Name lesson two before clicking this link, which creates a new page
From Wikiversity
 |
This page should probably be renamed to comply with naming conventions or to be more descriptive or more concise. |
Do not use this template unless you first provide a detailed set of reasons for the merge.
 |
This page is uncategorized.
Please help improve this article by adding it to one or more categories, so it may be associated with related articles (how?). Please remove this tag after categorizing, but not before. When categorizing this resource, the green project boxes on the right will guide you to suitable help pages for categorizing by subject, educational level, resource type and completion status. You can also add further categories of your choice. |
Oh no! Not another lecture
Introduction
How many hours of your life have you wasted in boring lectures? This lesson is offered as a critical look at this often overused (abused) instructional strategy. Before proceeding, take the Survey of Lecture Attitudes/Beliefs at quia.com (http://www.quia.com/sv/112182.html). You will need to enter the password “affect” to proceed.
Online Lecture
Now, take some time to watch a lecture by Curtis Bonk in the online colloquia archives
Distance Education: Instructional Systems Technology http://crlt.indiana.edu/video/ offered by the School of Education at Indiana University -
Go to the April 29, 2005 colloquia titled Hyper-Engaging Lectures: Low-Risk, Low-Cost, Low-Time by Curtis Bonk
Reading Assignment
Read the article by Martin and Reigeluth (1999) for a discussion of the controversies surrounding the affective domain as well as a useful conceptual model for considering the major components and dimensions of development in the affective domain.
| DIMENSIONS | Knowledge | Skills | Attitudes | Others |
| Emotional Development | Knowing that others experience the same emotions you do, such as joy and anger | Recognizing emotions, Controlling ones emotions | I want to be happy. I don't like to be angry. | ? |
| Moral Development | Understanding moral & ethical rules of the culture, such as caring, justice, equality | Moral reasoning skills, Problem-solving skills in the realm of morals | I want to be honest/ I am in favor of having ethical standards. | ? |
| Social Development | Understanding group dynamics and democratic ideals, such as the role of a facilitator | Social skills, including inerpersonal communication skills | I want to interact positively with others. I am opposed to resolving disagreements by fighting. | ? |
| Spiritual Development | Knowledge of religious precepts about the spiritual world, such as the nature of the soul | Skills for getting in touch with your inner self, Ability to love others selflessly | I want a spiritual life. I am in favor of prayer to build a relationship with God. | ? |
| Aesthetic Development | Understanding the subjective nature of aesthetics, such as the relationship between one's values and one's judgments | Skills for assessing aesthetic qualities, Skills for generating aesthetic creations | I want to surround myself with things of beauty. I appreciate an elegant theory. | ? |
| Motivational Development | Understanding internal and external rewards for sustained activity, such as joy and sense of accomplishment | Skills for developing one's interests, both immediate and life-long | I want a career that I enjoy. I am opposed to hobbies related to guns. | ? |
Table 1. Martin & Reigeluth (1999). Conceptual Model for Affective Development
Tasks
- Top Three - Select from the Bonk lecture the three strategies you believe are most effective in bringing about target behavior outcomes in the affective domain. Offer support for each of your choices in exactly 50 words. Post to the Stories from the Affective Domain blog.
- Go to the Stories from the Affective Domain blog and post a short description of one lecture you have received or given that was especially effective or ineffective as an instructional strategy in terms of eliciting behavior in the affective domain.
- Go to the Stories from the Affective Domain blog and comment on at least two other posts.
Assessment
You will be assessed by the level of understanding demonstrated in your arguments for the above tasks.
References
Martin, B. L. & Reigeluth, C. M. (1999). Affective education and the affective domain: Implications for instructional-design theories and models. In Reigeluth, C. M. (Ed). Instructional-design theories and models: A new paradigm of instructional theory (Vol II). Mahwah, New Jersey, Lawrence Erlbaum Associates.
