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Triad Model of Education (II) and Instructional Engineering

Published online by Cambridge University Press:  10 April 2014

E. A. Vargas
E. A. Vargas*
Affiliation:
B. F. Skinner Foundation
*
Correspondence concerning this article should be addressed to E. A. Vargas, B. F. Skinner Foundation, Suite 3003, 12 Arrow Street, Cambridge, MA, 02138, USA. E-mail: eavargas@bfskinner.org
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Abstract

Despite the money and sweat that go into new instructional technologies, they do not produce the overall high level of student performances that societies seek. More effective teaching calls for a profound solution. It requires a coordinate triad of factors: a proper science, the correct organizational structure, and an engineering instructional technology. This second of a series of articles on the Triad Model of Education concentrates on instructional engineering. The instructional engineering drawn from the science is contingency-based. Contingency-based instructional systems always handle the inevitable two components of instruction: the repertoires of students and the setups that shape those repertoires. The setup component features five elements: subject matter, objectives, quality control, presentation modes, and logistics. The repertoire component consists of the governance of repertoires—event and lingual governed, the type of repertoire—knowing, solving, and creating, and the variability of the repertoire—convergent and divergent. These elements, and their required engineering, reveal an instructional task more complex than previously considered. Progress with such complexity occurs only when all components of the triad are in place.

A pesar del dinero y el sudor que forman parte de las nuevas tecnologías instructivas, no producen el alto nivel global de logro por parte de los estudiantes que las sociedades buscan. Una enseñanza más efectiva requiere una solución profunda. Requiere una tríada coordinada de factores: una ciencia adecuada, una estructura organizacional correcta y una tecnología instructiva de ingeniería. Este segundo artículo de una serie de artículos sobre el Modelo Tríada de Educación se centra en la ingeniería instructiva. La ingeniería instructiva extraída de la ciencia se basa en las contingencias. Los sistemas basados en contingencias siempre manejan los dos componentes inevitables de la instrucción: los repertorios de los estudiantes y los contextos o escenarios que dan forma a dichos repertorios. El componente contextual consta de cinco elementos: la asignatura, los objetivos, el control de la calidad, los modos de presentación y la logística. El componente del repertorio consiste en el gobierno de los repertorios—gobernados por eventos y por la lengua, el tipo de repertorio—saber, resolver y crear y la variabilidad del repertorio—convergente y divergente. Estos elementos y su ingeniería necesaria revelan una tarea instructiva más compleja de lo que se había pensado con anterioridad. El progreso con dicha complejidad sólo ocurre cuando todos los componentes de la tríada se encuentran en su lugar.

Keywords

Triad Model of Educationbehaviorologycollaborative organizationcontingency-based instructionmodelo tríada de educaciónconductologíaorganización colaborativainstrucción basada en contingencias
Type
Articles
Information
The Spanish Journal of Psychology , Volume 10 , Issue 2 , November 2007 , pp. 314 - 327
Copyright
Copyright © Cambridge University Press 2007

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