1

Laura Howard
OMDE 610 9040
Assignment 2- Behaviorist and Cognitivist Theory Becoming a Professional Sign Language
Communicator/Interpreter (Lesson: Emergency Related Communication)
DESCRIPTION
Learn and achieve Sign Language skills for becoming a Professional Certified
Sign Language Communicator/Interpreter for business, educational and/or commercial
purposes. As part of one of the lessons, learn how to communicate emergency
information in a business or commercial setting/environment, such as an airport, ship,
hospital or school. The audience participating and to be evaluated are generally adults
seeking to become Professional Sign Language Communicators/Interpreters, who already
have some basic knowledge of how to communicate with Sign Language. If the student
successfully achieves this lesson, approval will be initiated to move to the next lesson,
thus completing one of the required lessons to become a Professional Sign Language
Communicator/Interpreter.
OBJECTIVES

Student must know proper Sign Language representation to communicate specific and

related emergency tasks, procedures and items;

Student must demonstrate physical ability and skills required with proper Sign

Language communication speed, clarity and accuracy;

Student must demonstrate ability to interact with another person in regards to
emergency related situations as directed/requested through required Sign Language
skills and abilities.

OUTLINE
1. Online Video- follow and practice along with an asynchronous simulation video:
a) Watch video demonstration, then practice (along with video) specific
emergency related signing communication representation such as
exit, help, sick/hurt, hospital, police, etc;
b) Watch video demonstration, then practice (along with video) specific
emergency related signing communication representation in a sentence
form, such as you need to go here or leave, how can I help you?,
do you need medical attention? etc;
c) Watch video and practice (along with video) communicating to
group(s) and individual communication after with question and answer
examples;
d) Watch video, follow guidance and practice (along with video) to
communicate and interpret emergency related information to a person
communicating verbally as a representative for a person who
communicates through Sign Language and vice versa.
2. Online Practice Pre-Test
a) Multiple choice questions will be created for the student to choose the
correct pictures of specific emergency related signing communication
representation;
b) Multiple choice questions will be created for the student to choose the
correct pictures of specific emergency related signing communication
representations;
c) Using video asynchronous capabilities, the video can communicate, then
the student can demonstrate what they think the correct Signing

communication is, then the video reveals the correct Signing

demonstration.
3. Online Synchronous Testing
a) Instructor and student will arrange time (student with be given a
range option to select date and time from the instructor) to meet
with student to interact through video web camera technology, and
demonstrate Sign Language communication learned:
b) Instructor verbally communicates to student to sign specified
items;
c) Instructor verbally interacts with student to ask questions and
responses to communicate sentence or multiple words;
d) Instructor signs questions and directives for student to respond
with signing (non-verbal communication);
e) Instructor will verbally communicate information and the student
is required to sign along while instructor is communicating, as to
test Sign Language communicating abilities;
f) Instructor will sign items and sentences and student will respond
verbally what is being communicated, while instructor is signing.
COURSE TECHNOLOGY

An online course management tool will be used to facilitate the structure, media

and organization of the course (Kanuka, 2008);

Online video demonstrations and examples to follow, learn and practice will be

accessed through the course management tool (Kanuka, 2008);

Online testing tools will be used to create multiple choice tests on selecting the

correct signing representations and sentence communication structure;

The student will set up an optional time slot (student will be given a selection of
time slots to choose from) to communicate synchronously with the instructor to be

