This week we continue our discussion on memory, focusing on long term memory. Within our 3 chapters this week are a multitude of implications for designing instruction so that knowledge is processed and stored effectively so that it is readily available for future access and retrieval and that forgetting is minimized. These chapters are filled with terminology surrounding the processes of memory but I would also like you to focus on those aspects that seem most applicable or relevant to the practice of teaching and learning. For example, Chapter 9 discusses theories surrounding the organization of long term memory and discusses many models of the way in which information is stored in long term memory. While these models are good to know, I am much more concerned about factors that affect long term memory storage, application of theory to facilitating concept learning, and principles for assisting retrieval of information in instructional settings. These are things we can influence through our design of instruction and creation of learning environments. We DO have some control over the opportunities or methods provided for making information meaningful and retrievable.

With the above in mind I have tried to expand on certain topics from the text that focus more on the application of our knowledge of memory and its processes for our sessions this week. We will also continue work on our concept maps, a tool discussed further this week in Chapter 8.

For our classroom session this week I have 2 lectures from our library that you might be interested in to further your understanding of the text chapters and expand on related topics. The first lecture is on Schema and Meaningful Learning Theories. The second lecture contains an overview of a variety of Instructional Theories to include Gagne's Conditions of Learning and Carroll's Model of School Learning. All or parts of these lectures supplement material in your text. Remember as you listen that you can use the real player controls to fast forward or stop the lecture whenever you want. The lectures and the lecture notes are in the training materials section this week.

Please review the objectives for this week and read your text carefully with these in mind.

Session Activities

• Listen to any lectures you might find interesting and take notes as you go.
• Complete the Chapter Eight Quiz for Ormrod. You will have 120 minutes for this quiz. You may go directly into the eLearning system or read the directions first.
• Complete the Chapter Nine Quiz for Ormrod. You will have 120 minutes for this quiz. You may go directly into the eLearning system or read the directions first.
• Complete the Chapter Ten Quiz for Ormrod. You will have 90 minutes for this quiz. You may go directly into the eLearning system or read the directions first.

Reading/Research

There are a multitude of web resources available on the plethora of topics covered in this week's chapters. A few of these are listed below. Feel free to peruse at your leisure to assist in your understanding of these topics or expand on your current knowledge.

• Schema Theory (from D'Andradre 1995)
• Modes of Learning (Rumelhart and Norman)
• Schema activation, construction, and application
• Advance Organizers
• More on Advanced Organizers (if you still need a topic for your research paper here is a start on your empirical articles!)
• Ausubel and Subsumption Theory
• Schema Theory and the interpretation of television programmes
• Operationalizing Mental Models: Strategies for Assessing Mental Models to Support Meaningful Learning and Design- Supportive Learning Environments

• Scott's Research Library: Instructional Theory and Design Resources (If you haven't found this web resource yet you may want to investigate - very interesting)
• Cognitivism: Conditions of Learning and Information Processing Theory
• Gagne's Learning Outcomes and Conditions of Learning
• Bloom's Taxonomy in Distance Learning
• Bloom's Taxonomy of Educational Objectives (lots of additional links here)
• Task Oriented Question Construction Wheel Based on Bloom's Taxonomy (very cool!)
• Carroll's Model of School Learning
• Learning Theory Timeline (interesting to see the order of the development of theories we have been discussing)
• The case for explicit, teacher-led, cognitive strategy instruction

Session Activities

None

This week we will continue our concept mapping assignment. I want you to begin working on a concept map that will communicate your complete understanding of memory theories as discussed in chapters 7 through 10 in your text. Again, your concept map will not look exactly like the samples given we are using a different text, the assignment is somewhat different, and each concept map should represent your own personal understanding (and not someone else's) of the concept of memory. However, these examples should give you a good idea of the capabilities of Inspiration as well as what other students just like you have accomplished with the tool.

This activity will continue throughout the next several weeks with your final product shared with all interns on the web. Last week you should have downloaded the software and played around with it enough to get a feel for the tools and options available. This week you should begin working on your concept map. Your final product will be due in three weeks, on October 24th. Below are the same links as last week for those who still need access to them.

Session Activities

• Download the free 30-day trial of Inspiration
• Complete the Interactive Demonstration if you need some help getting started with using Inspiration
• View sample concept maps
  • Sample 1
  • Sample 3
  • Sample 4
  • Sample 5
  • Sample 6
• Begin working on your concept map for memory theories this week

• Email your Director;
• Email the Mentor;
• Email other interns.
• Refer to the Course FAQ.

Review Your Training Checklist
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