This is a forum to share your views about instructional design. Please post a comment about the instructional design theory you researched for the class presentation.
FUNCTIONAL CONTEXT THEORY: The functional context approach to learning stresses the importance of making learning relevant to the experience of learners and their work context. The learning of new information is facilitated by making it possible for the learner to relate it to knowledge already possessed and transform old knowledge into new knowledge. By using materials that the learner will use after training, transfer of learning from the classroom to the "real world" will be enhanced. It states also that cognitive development does not occur independent of the environment.
SOCIAL LEARNING THEORY:Bandura's social learning theory posits that people learn from one another via observation, imitation and modelling.Bandura,"Most behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed,and on later occasions this coded information serves as a guide for action."Bandura also believed in "Reciprocal Determinism", that is, the world and a person's behaviour cause each other, while behaviourism essentially states that one's environment causes one's behaviour, in addition he suggested that behaviour causes environment as well.
Multiple Intelligence is an educational theory put forward by psychologist, Howard Gardner that suggests that an array of different kinds of intelligence exist in humans. This theory was first laid out in 1983 in his book, Frames of Mind: Theory of Multiple Intelligences.
Gardner suggests that each individual manifests varying levels of these different intelligences and thus each person has a unique cognitive profile. He points out that the different intelligences represent not only different content domains but also learning modalities.
Gardner stresses three principles – 1) Individuals should be encouraged to use their preferred intelligences in learning 2) Instructional activities should appeal to the different forms of intelligence 3) Assessment of learning should measure multiple forms of intelligence.
Some of the intelligences Gardner identifies include 1) Bodily-kinesthetic These individuals learn best by physically doing something.They tend to remember things through their “muscle memory.” They are skilled in performing gross and fine motor movements. 2) Interpersonal People in this category are usually extroverts and are characterized as effective communicators. They are sensitive to others’ moods 3) Linguistic These individuals are skilled at explaining, teaching and persuasive speaking. They have high verbal memory and recall and thus learn via reading, listening and discussion. 4) Logical-mathematical This area has to do with logic, abstractions, inductive and deductive reasoning and numbers. Thses individuals have high reasoning capabilities and the ability to perform complex calculations. 5) Naturalistic People in this category have greater sensitivity to nature and are good at recognizing and classifying species. 6) Intrapersonal These individuals are typically introverts and prefer to work alone. They are good at introspective and self-reflective capacities. 7) Spatial People in this category are good at visualizing and mentally manipulating objects. They are often artistically inclined. 8) Musical This category has to do with rhythm, music and hearing. These individuals have a greater sensitivity to sound and learn best via lecture.
SENSORIMOTOR STAGE (birth – 2yrs) – There is complete egocentrism at this stage while infants learn about themselves and their world through their developing sensory and motor activity. This stage consists of six sub stages – use of reflexes, primary circular reactions, secondary circular reactions, coordination of secondary schemes, tertiary circular reactions and mental combinations.
PREOPERATIONAL STAGE (2-7yrs) – The child shows considerable progress in the ability to represent things by language or symbolic play. Early conceptualization and prelogical reasoning develop. The two sub stages are preconceptual and intuitive.
CONCRETE OPERATIONAL STAGE (7-11 yrs) – The child’s thoughts are characterized by logic, the understanding of relationships and the development of coordinated series of ideas. The child develops the ability to use logic beyond immediate perception. At this stage the child is less egocentric and less biased and more in accord with conservation, seriation and classification.
FORMAL OPERATIONAL STAGE (11yrs – adulthood) – The child’s thoughts progress to incorporate formal rules of logic. Abstract concepts become understandable and the child can generalize from one situation to another. The child shows interest in the future and can use theories or hypotheses to propose what might happen.
NOTE: Piaget’s theories stress the sequence of events in cognitive development. The ages are suggested as average of typical but not necessarily binding.
GAGNE'S 9 EVENTS OF INSTRUCTION which is among the instructional theories and is therefore a prescriptive type theory applies to traditional teacher-led settings. The events are(gain learners' attention,inform learner of the objective,recall prior knowledge,present material,provide guided learning,elicit preformance,provide feedback,assess performance and enhance retention and transfer).These events if followed should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media. This has been one of the most straight forward theories and is easily understandable and applicable. His CONDITIONS OF LEARNING theory was based on behavior modification and information processing and these 9 events are apart of that theory.
