MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY IMT 2025

2 | UNDERSTANDING THE LEARNERS LEC | SIR / DR. JOHN HENRICK UY

Baby Boomers (born between 1946-1964)

- They learned to put up with lecture formats, build,
OUTLINE
I. Generation of Learners and abide by group rules to encourage fairness with
A. Traditionalist each other, role play and interact (fall backward and
B. Baby Boomers we’ll catch you) and enjoy “tribal wisdom” stories.
C. Gen X
D. Millennials Characteristics of Baby Boomers
E. Gen Z - Strong work ethic
F. Gen Alpha - They aren’t afraid to put in a hard day of
II. Learning Styles/Models work
A. Kolb’s - Self-assured
B. Blooms - Independent and self-assured
C. Honey and Mumford - Competitive
D. VARK
- They like competition
III. Learning Theories
A. Behaviorism - Goal-centric
B. Cognitivism - Resourceful
C. Constructivism - Mentally focused
D. Cognitive Learning Models - Team oriented
IV. Constructing Learning Outcomes - Disciplined

I. Generation of Learners
Training and Learning Styles (Baby Boomers)
- Facilitated, instructor-led
Generation of Learners - Interactive and group learning
- Need time to practice skills
Traditionalist (born between 1922-1945) - Prefer tactile learning
- Value old-time morals, safety, security, and - Like books, ppt, and hand-outs
- Link learning to new ways to add value
consistency
- More respect for brick-and-mortar educational
institutions and traditional lecture formats than Gen X (Generation X)
online, web-based education and training - Demographic cohort following the baby boomers
- Favors conventional business models in the legal and preceding the millennials
workplace and a top-down chain of command - Birth years ranging from the early-to-mid 1960’s to
- Work ethic and reliability are important to them the early 1980s
- Nicknamed the “WHY” generation
Characteristics of Traditionalists
- Technologically literate
- Respect for authority
- Loyal - Work ethic = means to an end
- Practical and patient - Crave attention and want immediate rewards
- Can be tough for them to use their own judgment - “Just in time” learners
- Why customize?
- Separation of work and home Characteristics of Gen X
- Goal is to build legacy - Independent
- Resourceful
- Self-sufficient
- Value freedom and responsibility in the
Training and Learning Styles (Traditionalists)
workplace
- Prefer to learn in the morning]
- They display casual disdain for authority and
- Sage on the stage
structured work hours
- Lecture
- Dislike being micro-managed and embrace a
- Q and A
hands-off management philosophy
- Dislike being called on
- Link learning organizational goals

1 AY 2022 - 2023
MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY IMT 2025

“The Millennial Generation will entirely recast the image of

Training and Learning Styles (Gen X)
- Focus on outcomes vs techniques youth, from downbeat and alienated to upbeat and engaged –
- Make learning experiential, problem-solving with potentially seismic consequences for America.”
- Control over own learning -Howe and Strauss, Millennials Rising, 2000
- Like parallel thinking
- Go with key points
- Flexibility in scheduling MILLENNIALS WORK TO LIVE
- Link learning to their marketability - “Find a job you enjoy and you will never work for a
day in your life.”
- No feeling of “Company Loyalty”
Millennials (Generation Y/Gen Y) - If things are not working out, quit, there is another
- Demographic cohort following Gen X and job out there.
proceeding Gen Z
- Birth years ranging from the starting early 1980s
and ending birth years of mid-1990s to early
2000s
- Salient characteristics of this generation is its
comfort with technology
- Prensky refers them as digital natives or born in
technological world
Characteristics of Gen Y
- Digital natives
- Menu-driven thinking
- Work on their own terms
- Think globally
- Have positive expectations
- Want customization
- Desire interactivity
- Express to express
- Not to impress you
- Multi-taskers
- Desire mutual respect
- Ready for collaboration
- Looking for a cause
- Meaningful work
- Celebrate diversity
- Acknowledgement for being here
- Looking for an experience

Goal is to find work and create a life that has meaning.

