[quoting Reeves, 3 Apr 96] It also appears that many (most?) participants in ITForum would agree that a wide variety of learning strategies, including memorization, direct instruction, deduction, drill and practice, and induction, may be required in education and training depending upon the type of knowledge state to be constructed (Schank & Jona, 1991).
[quoting Quinn, 4 Apr 96] What would be the ideal activity-reflection cycle?
The articles in the January/February 1996 Educational Technology magazine, "Special Issue: Perspectives in Change" introduced by Gordon Rowland and David Shapiro, seems to emphasize the role of conversation in effective instructional design. Conversation that builds relationships seems to be an underlying construct implied within instructional designs.
One of the most long-lasting, century-tested instructional designs--an educational training manual for life itself--is the Bible. I've attempted to identify components of this "ideal activity-reflection" model as the basis for designing instruction. What makes it a time-tested standard for increasing far transfer?
WHO is more important than HOW. Relationships are more important than how-to know-how. The total lifestyle permeates the design of instruction. Far transfer depends more on character than technique.
1. Model. Actions speak louder than words. Discipline yourself.
2. Love the sinner, but hate the sin. This is the climate for instruction.
3. Forgive. Forgiveness is self-healing: It transforms the person who forgives more than the person who is forgiven.
4. Increase performance by minimizing fear.
5. Value diversity that contributes to the function of the whole body.
6. Allow mistakes. Try again. Give second chances, and third--and multiply it seven times seven.
7. Listen. Reflect together.
8. Reflect alone. Take time to meditate, not just read, not just act, not just hear.
1. Simplify language.
2. Allude to commonplace things that are relevant to the listeners.
3. Limit content to the capacity of the learners.
4. Use analogies (similes, metaphors, parables, comparisons in proverbs).
5. Repeat.
6. Warn about consequences.
7. See more than one side by stating paradoxes.
8. Sing songs with embedded content messages.
These principles may help to unite what Andy Gibbons [4 Apr 96] mentioned as the triangulation between the learner, the companion, and the system.
For a more extensive and scholarly use of paradox in instruction, read any writings by C.S. Lewis, especially the short book, Mere Christianity. Lewis, a former long-time professor at Oxford and Cambridge, where he often lectured to overflowing crowds, also describes the source of any knowledge. "Authority, reason, experience; on these three, mixed in varying proportions all our knowledge depends. The authority of many wise men in many different times and places forbids me to regard the spiritual world as an illusion."