Dale's Cone of Learning:According to Dales's research, the least effective method, the top of the cone, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective method, the bottom of the cone, involves direct, purposeful learning experiences, such as hands on or field experiences.
Listed below is Edgar Dale's view of how we learn (least effective to most effective) 1. Reading (least effective) 2. Hearing Words 3. Looking at pictures 4. Watching a movie 5. Looking at an Exhibit 6. Watching a demonstration 7. Seeing it done on location 8. Participating in a Discussion 9. Giving a Talk 10. Doing a Dramatic Presentation 11. Simulating the Real Experience 12. Doing the real thing (most effective)
Well Instructional design thus far has been an eye opener for me. Every teacher need to get on board. I quite like the challenge it brings as itchallenges me to discover new ways of being the best teacher I can be
OUR INSTRUCTIONAL DESIGN LECTURER IS DOING A SPLENDID JOB TO GUIDE US THROUGH OUR LEARNING AND FACILITATE US WITH THE NECESSARY FEEDBACK WE NEED TO IMPROVE.
WE ARE ALL FORTUNATE TO HAVE A LECTURER WITH SUCH EXCELLENT COPING SKILLS.
An example of a BEHAVIORIST THEORY is the Uncertainty Reduction Theory [Charles R. Berger and Richard J. Calabrese]. This theory seeks to explain and predict the relational development or lack of relational development among people through three stages (entry, personal, exits). These stages are further supported by the foundation of various axioms and theorems. For example, at a school, when two learners meet for the first time in order to participate in a class activity {entry}, they undergo a process of steps and checkpoints (axioms, theorems) during their interaction {personal}. Relative to the meeting, depending on the positive/negative behaviors of the learners, these checkpoints and steps taken allows for the increase/decrease of uncertainty about each other. If the uncertainty increases, the chances of wanting to work with each other decreases, and if the uncertainty decreases, the chances of wanting to work with each other increases. Such phenomenon thus provides a prediction or explanation relative to the learners’ capabilities of working among varied behaviors, during the activity and in future events {exit}.
EXPECTANCY THEORY suggests that when making a decision, an individual can make a choice based on the influence of a motivational force. For example, during a mathematics session a teacher challenged a student to solve a difficult differential equation, in order to receive extra marks for end of terms. Before making a decision however, the student mentally questioned his situation. His questions were as followed: 1. Will the teacher really give me the extra marks if I solve this equation (Expectancy)? 2. Can I solve this equation (Instrumentality)? 3. Do I really want these extra marks (Valence)? The value of the Motivational Force (extra marks) behind the choice or decision of the student depends upon these questions. In other words, the student will make a decision to accept the challenging task based on his perceptions of the situation or desire for extra marks. Furthermore, with relation to the example, expectancy theory is predictive in nature, since it can be used to predict the efforts students expend at school, and predict possible or expected outcomes of students’ learning.
GROUP DYNAMIC SKILLS IS NECESSARY TO DESIGN INSTRUCTION ESPECIALLY WHEN WORKING IN TEAMS. PLEASE BE ETHICAL AND REFRAIN FROM LEANING ON THE STRENGHTS OF YOUR FELLOW COLLEAGES. WHEN YOU GO OUT TO SCHOOLS TO TEACH, THE ONUS IS ON YOU TO STAND ON YOUR OWN STRENGHT AND NOT THE STRENGHTS OF OTHERS. PLEASE BE CONSIDERATE! HAVE A CONSCIENCE!
15 comments:
FUNCTIONAL CONTEXT THEORY: The functional context approach to learning stresses the importance of making learning relevant to the experience of learners and their work context. The learning of new information is facilitated by making it possible for the learner to relate it to knowledge already possessed and transform old knowledge into new knowledge. By using materials that the learner will use after training, transfer of learning from the classroom to the "real world" will be enhanced. It states also that cognitive development does not occur independent of the environment.