Training and Learning Styles (Gen Y)

- Edutainment
- Fun and learning
- Mis-takes
- Teamwork and technology
- Like discovery and mystery of unanswered
questions
- Engaged to retain information
- Link learning to making a future
- Making difference and making money

2 AY 2022 - 2023
MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY
Engaging Gen Z students and learners.
- Generation Z is the youngest of the five
generations, active in today's economy.
- They are already the largest generation in the U.S.
and will represent 40 percent of the population in
2020
Our Generation Z Learners
- First students to be born into a world with
smartphones, tablets and computers.
- They like information in bite-sized chunks and
prefer hands-on learning.
- They are social entrepreneurs and like their
learning to have meaning and purpose.
- They talk in images and emojis, and they prefer
Youtube to TV.
- Don’t stand for the status quo.
- For Gen Z it’s easier to gain an audience, a stage,
and the attention of the right people, i.e. Parkland
Students.
- Born into an information revolution i.e. from
artificial intelligence, self-driving cars, and
drones, to virtual assistants.
- Their social circle is global.
- They like to make and create.
- They want to collaborate and share.
II. Learning Styles/Models
Learning Styles
Why learning styles?
- Learners are intrinsically different and have
different preferred learning styles.
- Teaching is a purposeful intervention with the aims
of promoting learning and causing learning to
happen.
“Learning is never cumulative, it is a movement of
knowing which has no beginning and no end.”
Bruce Lee
CONCEPT OF LEARNING
- The acquisition and master of what is already
known about something.
- The extension and clarification of one’s experience.
- An organized, intentional process of testing ideas to
relevant problems.
Learning Styles/Models
Learning models
- provide teachers with an organized system for
creating an appropriate learning environment, and
planning instructional activities.
3 AY 2022 - 2023
IMT 2025
Kolb’s learning Model
- Introduced by David Allen Kolb, an American
educational theorist, who stated that learning is a
process whereby knowledge is created by
transformation of experience.
- Knowledge, according to Kolb, results from a
combination of grasping experience and
transforming it. (SOURCE- E-BOOK)
Summary of the Kolb’s Model for the Learning Cycle:
- CONCRETE EXPERIENCE
- when a new experience or situation is
encountered, or a reinterpretation of
existing experience.
- REFLECTIVE EXPERIENCE OF THE NEW
EXPERIENCE
- if there are any inconsistencies between
experience and understanding.
- ABSTRACT CONCEPTUALIZATION
- reflection gives rise to a new idea or a
modification of an existing abstract
concept the person has learned from
their experience.
- ACTIVE EXPERIMENTATION
- The learners apply the ideas to the world
around them to see what happens.
Bloom’s Learning Model
Known as Bloom’s Taxonomy
- a set of 3 hierarchical models used to classify
educational learning objectives into levels of
complexity and specificity.
The three lists cover the learning objectives in:
1. Cognitive (mental skills/knowledge)
2. Affective (feelings/emotions, attitude, self)
3. Psychomotor (manual or physical skills) domains.
Bloom’s Domain of Learning (Higher Order Skills Are On
Top)
1. Psychomotor
● Origination
● Adaptation
● Complex Overt Response
● Mechanism
● Guided Response
● Set
● Perception
MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY IMT 2025

2. Cognitive anything once’. They tend to act first and consider

● Evaluation the consequences afterwards.
● Synthesis Activists learn best when:
● Analysis ● involved in new experiences, problems, and
● Application opportunities.
● Comprehension ● Thrown in at the deep end.
● Knowledge ● Working with others in problem solving, games,
role-playing exercises.
3. Affective ● Able to lead a group.
● Characterizing Activists learn least when:
● Organizing ● Listening to lectures or reading long explanations.
● Valuing ● Reading, writing and thinking on their own.
● Responding ● Analysing and interpreting lots of data.
● Receiving ● Following precise instructions.

CHANGES IN BLOOM’S TAXONOMY 2. Theorist

● They prefer to think problems through in a
● ORIGINAL DOMAIN step-by-step manner.
● Evaluation ● They like lectures, systems, case studies and
● Synthesis readings.
● Analysis Theorists learn best when:
● Application ● Presented with a system, model, concept or theory.
● Comprehension ● Can explore methodically links between ideas,
● Knowledge events, and situations.
● Can question and probe the basic methodology,
● NEW DOMAIN assumptions or logic.
● Creating ● Are intellectually stretched
● Evaluation ● Structured situations with a clear purpose
● Analyzing Theorists learn least when:
● Applying ● Have no apparent context or purpose
● Understanding ● Have to participate in situations emphasizing
● Remembering emotions and feelings
● Involved in unstructured activities
2.2.3. Honey and Mumford ● Asked to act or decide without a basis in policy,
Honey and Mumford use different terms for each stage of principle or concept.
the learning cycle and for each of the learning styles.
3. Pragmatist
● They like to put things into practice.
Honey and Mumford
Pragmatists learn best when:
Activist ● Have a chance to try out what they have learnt;
Having an Experience (HE) ● Can focus on practical tasks and actions;
● Obvious practical advantages;
Reflector ● Given techniques relevant and applicable to their
Reviewing the experience (RE)
own work.
Theorist Pragmatists learn least when:
Concluding from the Experience (CFE) ● No clear guidelines;
● Running around in circles;
Pragmatist ● No apparent benefit or ‘reward’ from the activity;
Planning the next steps (PNS) ● Learning is unrelated to any need that they
recognise.
1. Activist
● Activists are people who learn by doing. They like to 4. Reflector
involve themselves in new experiences, and will ‘try

