Behaviorism, Cognitivism,
Constructivism: Comparing
Critical Features From an
Instructional Design Perspective
Historical Foundations
empiricism
rationalism
Learning Defined
Learning theories impact perspective
article emphasizes differences between viewpoints
Changes
Changes in Technology
explosion in tech
increase Internet accessibility
tech as a learning medium
Changes in Learners
technology results in rewired brains in young people
information age mindset
"conversation" driving learning
motivation sources
Changes in Teaching Methods
Constructivism as the dominant learning theory
21st Century Skills
collaboration
problem-solving
Learning Theories (LT) in ID
relevance to ID
allows designers to select appropriate strategies
provide information about relationships concerning instructional components and design
designers can predict student response
give designers proven instruction strategies and tactics
LT examples
Behaviorism
how learning occurs
equates learning with changes in either the form frequency of observable performance
factors that influence learning
environmental conditions
the arrangement of stimuli and consequences within the environment
role of memory
memory not emphasized
transfer occurs through
generalization
results
difficult to acquire higher level skills
best for lower level skills
shared assumptions
producing observable and measurable outcomes in students
pre-assessment
sequencing of instructional presentation
use of reinforcement
tangible rewards
informative feedback
use of cues, shaping and practice to ensure a strong stimulus response association
structure of instruction
target simulus plus practice leads to learners manifesting the desired response
Cognitivism
how learning occurs
discrete changes between states of knowledge
learners as active participants
factors that influence learning
environmental conditions influence learning
practice with corrective feedback
how learners code, transform, rehearse, store and retrieve information
the thoughts, beliefs, attitudes, and values of a learner
role of memory
instructors/designers responsible for assisting learners to relate and organize prior knowledge to new knowledge
utilization of techniques such as analogies, hierarchical relationships, and matrices, and other advanced graphic organizers
transfer occurs through
learner must believe that the knowledge is useful for it to transfer
building upon prior knowledge
results
best for reasoning, problem-solving, information-processing
techniques
simplification
standardization
stress efficient processing strategies
basic assumptions
active learning
hierarchical analyses
pre-requisite information
sequencing information
structure of instruction
build upon student prior knowledge and assimulating new and old information
Constructivism
how learning occurs
passive transfer of lower level cognitive skills to active participation in higher level skills
students construct their knowledge through experiences
factors that influence learning
environment-learner interactions
continual evolution
role of memory
less concerned with memorization
focus on being able to use learning authentically
how transfer occurs
participation in authentic activities within meaningful contexts
results
best suited for advance knowledge acquistion
basic assumptions
identification of context
learner interaction with information
variance in presentation of content
supporting problem-solving skills
assessment focused on transfer of skills
structure of instruction
instructor helps student to construct their own knowledge
authentic and multiple opportunities for practice
important to be well-versed in each