Conversational Forms of Instruction and Message Layer Design

ISBN-13: 9783030842192 / Angielski / Miękka / 2021 / 98 str.

Andrew S. Gibbons; Elizabeth Boling

Spis treści

Chapter 1 – Instruction as a Conversation: The Imperative for Message Layer

                    Design

            1.0 Introduction and Overview

            1.1 Instruction as a Conversation: Four Assumptions

            1.2 What Constitutes a Conversation?

            1.3 Forms and Dimensions of Instructional Conversations

            1.4 The Architectural Theory of Instructional Design:

                  Introduction of Terms

                        1.4.1 What Kind of Theory?

                        1.4.2 Why An Architectural Approach?

                        1.4.3 The Design Layers

            1.5 Layers During Design and Instruction

                        1.5.1 Layers During Design

                        1.5.2 Layers During Instruction

            1.6 The Message Layer in Relation to Other Layers

            1.7 Conclusion

Chapter 2 – Conversation Theory and the Message Construct

            2.0 Conversation Analysis and Conversation Synthesis

                        2.1 A Generalized Model of Conversation

                        2.2 Conversation Analysis vs. Conversation Synthesis

                        2.3 A Theory of Conversational Structure

                                    2.3.1 Conversational Analysis and Morphological

                                             Elements of Conversations

                                    2.3.2 How Strategic Intentions Are Expressed

                                             Through Morphological Elements

                                                2.3.2.1 Turns, Messages, and Actions

                                                2.3.2.2 Adjacency Pairs

                                                2.3.2.3 Sequences

                                                2.3.2.4 Projects

                                                2.3.2.5 Non-Verbal Elements and

                                                            Emotional Modifiers

                                                2.3.2.6 Epistemics, Strategies, and

                                                            Diagnostic Assessment

                        2.4 From the Message Construct to Conversational Structures

                        2.5 Conclusion

Chapter 3 –Message Structure, Educational Psychology, and Instructional

                   Technology

            3.0 The Bridge from Strategy to Conversation

                        3.1 Programmed Instruction and Message Structures

                                    3.1.1 The Indeterminate Nature of Actions

                                    3.1.2 Actions and Understanding in a Conversation

                                    3.1.3 Markle’s Application of Message Discipline

                                    3.1.4 Markle and the Message Construct

                        3.2 Formalized Instructional Strategy: Gagné

                        3.3 Component Display Theory: Merrill and TICCIT

                        3.4 Smith and Meux: The Logic and Strategies of teaching

                              in Education

                        3.5 Conclusion

Chapter 4 –Message Structure and Intelligent Tutoring Systems

            4.0 Adaptive Instruction: The Message Construct as a Necessity

                        4.1 Early Emergence of message design in ITS

                        4.2 Strategic Goals and Messaging Rules

                        4.3 Further Separating Message From Representation

                        4.4 Message Terminology in ITS Literature

                        4.5 Messaging and Scaffolding

                        4.6 Non-Textual, Non-Verbal Messages

                                    4.6.1 Graphical Message Generation in a Simulation:

                                             STEAMER

                                    4.6.2 Simplifying Message Generation in a Simulation:

                                             Dragoon

                        4.7 Conclusion

Chapter 5 – Message Structure, the Learning Sciences, and Social Learning

                    Theory

            5.0 Designing Conversations: What is designed?

                        5.1 Message Typing in Computer-Supported Intentional

                              Learning Environments (CSILE)

                        5.2 Problem-Based Learning: Disciplined Conversations for

                              Problem Solving

                        5.3 Reciprocal Teaching and the Management of Messages

                        5.4 Conclusion

Chapter 6 – Results and Conclusion

            6.0 Reviewing Our Claim and Our Argument

                        6.1 Selection of Cases

                        6.2 The Message Layer and the Architectural Theory

                        6.3 Detecting the “Hidden” Message Construct

                        6.4 The Message Layer: A Swiss Army Knife

                        6.5 The Message Layer and the Order of Design

                        6.6 The Independent Design of the Message Layer

                                    6.6.1 The Need to Involve Specialists in Team Design

                                    6.6.2 The Need for Adaptivity and Generativity

                                    6.6.3 The Need to Capture Value Messages in Designs

                                                6.6.3.1 Value Messages and Their Importance

                                                6.6.3.2 Designing Values Into Instruction

                        6.7 Preserving Intent

                        6.8 The Message Layer and Conversational Analysis Structures

                        6.9 Diagnosis and Repair Involving the Message Construct

                        6.10 Conclusion

 

References

Glossary

Contact information

Author index

Subject index

O autorze

Dr. Andrew S. Gibbons conducts research on the architecture of instructional designs. His book, An Architectural Approach to Instructional Design (Routledge, 2014), expresses a theory of instructional design layers, design languages, and modularity to aid the creation of more conversational, innovative, and interactive forms of instruction. Gibbons has also published a content domain theory of Model-Centered Instruction. His goal is to explore the use of layers, languages, and modularity as tools for creating instructional systems that are adaptive, generative, and scalable.

Elizabeth Boling is professor of instructional systems technology in the School of Education at Indiana University. Prior experience includes 10 years in design practice, five with Apple Computer, Inc. She has served as department chair, associate dean for graduate studies, and interim executive associate dean for the School of Education, Indiana University. Her research interests include visual design for information and instruction, and design theory, pedagogy and practice. She is past editor-in-chief of TechTrends, founding editor and current editor-in-chief of International Journal of Designs for Learning, lead editor the Routledge title Studio Teaching in Higher Education: Selected Design Cases and a co-editor of the forthcoming Handbook of Research in Educational Communications and Technology, 5thEdition.

Blurb

This book examines the theoretical basis of one of the functional layers—the message layer—of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. 

The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. 

A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the  learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions.