Anthony
Reaves Sr.
Discussion
#2 Edition
I think most of Instruction Designs trends
have been influenced by Behavioral and Cognitive
Based
Paradigms. Theorist such as Gagne, (Acquisition Knowledge and Hierarchal
Sequencing),
and Ausubel,
(Theory of Progressive Differentation). Although now the trend seems to be more
Cognitive
than Behavioral. The shift seems to be leaning more to stimulus response
reinforcement
or the mental processes of the learner. I guess I have been a fan of this as
one
who has a
strong interest in the Social Sciences. So if I tend to lean more on this type
of
research I
ask for your forgiveness in advance. I believe that also that Constructivism,
(or active,
self-
regulated, goal directed and reflective), learner constructs encouraged
discovery and
exploration
that respond to interactive media learning and has also been a force that
expanded
E-Learning.
Instructional theories are constantly being synthesized into this movement. New
Instructional
settings are being produced at a record pace, new strategies, combinations and
sequences
are producing more Instructional Design Flexibility.
The
more structured Mastery or teacher centered approach, with its structured sub
goals
leading to
efficient performance seems to be becoming extinct. I cannot say I am totally happy
about this,
because it is still my personal belief that teaching is teaching and
theoretically
structure is
important in terms of basics. However I do acknowledge and affirm that the
self-
regulated
approach, (where student centered learning has produced undeniable success with
a
greater rate
to students graduating and older students like many of us here being retrained
or
updating
their skills). Elaboration Theory is allowing us to transition from Learning
Theory to
Discussion
#2 Edition Reaves
Instructional
Design. The reason for this is because it is primarily interested in helping us
or
telling us
how to teach rather than focusing on how or why people learn, (admittedly this
was
hard for me
a diehard Social Worker, lol). Elaboration Theory basically goes from general
to
specific and
uses Sequencing and each part of the sequencing has to be related to the
general
context and
to other parts of the sequencing which
is basically Synthesizing. These parts are
constantly
divided and subdivided until the desired results are achieved. This facilitates
integration
of new material with existing knowledge fairly quickly especially in the
context of E-
learning.
Where material can be assumed as quickly or as slowly as needed, or obtaining
more
accurate
assessment methods that require less time assimilating. Tennyson’s Linking
Theory also
helped in this transition by linking educational theory to educational goals,
learning
objectives
and instructional thought. It basically linked academic learning time with
learning
objectives
and self- regulated philosophical approaches to learning, (Very compatible with
E-
Learning),
because it improves the employment of knowledge. The Felder-Silverman Model
emphasizes a
student’s learning style or what a student prefers to perceive. It features
Sensory
(or sights
sounds and physical sensations), Intuitive,(or insights, memories, thoughts).
According to
Felder and Silverman), Intuitive learners are more comfortable with
abstractions,
(Theories
and mathematical models)and sensory learners are more comfortable with
concrete,
practical,
methodical, facts and hands on procedures.
References
Ausubel,
D.P. (1969), A Cognitive Theory of School Learning: Psychology In the Schools
6, Pp.
331- 335.
Brown, J.S.,
Collins, A, & Duguid, P. Situated Cognition and the Culture of Learning
1989
Educated Researcher, 18, Pp. 32-42
Gagne, R.M.
and Briggs, L.J. Principles of Instructional Design, (1979) Principles of
Instructional
Design, (2nd edition), New
York, NY. Holt, Rinehart & Winston Publishers.
National
center on Accessing the General Curriculum, (NCAC): Effective Classroom
Practices
Report; Differentiated Instruction and
Implications for UDL Implementation, retrieved
November 2, 2012. January 2005 Journal of
Engineering Education.
Tennyson,
R.D. & Elmore, R.L. : Learning Theory Foundations for Instructional Design;
International Perspectives, Vol. 1:
Theory and Research, (Pp. 55-78), Mahwah, N.J.
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