Learning Theories of Instructional Design

This link has been bookmarked by 134 people . It was first bookmarked on 02 Mar 2006, by Francine.

23 Dec 09

Jason Maitland
instructional_design instructionaldesign learningtheory
- Given that we will most likely never "see" an atom, we will never
  "see" learning either. Therefore our learning models are mental
  pictures that enable us to understand that which we will never see.
- Is Based on Social Negotiation
  
  a process of sharing a reality with others using the same
  or similar processes to those used in internal negotiation
  
  Is Facilitated by Exploration of Real World Environments and
  Intervention of New Environments
  
  processes that are regulated by each individual's
  intentions, needs, and/or expectations
  
  Results in Mental Models and provides Meaningful, Authentic
  Contexts for Learning and Using the Constructed Knowledge
  
  should be supported by case-based problems which have been
  derived from and situated in the real world with all of its
  uncertainty and complexity and based on authentic realife
  practice
  
  Requires an Understanding of its Own Thinking Process and
  Problem Solving Methods
  
  problems in one context are different from problems in
  other contexts
  
  Modeled for Learners by Skilled Performers but Not Necessarily
  Expert Performers
  
  Requires Collaboration Among Learners and With the Teacher
  
  the teacher is more of a coach or mentor than a purveyor of
  knowledge
  
  Provides an Intellectual Toolkit to Facilitate an Internal
  Negotiation Necessary for Building Mental Models
- 12 more annotations...
- - Weakness -the learner may find themselves in a situation where the
    stimulus for the correct response does not occur, therefore the
    learner cannot respond. - A worker who has been conditioned to
    respond to a certain cue at work stops production when an anomaly
    occurs because they do not understand the system.
    
    Strength - the learner is focused on a clear goal and can respond
    automatically to the cues of that goal. - W.W.II pilots were
    conditioned to react to silhouettes of enemy planes, a response which
    one would hope became automatic.
  - Weakness - the learner learns a way to accomplish a task, but it
    may not be the best way, or suited to the learner or the situation.
    For example, logging onto the internet on one computer may not be the
    same as logging in on another computer.
    
    Strength - the goal is to train learners to do a task the same way
    to enable consistency. - Logging onto and off of a workplace computer
    is the same for all employees; it may be important do an exact
    routine to avoid problems.
  - Weakness - in a situation where conformity is essential divergent
    thinking and action may cause problems. Imagine the fun Revenue
    Canada would have if every person decided to report their taxes in
    their own way - although, there probably are some very "constructive"
    approaches used within the system we have.
  - Strength - because the learner is able to interpret multiple
    realities, the learner is better able to deal with real life
    situations. If a learner can problem solve, they may better apply
    their existing knowledge to a novel situation.
  - The instructional
    designer must understand the strengths and weaknesses of each
    learning theory to optimize their use in appropriate instructional
    design strategy.
  - Depending on the learners and
    situation, different learning theories may apply.
  - Theories are useful because they open
    our eyes to other possibilities and ways of seeing the world. Whether
    we realize it or not, the best design decisions are most certainly
    based on our knowledge of learning theories.
  - Jonnassen in Manifesto for a Constructive Approach to
    Technology in Higher Education
  - 1. Introductory Learning - learners have very little
    directly transferable prior knowledge about a skill or content
    area. They are at the initial stages of schema assembly and
    integration. At this stage classical instructional design is most
    suitable because it is predetermined, constrained, sequential and
    criterion-referenced. The learner can develop some anchors for
    further exploration.
    
    2. Advanced Knowledge Acquisition - follows introductory
    knowledge and precedes expert knowledge. At this point
    constructivist approaches may be introduced.
    