SOCIAL LEARNING THEORY:Bandura's social learning theory posits that people learn from one another via observation, imitation and modelling.Bandura,"Most behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed,and on later occasions this coded information serves as a guide for action."Bandura also believed in "Reciprocal Determinism", that is, the world and a person's behaviour cause each other, while behaviourism essentially states that one's environment causes one's behaviour, in addition he suggested that behaviour causes environment as well.
MULTIPLE INTELLIGENCES
- Howard Gardner
Multiple Intelligence is an educational theory put forward by psychologist, Howard Gardner that suggests that an array of different kinds of intelligence exist in humans. This theory was first laid out in 1983 in his book, Frames of Mind: Theory of Multiple Intelligences.
Gardner suggests that each individual manifests varying levels of these different intelligences and thus each person has a unique cognitive profile. He points out that the different intelligences represent not only different content domains but also learning modalities.
Gardner stresses three principles –
1) Individuals should be encouraged to use their preferred intelligences in learning
2) Instructional activities should appeal to the different forms of intelligence
3) Assessment of learning should measure multiple forms of intelligence.
Some of the intelligences Gardner identifies include
1) Bodily-kinesthetic
These individuals learn best by physically doing something.They tend to remember things through their “muscle memory.” They are skilled in performing gross and fine motor movements.
2) Interpersonal
People in this category are usually extroverts and are characterized as effective communicators. They are sensitive to others’ moods
3) Linguistic
These individuals are skilled at explaining, teaching and persuasive speaking. They have high verbal memory and recall and thus learn via reading, listening and discussion.
4) Logical-mathematical
This area has to do with logic, abstractions, inductive and deductive reasoning and numbers. Thses individuals have high reasoning capabilities and the ability to perform complex calculations.
5) Naturalistic
People in this category have greater sensitivity to nature and are good at recognizing and classifying species.
6) Intrapersonal
These individuals are typically introverts and prefer to work alone. They are good at introspective and self-reflective capacities.
7) Spatial
People in this category are good at visualizing and mentally manipulating objects. They are often artistically inclined.
8) Musical
This category has to do with rhythm, music and hearing. These individuals have a greater sensitivity to sound and learn best via lecture.
I think we are doing fine so far. Looking forward to other contributions.
STAGES OF COGNITIVE DEVELOPMENT – JEAN PIAGET
SENSORIMOTOR STAGE (birth – 2yrs) – There is complete egocentrism at this stage while infants learn about themselves and their world through their developing sensory and motor activity. This stage consists of six sub stages – use of reflexes, primary circular reactions, secondary circular reactions, coordination of secondary schemes, tertiary circular reactions and mental combinations.
PREOPERATIONAL STAGE (2-7yrs) – The child shows considerable progress in the ability to represent things by language or symbolic play. Early conceptualization and prelogical reasoning develop. The two sub stages are preconceptual and intuitive.
CONCRETE OPERATIONAL STAGE (7-11 yrs) – The child’s thoughts are characterized by logic, the understanding of relationships and the development of coordinated series of ideas. The child develops the ability to use logic beyond immediate perception. At this stage the child is less egocentric and less biased and more in accord with conservation, seriation and classification.
FORMAL OPERATIONAL STAGE (11yrs – adulthood) – The child’s thoughts progress to incorporate formal rules of logic. Abstract concepts become understandable and the child can generalize from one situation to another. The child shows interest in the future and can use theories or hypotheses to propose what might happen.
NOTE: Piaget’s theories stress the sequence of events in cognitive development. The ages are suggested as average of typical but not necessarily binding.
THE CONVERSATION THEORY was developed by Gordon Pask and describes interaction between two or more cognitive systems, such as a teacher and a student.
The critical method of learning according to the conversation theory is "teachback" in which one person teaches another what they have learned.
Gordon Pask identified two different types of learning strategies:-
Holists - those who prefer to tackle subject matter within an overall framework.
Serialists - those who prefer to analyse parts of subject matter in a sequential fashion (basic to advance).