4 AY 2022 - 2023
MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY IMT 2025

● These are individuals who like to have time for Kinesthetic

planning and preparation as well as opportunities ● Students who are kinaesthetic learners best
for review. understand information through tactile
Reflectors learn best when: representations of information.
● Able to watch/think/ponder on activities
● Have time to think before acting - The acronym VARK stands for Visual, Aural,
● Careful, detailed research can be carried out Read/write, and Kinesthetic sensory modalities that
● Time for review is available are used for learning information.
● Decisions can be reached without pressure and - Flemming and Mills (1992) suggested four
tight deadlines. modalities that seemed to reflect the experiences of
Reflectors learn least when: the students and teachers.
● They feel ‘forced’ into limelight
● There is no time for planning Learning
● They are given insufficient data on which to base a ● The acquisition and master of what is already
conclusion. known about something.
● The extension and clarification of one’s experience.
Honey and Mumford ● An organized, intentional process of testing ideas to
- Their styles are based on the stages of the Kolb relevant problems.
learning cycle and have evolved. Homey and Definitions of Learning
Mumford use different terms for each stage of the Gardner Murphy, 1968
learning cycle and for each of the learning styles. - “Modification in Behaviour to meet
environment Requirements”
Henry P. Smith, 1968
Kolb Honey and Mumford
- Acquisition of new behaviour
Accommodator Activist - Strengthening or weakening of old
Concrete experience (CE) Having an Experience (HE) behaviour
Criteria of Learning
Diverger Reflector ● It involves change
Reflective observation (RO) Reviewing the Experience ● Endures over time
(RE)
● Occurs through experience
Assimilator Theorist
Abstract conceptualization Concluding from the Learning Models
(AC) Experience (CFE)
Why is it important to understand contemporary theories
Converger Pragmatist of learning?
Active experimentation Planning the next steps
- Understand
(AE) (PNS)
Learning
● Describe
2.2.4. Vark ● Analyze
● Predict
Visual What is the purpose of learning theories?
● Visual learners prefer the use of images, maps, and Knowledge
graphic organizers to access and understand new ● Absorb
information. ● Process
Read & Write
● Retain
● Students with a strong reading/writing preference
learn best through words.
Auditory
● Auditory learners best understand new content
through listening and speaking in situations such
as lectures and group discussions.

5 AY 2022 - 2023
MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY IMT 2025

● Discovers learning from previous

UNDERSTANDING knowledge and experience.
● Anybody can learn anything at any age.
Cognitive ○ Provided stated in terms they can
understand
Emotional
● Powerful concepts
Environmental 1. Meaning Verbal (Ausubel)
● Advance Organizers
Experience ● When learners have difficulty with the new
material,
Main Theories ○ Go back to the concrete anchors.
1. Behaviorism ● Provide a discovery approach and they will
2. Cognitivism learn.
3. Constructivism Cognitivism in the Classroom
4. Social Learning Theory ● Inquiry-oriented projects
5. Multiple Intelligences ● Provides opportunities for the testing of hypotheses
● Curiosity is encouraged
Behaviorism/Behaviorist Learning (Skinner) ● Stage-scaffolding
● All behaviors are acquired through conditioning. ● Like Behaviorism, knowledge itself is given and
● Operates on a principle of “stimulus-response”. absolute.
● Confined to observable and measurable behavior. ● Input - Process - Output model
Behaviorism/Behaviorist Learning (Skinner) ○ Mechanistic and deterministic.
Classical Conditioning ● It does not account enough for individuality.
- Combination of stimuli to produce a ● It has little emphasis on affective characteristics.
response Constructivism (Vygotsky)
- 3 Stages: ● Knowledge is actively constructed.
○ Before conditioning ● Learning is:
○ During conditioning ○ A search for meaning by the learner
○ After conditioning ○ Contextualized
Operant Conditioning (Skinner) ○ Inherently social activity
- Consequences lead to changes in voluntary ○ Dialogic and Recursive
behavior ○ Responsibility of the learner
- It is about reinforcement and punishment Social Constructivism In The Classroom
Behaviorism in the Classroom ● Journaling
● Rewards and punishments ● Experiential Activities
● Lecture-based ● Personal Focus
● Highlights structured ● Collaborative & Cooperative Learning
Critiques of Behaviorism Critiques of Social Constructivism
● Free will and internal influences are neglected. ● Suggests that knowledge is neither given nor
● Advocates passive-student learning. absolute.
● One size fits all. ● Less rigorous than traditional approaches to
● Knowledge itself is given and absolute. instruction.
Cognitivism (Piaget and Bruner) ● It does not fit well with:
● Knowledge is seen as symbolic mental ○ Traditional age grouping
constructions. ○ Rigid terms/semesters
● Learning is defined as a change in the learner's
schemata.
● Focuses on the processes involved in learning.
Cognitive Learning Theories
1. Discovery Learning (Bruner)
● Inquiry-based constructivist learning
theory.