    3. Expertise is the final stage of knowledge acquisition. In
    this stage the learner is able to make intelligent decisions
    within the learning environment. A constructivist approach would
    work well in this case.
  - There is a place for each theory within the practice of instructional
    design, depending upon the situation and environment.
  - though Instructional Design may have a behaviorist
    tradition, new insights to the learning process continue to replace,
    change and alter the process.
  - Advancements in technology make
    branched constructivist approaches to learning possible. Whether
    designing for training or education, the instructional designer's
    toolbox contains an ever changing and increasing number of
    theoretical applications and physical possibilities
20 Dec 09

Vukasin Vasic
learning instructionaldesign learningtheory theory
17 Dec 09

Maylyn Tan
instructional design learning design
07 Dec 09

Shelanee Theresa Peralta
instructional
09 Nov 09

brunoeduc
e-learning Design instructional_design
Bruno Poulin
e-learning Design instructional_design Deliclous
03 Nov 09

musallamm
- To students of instructional design the introduction and subsequent "sorting
  out" of the various learning theories and associated instructional design
  strategies can be somewhat confusing. It was out of this feeling of cognitive
  dissonance that this site was born.
  
  Why does it seem so difficult to differentiate between three basic theories
  of learning? Why do the names of theorists appear connected to more than one
  theory? Why do the terms and strategies of each theory overlap?
  
  The need for answers to these questions sparked my investigation into the available literature
  on learning theories and their implications for instructional design. I found
  many articles and internet sites that dealt with learning theory and ID, in
  fact, it was difficult to know when and where to draw the line. When I stopped
  finding new information, and the articles were reaffirming what I had already
  read, I began to write.
  
  The writing process was a learning experience for me and now that I have
  finished, I want to start over and make it even better, because I know more now
  than I did when I began. Every time I reread an article, there were ideas and
  lists that I would wish to add to my writing. Perhaps in further development of
  this site I will change and refine my presentation.
  
  Reading about the development of learning theories and their connection to
  instructional design evoked, for me, many parallels with the development of
  other theories in sciences. I have included some of those thoughts as asides
  within the main body of text.
  
  Besides behaviorism, cognitivism and constructivism one could discuss such
  topics as connoisseurship, semiotics, and contextualism, but I decided

26 Oct 09

sheri okland

learning theories Instructional instructional_design instructionaldesign

18 Oct 09

Allison Kipta

"To students of instructional design the introduction and subsequent "sorting out" of the various learning theories and associated instructional design strategies can be somewhat confusing. It was out of this feeling of cognitive dissonance that this site was born."

05 Oct 09

suha tamim

learning theories

28 Sep 09

J.R. Radney

learning education theory learningtheory design

17 Sep 09

mrs durff

learningtheory theory

23 Aug 09

Justin Mackey

Grad School EDT605 - Technology & Educational Theories Practice

20 Aug 09

Ray Tuckey

instructional design

When designing from a behaviorist/cognitivist stance, the designer
analyzes the situation and sets a goal. Individual tasks are broken
down and learning objectives are developed.
To design from a constructivist approach requires that the
designer produces a product that is much more facilitative in nature
than prescriptive. The content is not prespecified, direction is
determined by the learner and assessment is much more subjective
because it does not depend on specific quantitative criteria, but
rather the process and self-evaluation of the learner.
2 more annotations...
- That is not to
  say that classical instructional design techniques are better than
  constructive design, but it is easier, less time consuming and most
  likely less expensive to design within a "closed system" rather than
  an "open" one.
- Perhaps there is some truth in the statement that
  "Constructivism is a 'learning theory', more than a 'teaching
  approach'." (Wilkinson, 1995)

17 Jul 09

Vicky Saumell

learning learningtheory education nle

14 Jul 09

Karen McMillan

learning

11 Jul 09

Christian Czaputa

learningtheory instructionaldesign instructional_design educational_technology

Karen McGuire

08 Jul 09

Linda Pilkington

learning education instructional_design theory instructionaldesign learningtheory design

The ancient Greeks thought that matter was composed
of fire, water, earth and air.

