UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA

FACULTAD DE CIENCIAS DE LA EDUCACIÓN

ESCUELA DE IDIOMAS
LICENCIATURA EN LENGUAS EXTRANJERAS Y LENGUAS MODERNAS

PROYECTO PEDAGÓGICO INVESTIGATIVO II

GUÍA DE APRENDIZAJE Nº. 1

NOMBRE ESTUDIANTE: ____________________________

CÓDIGO_________________
TIEMPO DE DEDICACIÓN: 8 HORAS

Fecha envío de la guía: 14 febrero de 2024

Fecha entrega desarrollo actividades por parte del estudiante:
Teacher: Nancy E. Barón Pereira

LEARNING LEARNING RESULTS

✔ Explain the different conceptions about Instruction and Meaningful
Conceptions about
Instructional Design Learning, based on the text presenting in this guide.
and Meaningful ✔ Show a critical position argued about the conceptions of
Learning
Instructional Design and Meaningful learning given in the text of
the reference.
✔ Explain the different conceptions of Instructional Design and
Meaningful learning exposed in the aforementioned text.
✔ Build your own conception of Meaningful learning

✔ Produce an argumentative essay from the following question: Is it

relevant for a teacher to know the concepts of Instructional Design
and Meaningful Learning?

Criterios de Evaluación Formativa a Sumativa:

EXCELENTE 5.0

MUY BIEN + 4.8

MUY BIEN 4.6

 MUY BIEN - 4.4

BIEN + 4.2

BIEN 4.0

BIEN - 3.8

REGULAR + 3.6

REGULAR 3.4

REGULAR - 3.2

INSUFICIENTE + 3.0

INSUFICIENTE 2.8

INSUFICIENTE - 2.6

DEFICIENTE 2.4

Se tendrá en cuenta los tres tipos de evaluación estipulados en el reglamento estudiantil:

HETEROEVALUACION, CO EVALUACION Y AUTO EVALUACION.

< Para la Co evaluación, lo haremos a través de un portafolio electrónico que realizaran

con todos los temas vistos y sus respectivas reflexiones.

I. THEORETICAL FRAMEWORK

Read the following text and then develop the activities using critic and reflection
comprehension and written production.

Instructional design is the creation of learning experiences and materials in a manner that
results in the acquisition and application of knowledge and skills. The discipline follows a
system of assessing needs, designing a process, developing materials and evaluating their
effectiveness. In the context of workplace learning, Instructional Design provides a
practical and systematic process for effectively designing effective curricula.

What is an Instructional Designer?

An instructional designer applies this systematic methodology (rooted in instructional
theories and models) to design and develop content, experiences, and other solutions to
support the acquisition of new knowledge or skills. Instructional designers ought to begin
by conducting a needs assessment to determine the needs of the learning event, including:
what the learner should know and be able to do as a result of the training or learning
solution, and what the learners already know and can do.
Instructional designers are then responsible for creating the course design and developing
all instructional materials, including presentation materials, participant guides, handouts,
and job aids or other materials. Instructional designers are commonly also responsible for
evaluating training, including assessing what was learned and whether the learning solution
led to measurable behavior change.

Basic Components of Instructional Design

While there are a number of instructional design models and processes, many of their
components are similar. They include analysis, design, development, and evaluation.
Analysis
Analysis typically includes understanding the needs and learners including why a training
or learning solution is required. It may be the case that training is not the solution and some
other type of performance improvement or non-training solution will be recommended. In
this stage, you’ll also begin to develop the goals of the training, including learning
objectives, and determine how the training will be delivered.
Design & Development
Design and development includes the actual design and development of the instructional
materials or determining the delivery methods to be used. It often includes drafting
curriculum and lesson plans, developing any instructional materials including
presentations, e-learning, job aids, participant guides, and anything else to be used in the
training.
Evaluation
Evaluation looks at how you determine if your training or learning solution was successful.
Did it create a measurable impact on the learner’s behavior and did that lead to the desired
results back on the job? There are a number popular evaluation models to consider,
including:
● Kirkpatrick’s Four Levels of Training Evaluation
● Brinkerhoff’s Success Case Method
● Philips ROI Methodology
● Learning-Transfer Evaluation Model (LTEM)

References:

Dewey, J. (1900) Psychology and Social Practice. The psychological Review.

