Learning Theory
Unit 1: Introduction, Copyright, and the Creative Commons
In this unit, we explored the foundational principles of instructional design and learning theory. You will examine topics such as the role of instructional designers, copyright laws, fair use principles, and Creative Commons. Here, we define instructional design (CLO1), described the primary tasks commonly undertaken by instructional designers (CLO1), compared the relationship between instructional design and learning theory (CLO1), identified the purpose of copyright, citation and fair use (CLO1), applied a Creative Commons license to intellectual property (CLO6), reflected on past learning experiences (CLO1), and developed the foundation for an online portfolio for use throughout the program (CLO6).
Learning Theory
The application of learning theory is paramount to learning design technology as it serves as the foundational framework for designing effective and impactful learning experiences.
Copyright & Fair Use
This website was issued the following license: CC BY-NC-ND 4.0. This is due to the need for attribution, commercial use is not allowed, and derivatives or adaptations of published work have been declined.
Instructional Design
The application of instructional design methodologies provides a systematic framework for designing effective and impactful learning experiences. By leveraging methodologies such as ADDIE (Analysis, Design, Development, Implementation, Evaluation), SAM (Successive Approximation Model), and Agile approaches, designers can systematically analyze learning needs, develop clear learning objectives, design engaging instructional materials, implement effective teaching strategies, and evaluate the outcomes of the learning process.
Creative Commons
Creative Commons offers a different legal framework from traditional copyright, emphasizing sharing and reuse of creative work through various licenses, enabling users to control their work's legal rights and promoting the Open Movement, particularly in the context of Open Educational Resources (OERs).
Unit 2: Behaviorism
In this unit, we explored an early learning theory: behaviorism. Behaviorism treats the mind as a 'black box,' focusing on observable behaviors and how they can be reinforced or extinguished. We described core concepts, theorists, advantages, drawbacks, and the influence of behaviorism on learning (CLOs 1, 6). Lastly, we applied behaviorism and Gagné’s Nine Events of Instruction to a lesson plan (CLOs 1, 2, 3, 4). This theory focuses primarily on observable behaviors, supposing that behavior (as an outward expression of learning) directly results from stimuli.
Operant Conditioning
Operant conditioning highlights how behaviors are influenced by the consequences of actions, using reinforcements and punishments to shape actions in animals and humans, with practical applications in education, training, and behavior modification.
Behaviorism
This unit highlights its relevance in creating effective, engaging online learning experiences despite criticisms of being outdated.
Gagne's Nine Events of Instruction
Classical Conditioning
Ivan Pavlov's discovery of classical conditioning illustrates how organisms form associations between stimuli, with profound implications for psychology, education, and beyond.
Robert Gagné's influential theory on the conditions of learning, detailing his systematic Nine Events of Instruction model.
Unit 3: Cognitivism
In this unit, we covered the principles of cognitivism and its critique of behaviorism. You will examine the application of cognitive theories to learning design and the use of digital technologies to support cognitive-based learning. Through a combination of academic articles, interactive media, and reflective exercises, you will expand your abilities to create engaging learning experiences and to integrate cognitive strategies into instructional design. Here, we described the core concepts, theorists, advantages, drawbacks, and influence of cognitivism on learning (CLOs 1, 6) and applied the theory of cognitive load to instructional material (CLOs 1, 6).
Piaget and Cognitivism
Jean Piaget's revolutionary theory of cognitive development outlines four distinct stages in the evolution of children's thinking abilities through active engagement with their environment.
Bruner and Cognitivism
Vygotsky and Cognitivism
Lev Vygotsky's groundbreaking contributions to educational psychology, focusing on the central role of social interaction and the Zone of Proximal Development in cognitive growth contributions to educational psychology focusing on the central role of social interaction and the Zone of Proximal Development in cognitive growth.
Jerome Bruner's influential theories on learning and cognitive development, emphasizing active problem-solving, the spiral curriculum, and scaffolding, supported by insights into how perceptions are shaped by social environments and prior experiences.
Bandura and Social Cognitivism
Albert Bandura's social cognitive theory, emphasizing the significance of observation, imitation, and social interactions in learning, alongside the concepts of self-efficacy and agency, offering insights into how learners shape their cognitive development through both internal and external factors.
Unit 4: Constructivism
In this unit, you will cover the foundational concepts of constructivism and the significance of social interactions in the learning process. Constructivism is a pedagogical theory that prioritizes a learner's point of view, no matter how idiosyncratic it might be. According to Piaget, a student's opinion is a starting position for constructing new knowledge by overcoming the cognitive conflict between the existing internal structure (schema) and external unknown reality. Eliminating this conflict restores the so-called cognitive equilibrium (balance) characterized by the processes of assimilation of new knowledge into the existing schema and accommodation (e.g., change, modification, replacement) of the previous schema based on newly acquired knowledge and understanding. Vygotsky's claim that a learner develops new knowledge and understanding through interaction with others expands the theory of social constructivism. Here, we described the core concepts, theorists, advantages, drawbacks, and influence of connectivism on learning (CLOs 1, 2, 6) and built a Personal Learning Network (PLN) and Learning Plan (CLO 5).
Social Constructivism
Emphasizes the role of social interactions and collaborative activities in the active construction of knowledge, challenging traditional passive learning models by fostering a dynamic, learner-centered approach that values diverse perspectives and collective intelligence.
Applying Social Constructivism to Instructional Design
Outlines various student-centered instructional strategies, such as reciprocal teaching, cooperative learning, situated learning, and anchored instruction, highlighting their effectiveness in enhancing engagement and fostering meaningful learning experiences in instructional design and online teaching.