07 Jul 09

Dallas McPheeters

excellent and easy to read paper covering the major learning theories.
compares timeline of learning theory development with Atomic theory development. Interesting but a bit off when stating Quantum builds on previous theory. Quantum Mechanics was a compl

education learning_theory pedagogy theory constructivism delicious

21 Jun 09

Angela Rand

webquests

09 Jun 09

Melinda Waffle

teaching learning education Instructional_design

08 Jun 09

Liz Gilbert

instructional_design learningtheory education theory

07 Jun 09

Patricia Chin

constructivism instructional

05 Jun 09

Phil Taylor

learning learningtheory instructional_design instructionaldesign education

Roger Gardner

instructional design learning theory

18 May 09

lauralowder

With this in mind, the practice of instructional design
can be viewed from a behaviorist/cognitivist approach as opposed to a
constructivist approach.
To design from a constructivist approach requires that the
designer produces a product that is much more facilitative in nature
than prescriptive. The content is not prespecified,
1 more annotations...
- The function of ID is more of an application of theory, rather
  than a theory itself. Trying to tie Instructional Design to one
  particular theory is like school vs. the real world. What we learn in
  a school environment does not always match what is out there in the
  real world, just as the prescriptions of theory do not always apply
  in practice, (the real world). From a pragmatic point of view,
  instructional designers find what works and use it.

17 May 09

Josh Paluch

ID learning theory instructional_design mastery learning accountability Computer-Assisted Instruction CAI constuctivism ill-structured

- Josh Paluch on 2009-05-21
  
  This paper is the clearest explanation I've yet read on this topic. It's well worth your time.
Thinking
Technology: Toward a Constructivist Design Model
18 more annotations...
- In behaviorism and
  cognitivism, evaluation is based on meeting specific objectives,
  whereas in constructivism, evaluation is much more subjective.
- Saettler identified six areas that demonstrate the impact
  of behaviorism on Educational Technology in America: the
  behavioral objectives movement; the teaching
  machine phase; the programmed
  instruction movement; individualized
  instructional approaches, computer-assisted
  learning and the systems
  approach to instruction.
- Accountability
- mastery learning
  is more effective for the lower levels of learning on Bloom's
  taxonomy, and not appropriate for higher level learning (Saettler,
  1990)
- was revived
  in the 1960
- Computer-assisted instruction was very much drill-and-practice
- The influence of cognitive science in instructional design is
  evidenced by the use of advance organizers, mnemonic devices,
  metaphors, chunking into meaningful parts and the careful
  organization of instructional materials from simple to complex.
- Constructivism and
  Instructional Design
- Constructivism, on the other hand, promotes a more open-ended
  learning experience where the methods and results of learning are not
  easily measured and may not be the same for each learner.
- Constructivism
  is not compatible with the present systems approach to instructional
  design, as Jonassen points out :
  
  "The conundrum that constructivism poses for instructional
  designers, however, is that if each individual is responsible for
  knowledge construction, how can we as designers determine and
  insure a common set of outcomes for leaning, as we have been
  taught to do?" (Jonasson, [On-line])
- Jonassen points out that the difference between constructivist and
  objectivist, (behavioral and cognitive), instructional design is that
  objective design has a predetermined outcome and intervenes in the
  learning process to map a pre-determined concept of reality into the
  learner's mind, while constructivism maintains that because learning
  outcomes are not always predictable, instruction should foster, not
  control, learning.
- The technological advances of the 1980s and 1990s have enabled
  designers to move toward a more
  
  constructivist approach to design of instruction. One of the most
  useful tools for the constructivist designer is hypertext and
  hypermedia because it allows for a branched design rather than a
  linear format of instruction.
- however, there is some
  concerns over the novice learner becoming "lost" in a sea of
  hypermedia
- initial knowledge acquisition is perhaps best served by
  classical instruction with predetermined learning outcomes, sequenced
  instructional interaction
- Bednar, Cunningham,
  Duffy & Perry, 1995
- one may consider that
  cognitive theory is the dominant theory in instructional design
- What are the perceived strengths and weaknesses of using certain
  theoretical approaches to instructional design?
- . Introductory Learning - learners have very little
  directly transferable prior knowledge about a skill or content
  area. They are at the initial stages of schema assembly and
  integration. At this stage classical instructional design is most
  suitable because it is predetermined, constrained, sequential and
  criterion-referenced. The learner can develop some anchors for
  further exploration.

kimberly caise

education learning learningtheory theory design instructionaldesign

06 May 09

Michael Sturgeon

Educational Instructional Design

17 Apr 09

Abhijit Das

What is Cognitivism?