Gagné, R.M. (1970) The conditions of Learning. New York: Holt, Rinehart, & Winston.
Nunan, T. (1983) Countering Educational Design. New York Nichols.
Reigeluth, C.M. (1983) Instructional Design: what is it and why is it? In C.M.

See the next video:

https://youtu.be/3CQ2NyosVvs

MEANIGFUL LEARNING:

Ausubel Theories:
1- Meaningful Verbal Learning:
According to Ausubel, meaning is created through some forms of representational
equivalence between language and mental context. There are two processes involved:
First discovery: Reception, which is employed in meaningful verbal learning.
Second: Discovery, which is involved in concept formation and problem solving.
Ausubel’s work is usually compared to Bruner’s work because both of them held similar
views about the hierarchical nature of knowledge. However, Bruner gave more emphasis on
discovery process. On the other hand, Ausubel was strongly oriented toward the verbal
learning methods of speaking, reading, and writing.

2- Subsumption Theory:
Ausubel subsumption theory is based on the idea that an individual's existing cognitive
structure (organization, stability and clarity of knowledge in a particular subject) is the
principal and basic factor influencing the learning and retention of meaningful new mats
the importance of relating new ideas to a student’s existing knowledge base before the new
material is presented. This theory is applied in the 'advance organizer' strategy developed
by Ausubel. From Ausubel’s perspective, this is the meaning of learning.
When information is subsumed into the learner's cognitive structure it is organized
hierarchically. New material can be subsumed in two different ways, and for both of these,
no meaningful learning takes place unless a stable cognitive structure exists. This existing
structure provides a framework into which the new learning is related, hierarchically, to the
previous information or concepts in the individual's cognitive structure. Ausubel, whose
theories are particularly relevant for educators, considered neo-behaviorist views
inadequate. Although he recognized other forms of learning, his work focused on verbal
learning. He dealt with the nature of meaning, and believes the external world acquires
meaning only as it is converted into the content of consciousness by the learner.
When one encounters completely new unfamiliar material, then rote learning, as opposed to
meaningful learning, takes place. This rote learning may eventually contribute to the
construction of a new cognitive structure which can later be used in meaningful learning.
The two types of subsumption are: 1. Correlative subsumption - new material is an
extension or elaboration of what is already known. 2. Derivative subsumption - new
material or relationships can be derived from the existing structure. Information can be
moved in the hierarchy, or linked to other concepts or information to create new
interpretations or meaning. From this type of subsumption, completely new concepts can
emerge, and previous concepts can be changed or expanded to include more of the
previously existing information. This is "figuring out."
There are three prerequisites in order to significant learning to occur:
1- The material itself must have a logical meaning,
2- Learner must be proactive in the new concept of knowledge and there is adequate
contact between the tendencies,
3- Learners’ existing cognitive structures must have the proper assimilation of new
knowledge and ideas.
3- Motivation Theory:
Ausubel's learning theory also attaches great importance to student motivation. According
to his view, by the cognitive drive achievement motivation, self-improving internal driving
force, and the subsidiary internal driving composition. Cognitive drive is a student desire
knowledge, understanding and mastery of knowledge and representations and the need to
solve the problem. This inner driving force began in the curious tendency of students, and
to explore, manipulate, understand and cope with the psychological environment, the
tendency is one of the most important and most stable motivations. Self-improvement is the
internal driving force by virtue of their ability of students to win the corresponding position
or achievement needs. Subsidiary of individuals in order to maintain internal driving means
or the authority of their elders (parents or teachers praise or recognition, and performance
out of a well to study or work needs, is an external motivation, age has a more obvious
characteristic. learning motivation will not have a direct impact on learning, but through an
indirect way of enhancing and promoting learning impact. Research indicates that:
motivation, moderate-intensity excitation, or to arouse, to learn with good results.
Application:
Ausubel indicates that his theory applies to reception (expository) learning in school
settings. He distinguishes reception learning from rote and discovery learning; the former
because it doesn't involve subsumption (i.e., meaningful materials) and the latter because
the learner must discover information through problem solving.
Principles for Application:
1- The most general ideas of a subject should be presented first and then progressively
differentiated in terms of detail and specificity.
2- Instructional materials should attempt to integrate new material with previously
presented information through comparisons and cross-referencing of new and old ideas.