In the classroom, conversation theory can be exercised through peer teaching or group work and can be conducted at three different levels:
1. Natural Language - general discussions.
2. Object Languages - discussions based on subject matter.
3. Metalanguages - terminology or language used to discuss language itself.
Reference:
www.thehope.org/convtheo.htm
facultyweb.cortland.edu/andersmd/learning/Pask.htm
GAGNE'S 9 EVENTS OF INSTRUCTION which is among the instructional theories and is therefore a prescriptive type theory applies to traditional teacher-led settings. The events are(gain learners' attention,inform learner of the objective,recall prior knowledge,present material,provide guided learning,elicit preformance,provide feedback,assess performance and enhance retention and transfer).These events if followed should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media. This has been one of the most straight forward theories and is easily understandable and applicable. His CONDITIONS OF LEARNING theory was based on behavior modification and information processing and these 9 events are apart of that theory.
Dale's Cone of Learning:According to Dales's research, the least effective method, the top of the cone, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective method, the bottom of the cone, involves direct, purposeful learning experiences, such as hands on or field experiences.
Listed below is Edgar Dale's view of how we learn (least effective to most effective)
1. Reading (least effective)
2. Hearing Words
3. Looking at pictures
4. Watching a movie
5. Looking at an Exhibit
6. Watching a demonstration
7. Seeing it done on location
8. Participating in a Discussion
9. Giving a Talk
10. Doing a Dramatic Presentation
11. Simulating the Real Experience
12. Doing the real thing (most effective)
Well Instructional design thus far has been an eye opener for me. Every teacher need to get on board. I quite like the challenge it brings as itchallenges me to discover new ways of being the best teacher I can be
OUR INSTRUCTIONAL DESIGN LECTURER IS DOING A SPLENDID JOB TO GUIDE US THROUGH OUR LEARNING AND FACILITATE US WITH THE NECESSARY FEEDBACK WE NEED TO IMPROVE.
WE ARE ALL FORTUNATE TO HAVE A LECTURER WITH SUCH EXCELLENT COPING SKILLS.
LET US TAKE AN EXAMPLE OF SUCH EXCELLENCE!
An example of a BEHAVIORIST THEORY is the Uncertainty Reduction Theory [Charles R. Berger and Richard J. Calabrese]. This theory seeks to explain and predict the relational development or lack of relational development among people through three stages (entry, personal, exits). These stages are further supported by the foundation of various axioms and theorems.
For example, at a school, when two learners meet for the first time in order to participate in a class activity {entry}, they undergo a process of steps and checkpoints (axioms, theorems) during their interaction {personal}. Relative to the meeting, depending on the positive/negative behaviors of the learners, these checkpoints and steps taken allows for the increase/decrease of uncertainty about each other. If the uncertainty increases, the chances of wanting to work with each other decreases, and if the uncertainty decreases, the chances of wanting to work with each other increases.
Such phenomenon thus provides a prediction or explanation relative to the learners’ capabilities of working among varied behaviors, during the activity and in future events {exit}.
EXPECTANCY THEORY suggests that when making a decision, an individual can make a choice based on the influence of a motivational force.
For example, during a mathematics session a teacher challenged a student to solve a difficult differential equation, in order to receive extra marks for end of terms. Before making a decision however, the student mentally questioned his situation. His questions were as followed:
1. Will the teacher really give me the extra marks if I solve this equation (Expectancy)?
2. Can I solve this equation (Instrumentality)?
3. Do I really want these extra marks (Valence)?
The value of the Motivational Force (extra marks) behind the choice or decision of the student depends upon these questions. In other words, the student will make a decision to accept the challenging task based on his perceptions of the situation or desire for extra marks.
Furthermore, with relation to the example, expectancy theory is predictive in nature, since it can be used to predict the efforts students expend at school, and predict possible or expected outcomes of students’ learning.
GROUP DYNAMIC SKILLS IS NECESSARY TO DESIGN INSTRUCTION ESPECIALLY WHEN WORKING IN TEAMS.
PLEASE BE ETHICAL AND REFRAIN FROM LEANING ON THE STRENGHTS OF YOUR FELLOW COLLEAGES. WHEN YOU GO OUT TO SCHOOLS TO TEACH, THE ONUS IS ON YOU TO STAND ON YOUR OWN STRENGHT AND NOT THE STRENGHTS OF OTHERS.
PLEASE BE CONSIDERATE!
HAVE A CONSCIENCE!
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