6 AY 2022 - 2023
MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY IMT 2025

Learning Theories: The Big 3 Multiple Intelligences in the Classroom

● Delivery of instruction should be via multiple media
● Learner-centered classroom
Behaviorism Cognitivism Constructivis ● Authentic assessment
m ● Self-directed learning

Teacher-Focused Student-Centere Student-Centere

Model d d

Brain is like a Based around Each individual

black box and how the brain of learner
learning occurs the learner gains constructs his or
through Stimuli; and processes her own
information. knowledge

Reward, Considers the Engagement,

Reinforcement learning styles Participation,
Social

Lecture, Drill and Concept Discovery Critiques of Multiple Intelligences

Practice, mapping, learning,
● Lack of quantifiable evidence that MI exist
Comprehension computation, collaborative
Checks emphasis on group work, peer ● Multiple intelligence has no discernible impact on
memorization, grading, learning
organization apprenticeships ● Departure from core curricula and standards

Social Learning Theory (BANDURA)

● Observational
● Sensorial
● Imitation

Social Learning Theory in the Classroom

● Collaborative learning and group work
● Modeling Responses and Expectations
● Opportunities to observe experts in action

Critiques of Social Learning Theory

● Absence of the following mediating factors:
- Individuality
- Context
- Experience
● Promotes passive receivers of sensory stimuli
● Disregard of emotions and motivations in learning

Multiple Intelligence (Gardner)

Pedagogy (prior to 1990)

- Instructor-led
- Unidirectional; teacher teaches the student where
the student will mature more and learn how to
contribute to things.

7 AY 2022 - 2023
MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY IMT 2025

Andragogy (until 2010)

- Self-directed Learning Outcomes
- Bidirectional; students learns from teacher and - Statements that tell students what they will be able
from his peers to do at the end of a period of time
- Measurable and quite often observable
Synergogy and Cybergogy (after 2010) - Sharpen the focus on student learning
- State in clear terms; what it is that your student
Heutagogy should be able to do
- Self-determined - Focus on student products, artifacts, or
- Multidirectional; students learns from his peers performances
and the technology - Student-centered
- According to Blaschke (2012), “Net-centric theory” - Course expectations
internet provides the resources for the self-directed
experience
- Learning theory of distance education and views it
as further point on the learning continuum after
pedagogy and andragogy
- Congruent with transformative education since
this also requires learners to reflect on their
learning process
- Capability-based learning

Principles of Heutagogy (McAuliffe, Hargreaves, Winter and

Chadwick, 2008)
- KNOWING HOW TO LEARN is a crucial skill
- Educators focus on LEARNING PROCESS RATHER
THAN CONTENT
- Learning GOES BEYOND SPECIFIC DISCIPLINE
- Learning occurs through SELF-CHOSEN and
SELF-DIRECTIVE ACTION

Education 3.0 (Gerstein, 2013) Bloom’s Taxonomy

- “Connectivist, heutagogical approach”
- Model noted that schools are literally
everywhere and resources are there for
the taking
- Includes open education resources, MOOCs, and
multimedia in addition to traditional learning
resources
- CONCEPT OF “INFORMATION DISCERNMENT”
includes informational and digital literacy and
how learners can categorize and appropriately
use the information they have access to in order
to optimize their learning experience
Bloom’s Taxonomy
- Set of three hierarchical models used to classify
educational learning objectives into levels of
complexity and specificity
- There are three domains of learning:
- Cognitive - mental skills (knowledge)
- Affective - growth in feelings/emotional
areas (attitude/self)
- Psychomotor - manual/physical skills
(skills)

Connectivism (Downes, Siemens)

- Views the students as driver of learning
- Where the learner connects with, and builds
knowledge via the connections made within
a network

IV. Constructing Learning Outcomes

Learning Outcomes

8 AY 2022 - 2023
MT638 | PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL TECHNOLOGY IMT 2025

Bloom
- Changes in the Bloom’s Taxonomy
- Changing the names in the six categories
from noun to verb forms
- Creating processes and levels of
knowledge matrix

9 AY 2022 - 2023