Example of applying different kind of learning:

Rote and Meaningful Learning
In an attempt to acquire meaningful knowledge, the learner can approach the task in two
different ways. If a person attempts to memorize his/her driver’s license number without
relating the numbers to anything more than a random series, that is rote learning. On the
other hand, if a person attempts to create some connection to something that they already
know, they experience meaningful learning. An example might be a man memorizing a
long distance phone call by recognizing that the ten-digit number is actually three series of
three, three, and four digits. Furthermore, the numbers (to him) can be recalled because he
is familiar with that state’s area code. The middle set of numbers is the same as the aircraft
he usually flies in (747 or 727 for example), and the last four digits are a familiar high
school basketball score (50-61, the home team lost). Materials learned that have relation to
experiences or memories that are firm in the person’s memory are more likely to be
retained. Whereas, materials that are learned isolated as rote learning may tend to be
forgotten quickly (Thompson, 2004).
Is meaningful learning just what rote learning being not? This is true only if you keep in
mind that meaningful learning is very connected to the process of knowledge retention
within cognitive structures. Rote memory works at times for short term memory as we
know from casual meetings with new people and exposure to a new joke. However, the
knowledge can only be effectively retained if it is meaningful, and therefore must be
processed in a way that it can be subsumed and anchored in the mind (Thompson, 2004).
Reception and Discovery Learning
Supporters of discovery learning declare that this type of learning is where real knowledge
is obtained, where conservation of memory is ensured, and where sub verbal awareness is
first encountered. Bruner is a leading advocate of discovery learning and has said that the
most meaningful learning takes place when it is motivated by the students’ own curiosity
and uncovered by individual or group exploration. Ausubel contends that those who stand
behind discovery learning and criticize expository teaching are missing most important
point. That is, whether the method of learning is discovery or reception does not determine
the meaningfulness of the material (Good & Brophy, 1990, p. 192).
Ausubel’s most common critique of discovery learning is that although it can be effective in
certain situations, for the most part it is unwieldy and overly time (Langford, 1989, p. 56).
Additionally, unless the teacher provides a greater context the learning is unorganized and
will have no better chance of retention than rote memorization of a procedure. Instead,
expository teaching, the flip side of reception learning, can be made to be meaningful if the
teacher is conscientious about how the material is presented (Thompson, 2004).
If Ausubel is an advocate of expository teaching and reception learning, the question
remains, "Does he have a method to make lecture a meaningful learning experience?" It is
in fact the case that Ausubel has described two very powerful methods that educators can
use to help prepare the students for meaningful learning.
Signaling is the first and most basic concept that Ausubel prescribes. It is a tool familiar to
most of us and can be as simple as numbering the main points of the presentation. This is
known as specifying the structure of relations. Other types of signaling include (1)
premature presentations, (2) summary statements, and (3) point words that "indicate the
author’s perspective or emphasize important information (Good & Brophy, 1990, p. 200).
The most controversial and noteworthy method Ausubel has introduced is "advanced
organizers." These are not merely previews of the subject material that is to be presented.
Advanced organizers are more general, abstract concepts that will provide the great context
to which the new information can be subsumed and anchored (Ausubel, 1963). For
example, before introducing a lesson on brown bears, a teacher might have his/her students
read a history and geography of Admiralty Island. By providing this advanced organizer,
students may have a better chance of organizing the information regarding the brown bear’s
habitat, territorial patterns, and nutrition.
Advance organizers are believed to have different results for good versus slow learners.
Because most good learners already have the ability to organize new information, the
organizers have little additional effect. However, for slow learners, Ausubel and Fitzgerald
believe that organizers are extremely helpful as this group of students needs additional help
structuring their thinking (Fitzgerald, 1962).

