesson plans we will be able to achieve this aim. As Gagne himself says, “organisation is the hallmark of effective instructional materials”.
REFERENCES:
Mirzoeff, N. (2006). Journal of visual culture On Visuality. Journal of visual culture, 54-76.
TOPIC:SOCIAL SCIENCES STUDENT READINESS TOWARDS MOOC’S LEARNING
ABSTRACT:
This research seek to identify the criteria of student readiness towards MOOC’s learning and to investigate the facilitator perspective towards the readiness of having MOOC’s in teaching. The instrument used in this research was questionnaires. The questionnaires was distributed to 322 social sciences student in University of Technology MARA (UiTM Shah Alam) which is Faculty Art & Design, Faculty of Education and Faculty Film, Theater and Animation (FITA). The theory of motivation, self-learners and technology acceptance was apply in this research.
RESEARCH OBJECTIVE:
To identify the criteria of student readiness towards MOOC’s learning.
To investigate the facilitator perspective towards the readiness of having MOOC’s in teaching.
RESEARCH QUESTION:
What are the criteria of student readiness towards MOOC’s learning?
What are the facilitator perspective towards the readiness of having MOOC’s in teaching?
Cognitive information processing is used when the learner plays an active role in seeking ways to understand. The process information that he or she recieves and relate it to what is already known and stored within their memory. It revolves around many factors, including problem-solving skills, memory retention, thinking skills and the perception of learned materials that is called ‘cognitive learning’. In the learning process, cognitive approach pays more attention to what goes on inside the learner’s head and focuses on mental process rather than observal behavior. Change in behavior are observed, and used as indicators to what happening inside the learner’s mind.
During the 20th century, the most influences researcher in the area of developmental psychology was Jean Piaget (1896-1980). Piaget developed his method of understanding children by observed and analyzed behavior. Piaget (1936) described his work as genetic epistemology (i.e. the origins of thinking). Genetics is the scientific study of where things come from (their origins). Epistemology is concerned with the basic categories of thinking, that is to say, the framework or structural properties of intelligence.According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved). He introduced 4 stages of development which is sensorimotor (birth-2 years), pre-operational (2-7 years), concreate operational (7-12 years) and formal operational (12 years).
Meanwhile, Lev Vygotsky’s (1896-1934) was focused on connection between people ans the social cultural in which they act and interact in shared experience. Vygotsky’s theory is sometimes referred to as having a sociocultural perspective, which means the theory emphasizes the importance of society and culture for promoting cognitive development.Vygotsky’s Social Development Theory defined 3 major themes which issocial interaction, the more knowledgeable other (MKO), and the zone of proximal development (ZPD). From my point of view, we can see a different approach to children’s learning, cognitive development and intelligence that was used by both psychology. According to Piaget’s theory children should not be taught certain concepts until they have reached the appropriate stage of cognitive development. Based on Piaget theory, he describe every children was born with a basic mental structure. For example from 4 stages of development (0-2 years child) have interaction with environment which is sensori-motor. The children learn stages by stages with their development of ages.
In my opinion, education learning expecially teachers have the important role of investing in the development of the next generation who will be impacting the world in the future. It’s a significant responsibility that involves many different skills to be successful. The role of the teacher is to facilitate learning, rather than direct tuition. Therefore, teachers should encourage certain aspect in the classroom which is focus on the process of learning, rather than the end product of it, using collaborative, as well as individual activities (so children can learn from each other), devising situations that present useful problems, and create disequilibrium in the child, also evaluate the level of the child’s development, so suitable tasks can be set.
Besides that, the implication in education from the Vygotsky theory was different which is can help educators to understand how children’s brain develop and develop strategies for aiding in a child cognitive development. A child could experience was in the social interactions they had with a skilled tutor that is often an adult, such as a parent or teacher. Furthermore, an educator can put into place from Vygotsky’s theory is his concepts of the zone of proximal development and scaffolding. This allows teachers to realize what a child can do if they only had assistance. In my opinion, scaffolding very helpful and provides an effective way to reach potential levels of development.
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nor hazwani shuib 