Learning Science Design and Development Requirements1: An Update of Hendrix and Tiemann’s “Designs for Designers”

Layng, T. V. Joe

doi:10.5514/rmac.v40.i2.63664

Cited by 7 publications

(7 citation statements)

References 9 publications

(7 reference statements)

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“…Experimenters need to draw more upon the “technology of process” to enhance the effectiveness of the computer-based instruction (Layng & Twyman, 2013). Revisions to the program, to preempt error formation, are often done through one-to-one discussions with participants (Layng, 2014). It is important that “technology of process” be considered when integrating “technology of tools” for instructional purposes (Layng & Twyman, 2013).…”

Section: Discussionmentioning

confidence: 99%

Using a computer-based precision teaching program to facilitate learning of complex material: The case of the model of hierarchical complexity.

Commons¹,

Owens²,

Will³

2015

Behavioral Development Bulletin

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The model of hierarchical complexity (MHC) assesses a general, unidimensional behavioral developmental set of tasks that measure difficulty across different domains. Teaching the model is a challenge because of the abstract nature of the model. Using the traditional Precision Teaching method of SAFMEDS, those learning the model reported the approach to teaching to be rather boring. In the present work, computer-based instruction was integrated into the Precision Teaching of MHC. The results indicate that mastery was achieved in 8 of the 27 participants. Controlling relations developed that were not useful to scoring stage. This indicates that the program needs to analyze more closely the technology of process as derived from the basic and applied learning sciences. These considerations will be reviewed in detail.

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Section: Discussionmentioning

confidence: 99%

Using a computer-based precision teaching program to facilitate learning of complex material: The case of the model of hierarchical complexity.

Commons¹,

Owens²,

Will³

2015

Behavioral Development Bulletin

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“…What follows are suggestions to stimulate appreciation of how the full remit of available digital technology (e.g., multimedia) can be used more creatively in teaching. Obviously, the detailed design of these kinds of alternative teaching methods requires skilled developers working in collaboration with behaviour analysts (Layng, 2014).…”

Section: Using Digital Technology In He Teachingmentioning

confidence: 99%

Technology and behaviour analysis in higher education

Keenan¹,

Presti

Dillenburger³

2019

European Journal of Behavior Analysis

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A key goal of higher education is to provide training that harnesses cutting-edge developments in both the theory and applications of a particular discipline. Currently in Europe, the uptake of the discipline of behaviour analysis is thwarted by a range of factors, the primary one being a hostile environment fuelled by misunderstandings of the science and its applications. In this paper, we offer suggestions for how to use behavioural as well as digital technology creatively to address this problem. We start with an overview of baseline conditions in which misinformation is rife, particularly in the field of autism interventions. We argue that, in advocacy for better services, there is a need for a more systematic use of behavioural technology. We call for the creation of a database of teaching gambits that provide illustrations of how to teach compleX conceptual issues as well as guidance on running practical classes in the eXperimental analysis of behaviour. Furthermore, we eXamine the design of the discriminative stimuli used when eXplaining the natural science of behaviour, including the persistent reliance on the written word alone when discussing something dynamic like behaviour. We propose that behaviour analysts should embrace digital technology to develop these stimuli and we give some eXamples of how to harness this technology to develop an ecosystem that supports the coordination of behavioural services and the enhancement of treatment integrity. We consider how cloud-based archives can be used to keep track of behavioural progress and provide a learning management system that might potentially work with social robots, iPads, and interactive walls. Finally, we summarize how these issues are directly related to making the science of behaviour analysis accessible and fit for purpose for students and service users in the 21 st century.

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“…The discussion has focused on concepts where the attributes are part of a single stimulus, such as chair or solid. Layng (2014) used the terms intradimensional concept to describe those stimuli where a single stimulus, such as a chair occasions behavior, and interdimensional concepts (or tacts), such as distant, believe, or opposite, where specifiable, invariant comparative attributes guide responding.…”

Section: Beyond the Single Stimulusmentioning

confidence: 99%

Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

Layng

2018

Perspect Behav Sci

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How we make sense of the world is founded on our understanding of simple and complex concepts, which form the basis for our vocabulary (Layng, 2016a). We often gain this understanding through life experience, but conceptual learning can be explicitly taught. This tutorial provides a brief introduction to concept learning and teaching that has its roots in behavior analysis and related disciplines (Bruner, Goodnow, &

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Learning Science Design and Development Requirements1: An Update of Hendrix and Tiemann’s “Designs for Designers”

Cited by 7 publications

References 9 publications

Using a computer-based precision teaching program to facilitate learning of complex material: The case of the model of hierarchical complexity.

Using a computer-based precision teaching program to facilitate learning of complex material: The case of the model of hierarchical complexity.

Technology and behaviour analysis in higher education

Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

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