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| Learning Technologies: Complexities, Cams,
Contingencies, Concerns, and Consequences |
| Monday, May 25, 2009 |
| 3:00 PM–4:20 PM |
| North 129 B |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: Brett Grant Kellerstedt (Salem State College) |
| Abstract: Arranging contingencies for successful learning via technology is an important consideration when selecting for student behavior. The three presentations in this symposium cover (a) student self-paced, adaptive technology to teach statistics and other course content; and (b) the use of distance technologies in training behavior analysts. The first paper is a data-based presentation in which comparisons are made between two sections of a self-paced course, one with contingencies for completing work and exams at a mastery level, and the other without such contingencies. The second paper details a system that can be used for a variety of course content, along with a behavioral analytic explanation of the key components. The final paper addresses concerns with distance supervision of students who may become eligible for BCBA certification. All three presentations are linked through an emphasis on the conditions under which computer-a and internet-based technologies may be used in a way consistent with effective behavioral principles conducive to learning. |
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| Mastery-Based Contingencies for Learning Statistics: A Significant Step Forward in Shaping Student Behavior |
| DARLENE E. CRONE-TODD (Salem State College) |
| Abstract: One of the most difficult (and avoided) courses in Psychology is an undergraduate course in statistics. This is partially due to not taking into account individual differences in skill level, and then using shaping steps to increase complexity of response sets. Two sections of undergraduate courses are compared: (a) one without a contingency in place to complete work before exams; and (b) one with such a contingency in place. In addition, the latter course required exam scores to be at, or above, mastery criteria prior to continuing to the next exam. Differences between the courses indicate a higher level of mastery, and more work completed, for the contingency-based course when compared with the non-contingency-based course. |
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| MediaMatrix Presenter: An Internet-based System for Incorporating Cascading-Complexity in Question and Answer Types |
| ROGER D. RAY ((AI)2, Inc.; Rollins College) |
| Abstract: This paper reviews features of a new Personal Response software system, called MediaMatrix Presenter. The Presenter allows for various levels of difficulty/complexity both in presentations and in types of associated question-based response demands in either synchronous (in-class) or asynchronous (distance learning at individual pace). The system allows use of multimedia presentations, including video, designed to approximate individualized adaptive instructional strategies described by Ray and Belden’s (2007) expert-system electronic text and tutoring system called MediaMatrix. The Presenter incorporates wireless internet services to manage multiple instructor, course, section, and student records that store individualized data on each student's responses to presentation questions. During presentations classmate-based summaries for each question provide aggregated data immediately following each individual question. Daily summary scores for each student across all questions for a given presentation are also accessible. Question types accommodated by the system include multiple choice, sentences with a single fill-blank typed production, selection-based paired-associates of verbal/graphic stimuli, and "multi-blank" associates involving production of four freely typed answers to a single verbal or graphic prompting stimulus. |
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| Distance Supervision for BCBAs: What is the Evidence? |
| CHRISTINE HOFFNER BARTHOLD (University of Delaware) |
| Abstract: Many professionals are offering supervision via distance learning technologies such as web cam. Distance learning provides the opportunity for some individuals who would not otherwise be able to participate in training and supervision opportunities to become certified professionals. Does distance learning supervision produce the same quality of practitioner that traditional face-to-face supervision provides? In this presentation, I will discuss models of distance learning supervision, empirical support for these models, and suggestions for future research. |
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| PSI & PI: The pluses and the minuses |
| ROBERT W. ALLAN (Lafayette College) |
| Abstract: The Personalized System of Instruction (PSI) and Programmed instruction (PI) are well proven, data-driven methods of enhancing student learning of course materials. Why have these methods not been more widely adopted? This paper will explore some of the contingencies punishing the use of PSI and PI and some of the contingencies that might still be profitably used to improve student performance even in the face of arranged punishers. |
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