"Cognitive theorists recognize that much learning involves associations established through contiguity and repetition. They also acknowledge the importance of reinforcement, although they stress its role in providing feedback about the correctness of responses over its role as a motivator. However, even while accepting such behavioristic concepts, cognitive theorists view learning as involving the acquisition or reorganization of the cognitive structures through which humans process and store information." (Good and Brophy, 1990, pp. 187).

As with behaviorism, cognitive psychology can be traced back to the ancient Greeks, Plato and Aristotle. The cognitive revolution became evident in American psychology during the 1950's (Saettler, 1990). One of the major players in the development of cognitivism is Jean Piaget, who developed the major aspects of his theory as early as the 1920's. Piaget's ideas did not impact North America until the 1960's after Miller and Bruner founded the Harvard Center for Cognitive studies.

Key Concepts of Cognitive Theory

* Schema - An internal knowledge structure. New information is compared to existing cognitive structures called "schema". Schema may be combined, extended or altered to accommodate new information.
* Three-Stage Information Processing Model - input first enters a sensory register, then is processed in short-term memory, and then is transferred to long-term memory for storage and retrieval.
o Sensory Register - receives input from senses which lasts from less than a second to four seconds and then disappears through decay or replacement. Much of the information never reaches short term memory but all information is monitored at some level and acted upon if necessary.
o Short-Term Memory (STM) - sensory input that is important or interesting is transferred from the sensory register to the STM. Memory can be retained here for up to 20 seconds or more if rehearsed repeatedly. Short-term memory can hold up to 7 plus or

04 Apr 09

Dan Tao

Glossary of Instructional Strategies

ID Learning Theory

11 Mar 09

Diane Weir

bsu

04 Mar 09

Alua Satybaldina

19 Feb 09

Susan Manning

instructionaldesign

16 Feb 09

Wenyi Ho

Food

Unconditioned Stimulus

Salivation

Unconditioned Response (natural, not learned)

Bell

Conditioned Stimulus

15 Feb 09

John Graney

education educational concerrns

12 Feb 09

Ann Kieser

20 Jan 09

Royston Robinson

Learning learning theory

15 Jan 09

Helena Baert

Bookmarks_Menu Edub_7550 Final_exam_research

02 Nov 08

Deb Jackson

Bookmarks_Menu From_Safari imported_1_11_08

16 Oct 08

Dimitris Agorastos

imported Bookmarks_Menu Bookmarks_Toolbar Psychology Μάθηση learning instructional_design theory education instructionaldesign constructivism design

10 Sep 08

Jorge De La Garza

design instructional_design INST Instructional Design Instructional Technology

08 Sep 08

Paul Derby

Mastery learning
to a
concern with the internal mental processes of the mind and how they
could be utilized in promoting effective learning
4 more annotations...
- The new models addressed
  component processes of learning such as knowledge coding and
  representation, information storage and retrieval as well as the
  incorporation and integration of new knowledge with previous
  information (Saettler, 1990)
- For example, the breaking down of a task into small steps
  works for a behaviorist who is trying to find the most efficient and
  fail proof method of shaping a learner's behavior. The cognitive
  scientist would analyze a task, break it down into smaller steps or
  chunks and use that information to develop instruction that moves
  from simple to complex building on prior schema.
- Behaviorism and cognitivism both support the practice of analyzing a
  task and breaking it down into manageable chunks, establishing
  objectives, and measuring performance based on those objectives
- omotes a more open-ended
  learning experience where the methods and results of learning are not
  easily measured and may not be the same for each learner.

02 Sep 08

Christina Teskey

technology psychology pedagogy instructional theory theories

24 Aug 08

José Enrique

educación DI diseño instruccional learning teorías

19 Aug 08

Queen O'Frug

ADED7300

15 Aug 08

Maria Perifanou

learning theories

08 Aug 08

Trevor Holmes

Higher Ed Research

28 Jul 08

Joe LaFitte

imported ed6822 instructional_design

05 Jul 08

Amanda Skalka

UNK 879_Learners_&_Learning_Sites

23 Jun 08

Taryn Hess

instructional-design learning comparative-analysis UCF_CompPrep

22 Jun 08

George Bradford

To students of instructional design the introduction and subsequent "sorting out" of the various learning theories and associated instructional design strategies can be somewhat confusing. It was out of this feeling of cognitive dissonance that this site was born.

