Information for Class on February 24

Remember that your homework is to 1) Finish your print piece, 2) read parts of Cook and Brown, and 3) discuss C&B on blackboard.

For the print piece, I would like to see a print training tool that teaches an undergraduate to scan a single picture and crop it.

I also would like an explanation of the following 5 things.

  1. The task analysis
  2. The target population –
  3. What pre-knowledge you are assuming.
  4. The happy place – both as a narrative description and a set of instructional goals
  5.   An explanation of your instructional decisions – why you chose to present the information the way you did (I decided fast and simple was better, because they have short attention spans, or I decided to use humor as a hook, or I decided to include different options rather than just one track through.


For Cook and Brown, you will read the 1) abstract 2) the first section (through 386 – the heading that talks about epistemology of knowledge as process), plus 3) the summary. Remember epistemology is how we know things. What we are going to be grounded in this week is the usual way our design and our schools and our world looks at knowledge – as a thing that can be possessed and transferred. In fact, I talk about “getting it”. So, what is possessed knowledge – remember, it is the usual way we look at knowledge – C&B start there and then propose and additional (NOT alternative) view. The big, new idea for this week are the 4 kinds of possessed knowledge – implicit and explicit, group and individual. Make a  grid – so you get pairs (individual/explicit).  Think about examples…different kinds and situations. Now, what does that mean for designing instruction? We are moving C&B from their DESCRIPTIVE work to see if we can apply it in a PRESCRIPTIVE way to the design of instruction.

 Also look at the C&B test on the web page and the Considerations of C&B.

Any ideas and questions, post on blackboard.