Motivation and Keller's ARCS Model
John Keller's ARCS model of motivation, highlighting its components—Attention, Relevance, Confidence, and Satisfaction—to design motivating learning environments that encourage active engagement and effective knowledge acquisition in instructional design.
Zone of Proximal Development and Scaffolding
Vygotsky's Zone of Proximal Development and Bruner's concept of scaffolding, emphasizing their significance in constructivist learning by highlighting the active role of learners and the critical function of social interactions and targeted support in achieving cognitive growth.
Unit 5: Connectivism
Connectivism is a contemporary learning theory that strongly emphasizes the role of technology and interconnected networks in the learning process. Connectivism may seem like a constructivism offshoot because it is based on how learners build their knowledge by navigating and sharing information through various networks. Connectivism retains the constructivist assertion that learners are responsible for their own learning with the educator as a guide, answering questions as needed. Here, we described the core concepts, theorists, advantages, drawbacks, and influence of connectivism on learning (CLOs 1, 2, 6) and built a Personal Learning Network (PLN) and Learning Plan (CLO 5).
Connectivism
A modern learning theory developed by George Siemens and Stephen Downes, emphasizing the importance of networks, social interactions, and technology in learning and positing that knowledge is distributed across a network of connections, thereby transforming the learning experience in the digital age.
Digital Literacy
Important for navigating, evaluating, and utilizing digital technologies effectively in learning—and underscores the need for instructional designers to integrate digital literacy into their designs to prepare learners for the complexities of the digital age.
Personal Learning Networks
Personal Learning Network (PLN) as a transformative tool for personal and professional growth, highlighting its role in facilitating ongoing, informal professional development through social interactions, knowledge exchange, and collaboration within a global community of educators and professionals.
Applying Connectivism to Instructional Design
Connectivism is highlighted as a transformative approach to learning, with instructional designers playing a crucial role in fostering collaboration, designing learner-centered courses, integrating social media, utilizing open educational resources, and incorporating real-world problem-solving scenarios to enhance learning experiences.
Unit 6: Andragogy
Andragogy, coined by Malcolm Knowles, is a learning theory specifically focused on adult learners and their unique characteristics and needs. Unlike pedagogy, which is centered around the teaching of children, andragogy acknowledges that adults have distinct learning preferences and motivations. In the context of instructional design, understanding andragogy is essential for creating effective learning experiences tailored to adult learners. Here, we described the core concepts, theorists, advantages, drawbacks, and influence of andragogy on adult learning (CLOs 1, 6) and applied andragogy to a previous learning experience (CLOs 1, 5, 6).
Andragogy Overview
Malcolm Knowles's andragogy theory, highlighting the unique needs and characteristics of adult learners and emphasizing the importance of tailoring educational experiences to foster their autonomous, self-directed learning journey.
Five Assumptions and Six Principles of Andragogy
Andragogy's five key assumptions about adult learners—emphasizing their self-direction, experience, readiness, problem-oriented learning orientation, and intrinsic motivation—and expands these into six principles for designing effective adult learning experiences.
Formal vs. Informal vs. Non-Formal Learning
Delves into the distinctions between formal, informal, and non-formal learning environments, highlighting their roles in creating comprehensive and effective learning experiences, particularly within the context of adult education and andragogy.
Applying Andragogy to Instructional Design
Outlines how applying andragogy to instructional design can create more effective and engaging learning experiences for adult learners.
Unit 7: Assessment and Learning Models
Understanding learning theory is critical when designing instruction, but it's only one piece of the puzzle when it comes to teaching or training. The question that remains is, "How do we determine if someone has actually learned what we taught them?" This is where the concept of assessment comes into play. However, assessment is not merely about administering tests; it's about checking for a learner's knowledge in a meaningful and relevant way. Here, we described various types of assessments and their application within student-centered learning models/approaches (CLO 1) and developed a learning scenario that integrates a specific learning model, theory, and appropriate assessment strategies (CLOs 1, 2, 3, 4).
Assessment Introduction
- Formative Assessment
- Summative Assessment
- Authentic Assessment
Learning Models
- Experiential Learning
- Project-Based Learning
- Gamification
Unit 8: Microlearning, IDD, and Portfolio Check
In this unit, we covered microlearning and the Instructional Design Document (IDD). We finalized the development of an online portfolio to showcase learning artifacts and the application of learning theory to the practice of learning design. Here, we identified elements of microlearning, microcredentials, minicourses, and Instructional Design Documents (IDDs) (CLOs 4, 6), determined a specific issue or knowledge gap to inform development of a minicourse (CLOs 1, 2 3, 4, 6), and assembled a finalized portfolio for instructor review (CLO 6).
Microlearning Overview
Introduces microlearning as an increasingly popular instructional strategy that delivers content in short, targeted experiences, making learning more manageable and effective for today’s learners.
Microlearning Resources
Showcases microlearning’s effectiveness in creating engaging, concise, and interactive learning experiences that can be applied across various contexts, including education and corporate training.
Minicourses
A minicourse is a short, focused online learning experience designed to efficiently deliver targeted knowledge and skills, ideal for learners with limited time and diverse learning contexts.
Instructional Design Document (IDD) Overview
An Instructional Design Document (IDD), a comprehensive plan that guides instructional designers through the development of an eLearning course, emphasizing its role in aligning the project team towards a unified goal and ensuring the course's effectiveness and relevance.