Why does it seem so difficult to differentiate between three basic theories of learning? Why do the names of theorists appear connected to more than one theory? Why do the terms and strategies of each theory overlap?

instructional-design learning comparative-analysis UCF_CompPrep

18 Jun 08

cory plough

informationprocessing edtech575

15 Jun 08

slalonde

Instructional Design

10 Jun 08

Fay Ortiz Golden

learning instructional_design

06 Jun 08

akshyin

Learning theory

03 Jun 08

Greg Bird

As early as the 1920's people began to find limitations in the behaviorist approach to understanding learning. Edward Tolman found that rats used in an experiment appeared to have a mental map of the maze he was using. When he closed off a certain portion

cognitivism learningtheory dipvetpractice

20 May 08

Carlos Vaz

teorias_aprendizagem

29 Apr 08

Harold Carey

instructional_design

25 Apr 08

Jose Quinones

InstructionalTechnology Learning

28 Mar 08

James Fadden

constructivism id instructionaldesign theory

25 Mar 08

Darren Draper

learning theory usu

23 Mar 08

Shaun Creighton

Design Education Instructional

22 Mar 08

Carol Whittington

imported Education EDIT226 learning

14 Mar 08

Patrik Bergman

Instructional Design & Learning Theory

Instructional Design Learning Theory

21 Feb 08

mcarring

Imported Bookmarks

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Sherri vokey

learning instructional_design theory education RRC course CAE

29 Jan 08

Trudy Sweeney

ID instructional_design

22 Nov 07

Dennis Bayeng

instructional_design_and_learning_theory

13 Nov 07

Judi Yost

Behaviorism focuses on a new
behavioral pattern being repeated until it becomes automatic.
Cognitivism: Based
on the thought process behind the behavior. Changes in behavior are
observed, and used as indicators as to what is happening inside the
learner's mind.
24 more annotations...
- Constructivism:
  Based on the premise that we all construct our own perspective of
  the world, through individual experiences and schema. Constructivism
  focuses on preparing the learner to problem solve in ambiguous
  situations.
- behaviorism
- study of overt
  behaviors that can be observed and measured
- mind as a "black box" in the sense that response
  to stimulus can be observed quantitatively, totally ignoring the
  possibility of thought processes occurring in the mind
- Pavlov,
  Watson, Thorndike and Skinner.
- stimulus-response pattern of conditioned behavior.
- kinner's Operant Conditioning Mechanisms
  
  Positive Reinforcement or reward: Responses that are rewarded
  are likely to be repeated
- Negative Reinforcement:
- Cognitive theorists recognize that
  much learning involves associations established through contiguity
  and repetition. They also acknowledge the importance of
  reinforcement, although they stress its role in providing feedback
  about the correctness of responses over its role as a motivator.
  However, even while accepting such behavioristic concepts,
  cognitive theorists view learning as involving the acquisition or
  reorganization of the cognitive structures through which humans
  process and store information.
- Schema - An internal knowledge
  structure
- If a learner links relatively meaningless
  information with prior schema it will be easier to retain.
- Meaningful
  information is easier to learn and remember
- Practicing or
  rehearsing improves retention
- Advance Organizers - Ausebels advance
  organizers prepare the learner for the material they are about to
  learn.
- Constructivists
  believe that "learners construct their own reality or at least
  interpret it based upon their perceptions of experiences, so an
  individual's knowledge is a function of one's prior experiences,
  mental structures, and beliefs that are used to interpret objects and
  events." "What someone knows is grounded in perception of the
  physical and social experiences which are comprehended by the mind."
- Jean Piaget's work which was interpreted and
  extended by von Glasserfield
- Kant, Kuhn, Dewey
- knowledge is constructed from experience
  
  learning is a personal interpretation of the world
  
  learning is an active process in which meaning is developed on
  the basis of experience
  
  conceptual growth comes from the negotiation of meaning, the
  sharing of multiple perspectives and the changing of our internal
  representations through collaborative learning
  
  learning should be situated in realistic settings; testing
  should be integrated with the task and not a separate activity
- Behavioral objectives can be summed up using the mnemonic device ABCD
  (Schwier, 1998).
  
