Learners and Learning

A Quick Tour of Instructional Design Models

and Learning Theories

Designing Instruction

http://wejew.com/media/977/Seinfeld_History_Lesson/
http://www.dailymotion.com/video/xa83cm_snl-seinfeld-school-sketch_fun

Or not
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Big Bang Theory: Sheldon Teach

Our Roadmap
Models:
Bloom & Gagn
Cybergogy
6-Cs of Motivation
Message design
SOI of meaningful learning
(Mayer).
Theories:
Behaviorism
Cognitivism
Constructivism
Technology:
all kinds
4

Many other Models

& Principles
Database of Design Principles
Emerging Perspectives on Learning, Teaching & Te
ch
EDTECs EET; and EDTEC Student Portfolios
5

Blooms Taxonomy

Cognitive and Affective Domain

A Review!

Blooms Taxonomy
Cognitive and Affective Domain

http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

Blooms Taxonomy
Cognitive and Affective Domain
Q:
How would you change
the design of your
instruction
to match each of these
classifications?
Q:
What do you want your
students to do?
Well revisit Bloom next
week.
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

Blooms Taxonomy
Links to learn more

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
http://coe.sdsu.edu/eet/Articles/bloomrev/
http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm

Applying Blooms Taxonomy (sample verbs, questions stems,

potential activities and products)
http://www.teachers.ash.org.au/researchskills/dalton.htm
Advice on Blooms, verb selection, effective questioning techniques
from St. Edwards University Center for Teaching Excellence
http://www.stedwards.edu/cte/files/BloomPolygon.pdf
Question cues for test items based on Blooms Taxonomy from
University of Victoria
http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html
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Gagn
Nine Events of Instruction
Also, a Review and Reinforcement!

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Gagns
Nine Events of Instruction Why Gagn?
Provide a framework for planning and delivering instruction

Works across differing types of learning outcomes

Intellectual skill
Cognitive strategy
Verbal information
Attitude
Motor skill

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Gagns

Nine Events of Instruction

Getting Started:
1. Gaining Attention
2. Informing the Learner of the
Objective(s)
3. Stimulating Recall of Prior Learning
Delivering the Goods:
4. Presenting Stimuli
5. Guiding Learning
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Gagns

Nine Events of Instruction

Checking for Comprehension:

6. Eliciting Performance
7. Providing Information
Taking it to The Next Level
8. Assessing Performance
9. Enhancing Retention and Transfer

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Gagns

Nine Events of Instruction

Throughout the semester

look for how the 9 events
fit different models of instruction and
instructional design.

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Cybergogy for Engaged

Learning
(Wang & Kang, 2006; 2007)
Pedagogy: teaching
methods for k-12
Andragogy: for adults
Cybergogy: for online

http://edutechwiki.unige.ch/
en/Cybergogy
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What is Engaged Learning?

http://edutechwiki.unige.ch/en/Cybergogy

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wine know

Course Design
Framework

Emotive
Emotive Factors
Factors
Feeling
Feeling of
of self
self
Feeling
Feeling of
of community
community
Feeling
Feeling of
of learning
learning
atmosphere
atmosphere
Feeling
Feeling of
of learning
learning
process
process
Kellers
Kellers ARCS
ARCS
Constructivism
Constructivism
Adult
Adult Learning
Learning Theory
Theory

for the modern wIne novIce

Cognitive
Factors

Cognitive
Cognitive Factors
Factors
Prior
Prior knowledge/Experience
knowledge/Experience
Achievement
Achievement of
of goals
goals
Learning
Learning activity
activity
Cognitive/learning
Cognitive/learning style
style
Cognitive
Cognitive Load
Load Theory
Theory
Behaviorism
Behaviorism

Engaged
Learning
Emotive
Factors

Social
Factors

Online Learning
Environment

Social
Social Factors
Factors
Personal
Personal attributes
attributes
Context
Context
Community
Community
Communication
Communication
Social
Social Constructivism
Constructivism
learn.drInk. share