Role of the instructor and the learner

Ausubel’s theory does not address broad prescriptions for learning and therefore provides
no specifications for the role of the teacher. However, he outlines three variables that
influence meaningful verbal learning: (1) the availability of relevant and inclusive
subsuming concepts, (2) the degree that subsumers can be discriminated, and (3) the
stability and clarity of subsuming concepts (Ausubel, 1962, pp. 219-220). One can assume
that the role of the teacher and instructional designer is to consider these variables by
investigating and providing the appropriate subsumers to facilitate meaningful verbal
learning (Kumagai, 2013).
On the other hand, the role of the learner in this type of learning is not as significant as the
teacher role. This is because this theory is more concerned about how the student
meaningfully learn through verbal learning other than experimental learning. Therefore, the
learning process depend on teachers significantly. Teachers have to enable learners to
instruct new knowledge based on their existing knowledge (Kumagai, 2013).
References
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention
of meaningful verbal material. Journal of Educational Psychology, 51, 267 – 272.
Ausubel, D.P. (1962). A subsumption theory of meaningful verbal learning and retention.
The Journal of General Psychology, 66, 213-244.
Ausubel, D. (1963). The psychology of meaningful verbal learning. New York: Grune &
Stratton.
Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of
Educational Research, 48, 251-257.
Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational Psychology: A Cognitive View
(2nd Ed.). New York: Holt, Rinehart & Winston. Retrieved
from http://files.eric.ed.gov/fulltext/ED247712.pdf
Flok, W. (2010), Educational psychology (4th Ed.) Toronto: persin Canada.
Ivie, Stanley D. (1998). Ausubel’s learning theory: An approach to teaching higher
order thinking skills. High School Journal, 82(1), 35-42.
Good, Thomas L. and Brophy, Jere E. (1990). Educational Psychology: A Realistic
Approach. New York: Longman.
Langford, Peter (1989). Educational psychology: An Australian perspective. Sydney:
Longman Cheshire
Kumagai, S., N. (2013) Ausubel’s subsumption theory: the role and nature of
advance Organizers. California State University – Monterey Bay. Retrieved
fromhttp://www.academia.edu/4865184/Ausubels_Subsumption_Theory_The_Role_and_N
ature_of_Advance_Organizers
Thompson, T., L (2004). The Learning Theories of David P. Ausubel: The Importance
of Meaningful and Reception Learning. University of Alaska-Southeast. Retrieved
fromhttp://ww2.coastal.edu/dsmith/edet720/ausubelref.htm

See the next video

https://youtu.be/QvyX5fAtl-k

II. CRITICAL AND REFLECTIVE COMPRENHENSION

After reading the articles and seeing the videos, answer:

1. Write with your own words what you understand about the articles and the videos.
(no more than 2 paragraphs).

I would think that it is important have the a clear path to drive learning process in an
adaptive, comprehensive, effective, transformative and dynamic way of learning.
Meaningful Learning provides an useful way to enhance the learning and retention
of information by relating new concepts and ideas with existing base knowledge.
This allows to the student to subsume information in his cognitives structures
 organizing that information with pre existing knowledge concepts and subsequently
hierarchizing those thought structures.