  Example: After having completed the unit the student will be able
  to answer correctly 90% of the questions on the posttest.
  
  A - Audience - the student
  B - Behavior - answer correctly
  C - Condition - after having completed the unit, on a post
  test
  D - Degree - 90% correct
- late 1970s that cognitive science began to have its influence on
  instructional design
- behaviorist tradition were not simply
  tossed out, but instead the "task analysis" and "learner analysis"
  parts of the models were embellished
- implications of constructivism for instructional
  design:
  
  "...purposeful knowledge construction may be facilitated by
  learning environments which:
  
  Provide multiple representations of reality - avoid
  oversimplification of instruction by by representing the natural
  complexity of the world
  
  Present authentic tasks - contextualize
  
  Provide real-world, case-based learning environments, rather
  than pre-determined instructional sequences
  
  Foster reflective practice
  
  Enable context- and content-dependent knowledge
  construction
  
  Support collaborative construction of knowledge through social
  negotiation, not competition among learners for recognition
  
  "Although we believe that constructivism is not a prescriptive
  theory of instruction, it should be possible to provide more
  explicit guidelines on how to design learning environments that
  foster constructivist learning"
- objective design has a predetermined outcome and intervenes in the
  learning process to map a pre-determined concept of reality into the
  learner's mind, while constructivism maintains that because learning
  outcomes are not always predictable, instruction should foster, not
  control, learning
- Behaviorism
  
  Weakness -the learner may find themselves in a situation where the
  stimulus for the correct response does not occur, therefore the
  learner cannot respond. - A worker who has been conditioned to
  respond to a certain cue at work stops production when an anomaly
  occurs because they do not understand the system.
  
  Strength - the learner is focused on a clear goal and can respond
  automatically to the cues of that goal. - W.W.II pilots were
  conditioned to react to silhouettes of enemy planes, a response which
  one would hope became automatic.
  
  Cognitivism
  
  Weakness - the learner learns a way to accomplish a task, but it
  may not be the best way, or suited to the learner or the situation.
  For example, logging onto the internet on one computer may not be the
  same as logging in on another computer.
  
  Strength - the goal is to train learners to do a task the same way
  to enable consistency. - Logging onto and off of a workplace computer
  is the same for all employees; it may be important do an exact
  routine to avoid problems.
  
  Constructivism
  
  Weakness - in a situation where conformity is essential divergent
  thinking and action may cause problems. Imagine the fun Revenue
  Canada would have if every person decided to report their taxes in
  their own way - although, there probably are some very "constructive"
  approaches used within the system we have.
  
  Strength - because the learner is able to interpret multiple
  realities, the learner is better able to deal with real life
  situations. If a learner can problem solve, they may better apply
  their existing knowledge to a novel situation.

03 Nov 07

Mike taylor

795a exam795 isd

26 Oct 07

doof von daddious

learning theory

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N CK

constructivism behaviorism cognitivism education theory learning_theory

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randym Meredith

del.icio.us imported instructional_design learning_theories

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imported Education

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from CA

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iaorana

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teories_aprenentatge

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InstructionalDesign LearningTheories

InstructionalDesign LearningTheories learning theory delicious

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nikos papaxristou

pedagogy education

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Teaching WGUInstructionalDesign

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learning theory pedagogy teaching methods e-learning

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imported:del.icio.us learning theory

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imported:del.icio.us system:unfiled

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Sue Maberry

pedagogy theories

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seth springer

InstructionalDesign technology learning Education Instructional_Design

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learning.theory id

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education learning

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31 May 06

Francine

educational ressources importé ie theories & models todelete

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Computer Assisted Instruction and Learning

Schema - An internal knowledge
structure. New information is compared to existing cognitive
structures called "schema". Schema may be combined, extended or
altered to accommodate new information.
Schema - An internal knowledge
structure. New information is compared to existing cognitive
structures called "schema". Schema may be combined, extended or
altered to accommodate new information.

08 May 06

colleen carmean

dissertation

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