Behaviorism

Skinner, Pavlov

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Behaviorism
Pavlov & Skinner

Overt behaviors that can be measured

Sequence of cues teach objectives
Use of positive and negative feedback
Common applications:
Behavior Modification
Reinforcement Schedules
Automaticity: Focus on repeating new behavior patterns
until they become automatic

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Behaviorism
Pavlov & Skinner

Strengths
Teaching facts,
simple procedures,
concepts, and rules
Most successful when
learning cues are
same as the desired
performance

Weaknesses
Difficult to transfer to
novel situations
Unpredictable result
when stimulus is
absent
No problem solving
strategies
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Behaviorism
Pavlov & Skinner

Give a scenario
where you would use
a Behaviorist approach.

22

Please dont read

the following slide.

Why cant you

stop yourself?

The answer is:

automaticity

Cognitivism

Mental Maps

26

Cognitive Overload

27

Memories

rehearsal

sensory

Working

Long

buffers

Memory

Term
Memory

8
92
6%9
53
6,.8
17

forgotte
n
cognitive artifact, medium,
tool

28

Cognitivism
Mental Maps

How we think is important is to how we learn.

There is an objective realitya best way to do
something
We create a mental map of reality and use
that map to make decisions
To learn, we build mental maps (schemas)
that are consistent with and modeled after those
of an expert
Focus on internal knowledge structure,
information processing, short term, long
term memory

29

Cognitivism
Mental Maps

Strengths
Skill transfer
Effective to teach
Complex
behaviors
The best way to
perform a task
Single way to
perform within a
specific population
(company,
military)
Rules or ways to
think

Weaknesses

Creates uniform
behaviors
Assumes behavior
is the only or best
way

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Cognitivism
Mental Maps

Give an example
of cognitivist teaching and
learning situations in your world.

31

Constructivism

Piaget, Dewey, Vygotsky

32

Constructivism
Piaget, Dewey, Vygotsky

Common terms:

Inquiry-based, learning by doing, hands-on, collaborative

Assumptions: (based on Merrill)

Constructed from experience
Learning is personal interpretation and an active
process
Situated in realistic settings
Share, common knowledge

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Constructivism
Piaget, Dewey, Vygotsky

Strengths
Effective to teach:
real life
situations
solve novel
problems
problem solving
skills with multiple
solutions
Supports
development of
metacognitive skills

Weaknesses

Inefficient to teach:
Recall of facts
Memorization
Situations where
there is a single
way to perform
Difficult to evaluate
learning objectively
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Constructivism
Piaget, Dewey, Vygotsky

How do you use

Constructivist techniques now?
How might you in the future?

35

Constructivism
Piaget, Dewey, Vygotsky

Authentic, real scenario

Ill-defined problems

Sample Answers:

Collaborative problem-solving
Simulated problem-solving
Producing real products

Anchored instruction
o Jasper Woodbury Adventure Series
http://peabody.vanderbilt.edu/projects/funded/jasper/
default.html
36

Pop Quiz!

What the underlying learning theory?

Increase automaticity
Modeling thinking aloud
Debriefing
Use visuals to reinforce memorization
Use computer as a 1-to-1 tutor
Brainstorming, mapping, advance organizers
Student teaching; Intern with Starbucks, ER
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COMETeers
http://www.msloomis.com

/
http://jeaninethomas.wee
bly.com/
http://web.me.com/vderka
ra1/ePortfolio/Welcome.ht
ml
http://www.lyfordrome.co
m/eportfolio/

M.A.s
http://watersportfolio.wor

dpress.com/
http://www.bartoszroman
.com/portfolio.html
http://www.mannyolivere
z.com/portfolio/
https://sites.google.com/
site/lanasedtecportfolio/

Sample Portfolios: View and Discuss

38

How do they Connect

Theories to Practice?
Pay attention to the 572 projects.

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Think About This:

As you select your project
where will you use
Behaviorist, Cognitivist or Constructivist
strategies?
In what aspects of your instruction?
How would you use these strategies
online or face to face?

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