tested in a Sign Language communication online through web camera

capabilities.
INFLUENCE OF THEORY ON THE PROPOSED LESSON
The lesson that has been developed and constructed in this assignment integrates the
behaviorist theory and cognitivist concepts. Most of the requirements of this lesson facilitate the
ability to display results and requirements verbally and physically in relation to communicating
with Sign Language. This aligns with the behaviorist method since all activity to be assessed
must be visually seen as Good and Brophy (1990) (as cited in Ally, 2008, p. 20), Harasim
(2012a; 2012b) and Kanuka (2008) describe (Harasim, 2012a, p. 10; Harasim, 2012b, pp. 31 &
35; Harasim, 2012c, p. 47; Kanuka, 2008, pp. 105-106).
All the content and activities to practice will be organized and arranged using an online
course management system, which is preferred method tool for behaviorist (Kanuka, 2008, pp.
105-106). The course management tool will provide the content resources for viewing the links
of the videos and testing technology. Most of the lesson content guides the student through each
practice and activity using the online course management system, which is also another
behaviorist ideal (Kanuka, 2008, pp. 105-106), and can be accessed and practiced continually
(Harasim, 2012a, p. 11; Harasim, 2012b, pp. 35 & 38). This is also another behaviorist type of
approach, like Skinners rat experiment revealed, where the student may need to repeatedly
practice until successfully being able to display or exhibit what you learned (Harasim, 2012a, p.
11; Harasim, 2012b, pp. 34-35 & 38; Harasim, 2012c, p. 52; and explained by (Kozmas (2001)
as cited in Ally, 2008, p. 16 and Ausubels (1960) writings (as cited in Ally, 2008, p. 24) (Ally,
2008; Ally, 2008, p. 29; Harasim, 2012b; Harasim, 2012b, p. 38; Harasim, 2012c; Harasim,
2012c, p. 52; Kanuka, 2008; Kanuka, 2008, p. 106; Peirce, 2006; Siemens, 2007).

One of the lesson components that has the greatest cognitivist traits, is the action to be
able to remember and re-display what is learned, as explained by Kozmas (2001) as cited in
Ally, 2008, p. 16 and Ausubels (1960) writings (as cited in Ally, 2008, p. 24) (Ally, 2008; Ally,
2008, p. 29; Harasim, 2012b; Harasim, 2012b, p. 38; Harasim, 2012c; Harasim, 2012c, p. 52;
Kanuka, 2008; Kanuka, 2008, p. 106; Peirce, 2006; Siemens, 2007), which in this case is
remembering and showing Sign Language communication representations and applicability. The
instructor will also have more opportunity to focus on each student, but mostly only for the
assessment purposes, since this is a characteristic that aligns with behaviorist and cognitivist
ideals (Harasim, 2012c, p. 58; Kanuka, 2008, p. 105). Generally, the lesson is facilitated by the
content, which as Kanuka (2008) describes is a behavioristic trait (Kanuka, 2008, p. 106), but the
instructor is available as the assessor of the testing grading, a guide and providing assistance for
answering questions, or other relevant information, which is more cognitivist (Harasim, 2012c,
p. 58). However, the student will need to remember and be able to use the appropriate and
correcting signing, in order to achieve satisfactory completion of one of the lessons, to ultimately
achieve the goal will result in becoming a Professional Sign Language communicator/interpreter.
This is a behaviorist ideal and positive reinforcement strategy, which is a behaviorist type
motivation as described by Harasim (2012b) and discussed as a strategy by Kanuka (2008)
(Harasim, 2012b; Harasim, 2012b, pp. 37-38; Kanuka, 2008, p. 105).
Achieving the lesson successfully is the primary motivation if looking at this from a
behavioristic approach (Harasim, 2012b; Harasim, 2012b, pp. 37-38; Kanuka, 2008, p. 105).
Benander, Denton, Page and Skinner (2000) describe that, the rubric will be able to guide the
instructor and indicate through the assigned tasks that lesson was learned as the student display
the actions required (as cited in Peirce, 2006), which again this is another behaviorist trait as

Good and Brophy (1990) (as cited in Ally, 2008, p. 20) and Harasim (2012a; 2012b) describe
(Harasim, 2012a, p. 10; Harasim, 2012b, pp. 31 & 35; Haraism, 2012c, p. 47; Kanuka, 2008, pp.
105-106). Using components from both behaviorist and cognitivist theories from this lesson, may
help improve or provide learning capabilities and advantages to becoming a Professional Sign
Language Communicator/Interpreter.

FIGURE 1: RUBRIC (Possibly influenced by the University of Maryland University

College (2016) rubric for this assignment)

Demonstration
Testing Tasks
(earn 100 points
total)

Excellent

Satisfactory

Fail

(20- 16 points)

(15-11 points)

(10-0 points)

Instructor verbally
communicates to
student to sign
emergency related
specified items in
an immediate and
accurate matter.

Student is able to
perform signing the
items as directed by
the instructor with
correct accuracy
and timing or very
minor errors with
immediate timing.

Student is able to
perform signing as
directed by the
instructor with few
errors, and may be
slower to respond
with the correct
signing.