Using instructional design to support meaningful learning allows to student to

hierarchize information in a visual way helping to enhance the knowledge
absorption.
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------

2. Based on the text: Who is an Instructional Designer and what is his or her role?

The instructional designer has to create learning materials to give the student tools
for the better acquisition of knowledge and skills.
This learning materials have to be dynamics and interactives, where the student is
actively participating and getting familiar with the content. The Instructional
designer besides has the task to evaluate, not only to assessing what was learned by
the student, also to evaluate the effectiveness of the materials and general content
that is given.

3. What are the basic components in the Instructional Design? Do you consider we
need to take into account them to prepare a class or to do research?

The Instructional designer has the task of prepare materials, plan the learning
materials, the objectives of the course and also to know who is go to receive the
information, and what is the best way to deliver the class and receive feedback of
the process through evaluation. The principal characteristic of all this process is that
it has to do previously of the course, it has to be clear not only for the teacher also
for the students for a better development of the learning process.

4. Write a reflective conception about Meaningful Learning.

Meaningful Learning is the way of Learning which considers the value or meaning
that the learner assigns to the knowledge or information. In this manner of learning,
the students assign a certain value to the new information and there are many factors
that determine whether if it is great or low value. How much of this value is given
 by the students to the new data has an impact on how much information they can
comprehend, retain and apply on different contexts. Some of the factors that alter
the value given are: How much of the knowledge can be applied in personal and
social contexts; how much use is given to it and this varies on each learner’s own
cognitive structure. Information is hierarchized by the learner and it can only have
some form of importance once it’s been processed by them in their own mind. It
considers a lot of the needs that the learner might have, in addition to their context
and their manner of structuring and giving form to knowledge. Meaningful Learning
can be one of the most effective ways of learning inside the classrooms, since it is
based on getting the learners to give a form to knowledge based on what they
already know, which can lead to a better apprehension.

5. Express with your own words what is the role of the teacher and the learners in the
process of Meaningful Learning?
The role of the teacher is to enable students to acquire new information based on
their existing knowledge, this by lending <<subsumers>>, which are the materials
and tools (can be considered also as the knowledge, once condensed), to the
learners. These subsumers have to be hierarchized, available and relevant, in order
to facilitate the role of the student, which is not very active and is focused merely on
forming knowledge based on their previous knowledge and the information given
by the teacher.

6. What is Meaningful Learning for you?

Meaningful Learning, to me, is the way of helping students to assign a meaning to
the new knowledge and by this action making the process of Learning easier. It
considers the general knowledge students can have as a whole, and introduces
specific bits of new information into that complete, general knowledge they have.
This means that students give some determined importance to every piece of
knowledge they acquire, and it is the teacher’s labor to make sure the student gives
a great value to the knowledge they are given.

III. Written Production:

Write a paper where you take into account the following question Is it relevant for a
teacher to know the concepts of Instructional Design and Meaningful Learning?
Also based your paper on the articles read and the forum discussion.

(Máximo 2 páginas, interlineado 1.5, fuente Times News Roman).

You can use some of the following argumentation strategies:

• Draw on their previous knowledge and deep documentation on the subject.

• Appeal to criteria of authority through the use of the citation (direct and
indirect quotation).
• Use exemplification, comparisons, associations, analogies.
 • Take principles from other disciplines.
Welcome general opinions, popular knowledge, collective imagery, ideologies,
testimonies, personal experiences.
• Support your point of view in direct observations, showing evidences, such as
photographs, videos.
• Present statistical data (if applicable)

Do not forget to assign a suggestive title to your essay and record the references
consulted and cited at the end. By the way, you can use the Bibliography that appears
in the submitted program or the one that you get in national and international
databases (articles from indexed magazines, books, etc.). The Uptc library contains
many databases that you can access at no cost.

Important note: This paper must be written in English. Be careful with the structure,
grammar, spelling and punctuation. And of course with Essay structure: introduction,
body, conclusions and references.
You can write the essay here…

(TITLE)