Student is not able

to perform signing
as directed by the
instructor or has a
moderate amount of
errors, and may be
very slow to
respond with the
correct signing.

Instructor verbally
asks student
emergency related
questions and
responses to
communicate in
sentence form or
multiple words by
signing.

Student is able to
perform signing as
prompted in
response to
instructor with
correct accuracy
and timing or very
minor errors with
immediate timing.

Student is able to
perform signing as
prompted in
response to the
instructor with few
errors, and may be
slower to respond
with the correct
signing.

Student is not able

to perform signing
as prompted in
response to the
instructor or has a
moderate amount of
errors, and may be
very slow to
respond with the
correct signing.

Instructor signs
emergency related
questions and
directives for
student to respond
with signing (nonverbal
communication).

Student is able to
display signing as
directed in response
instructor with
correct accuracy
and timing or very
minor errors with
immediate timing.

Student is able to
display signing as
directed in response
to the instructor
with few errors, and
may be slower to
respond with the
correct signing.

Student is not able

to display signing
as directed in
response to the
instructor or has a
moderate amount of
errors, and may be
very slow to
respond with the
correct signing.

Instructor will
verbally
communicate
emergency related
information and the
student is required
to sign interpreting
along while
instructor is
communicating.

Student is able to
display signing
while interpreting
the instructor with
correct accuracy
and timing or very
minor errors with
immediate timing.

Student is able to
display signing
while interpreting
the instructor with
few errors, and may
be slower to
respond with the
correct signing.

Student is not able

to display signing
while interpreting
the instructor or has
a moderate amount
of errors, and may
be very slow to
respond with the
correct signing.

Instructor will sign

emergency related
items and sentences
and student will
interpret verbally
what is being
communicated,
while instructor is
signing.

Student is able to
verbally
communicate what
is being signed
while interpreting
the instructor with
correct accuracy
and timing or very
minor errors with
immediate timing.

Student is able to
verbally
communicate what
is being signed
while interpreting
the instructor with
few errors, and may
be slower to
respond with the
correct signing.

Student is not able

to verbally
communicate what
is being signed
while interpreting
the instructor or has
a moderate amount
of errors, and may
be very slow to
respond with the
correct signing.

TOTAL POINTS
(up to 100 points)
(University of Maryland University College, 2016)

References
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The
theory and practice of online learning (pp. 15-44). Edmonton, AB T5J 3S8: AU Press.
Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008Theory_and_Practice_of_Online_Learning.pdf
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful
verbal material. Journal of Educational Psychology, 51, 267-272. doi: 10.1037/h0046669
Benander, R., Denton, J., Page, D., & Skinner, C. (2000). Primary trait analysis: Anchoring
assessment in the classroom. Journal of General Education, 49(4). 279-302. doi:
10.1353/jge.2000.0025
Good, T. L., & Brophy, J. E. (1990). Educational psychology: A realistic approach (4th ed.).
White Plains, NY: Longman.

Harasim, L. (2012a). Introduction to learning theory and technology. Learning Theory and
Online Technologies. (pp. 1-14). New York: Routledge.
Harasim, L. (2012b). Behaviorist learning theory. Learning Theory and Online Technologies.
(pp. 30-45). New York: Routledge.
Harasim, L. (2012c). Cognitivist learning theory. Learning Theory and Online Technologies. (pp.
46-58). New York: Routledge.
Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-inpractice. In T. Anderson (Ed.), The theory and practice of online learning (pp. 91-118).
Edmonton, AB T5J 3S8: AU Press. Retrieved from
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008Theory_and_Practice_of_Online_Learning.pdf
Peirce, W. (2006, January). Designing rubrics for assessing higher order thinking [Text version].
Workshop presented at the AFACCT Howard Community College, Columbia, MD.
Retrieved from
http://academic.pgcc.edu/~wpeirce/MCCCTR/DeSigningrubricsassessingthinking.html
Siemens. G. (2007, September 2). The conflict of learning theories with human nature [Video
file]. Retrieved from https://www.youtube.com/watch?
v=xTgWt4Uzr54&feature=youtu.be
University of Maryland University College. (2016). Assignment 2 - Behaviorist or cognitivist
learning activity [Rubric]. Retrieved from
https://learn.umuc.edu/d2l/le/content/124340/viewContent/5442323/View