Robert Sims

February 14, 2011

Assignment Two

INST 5131

Theoretical FoundationsFor

Instructional Technology

Introduction

Definitions of Learning:

Driscoll (2007) defines learning as “ a persisting change in human performance of performance potential.” (p. 37)

Cobb (2009) offers “Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes.”

Instructional Technology is based on

three foundations:

Psychological Foundations

Learning Environments

Learning Motivation

Psychological Foundations

Hannafin and Land (1997) define that

“Psychological foundations are subsequently

operationalized through various design

frameworks, activities, and strategies, which

reflect beliefs about how individuals think, learn,

understand, and act.” ( p. 172)

Gagne’s Nine Events of Instruction

Gaining Attention

Presenting objective

Stimulating recall

Presenting the stimulus

Providing guidance

Eliciting performance

Providing feedback

Assessing performance

Enhancing retention and

transfer

Adapted from (Gagne, 1985)

Behaviorism Theory

1. Break down skills into small

units

2. Monitor and

reinforcement

3. Teach “out of

context.”

4. Direct Instruction

Adapted from (Chen, N.D.)

Constructivism

Adapted from (Can, 2007)

Cognitive Theory

Two Channels for learning:

Visual

Auditory

Selecting

Organizing

Integrating

Information

Filtering

Primary Components:

Adapted from (Mayer, 1998)

Personal foundational Epistemology

• In my teaching experience, I incorporate sections of

each psychological arena presented here in order to

provide a quality education for my students. My

primary foundation is based on Gagne’s Nine Events of

Instruction. Each part of my curriculum is built upon an

objective previously learned. Tasks are broken down

into as many smaller tasks in order to bring the learner

to a level of achievement.

•

Gaining Attention

Presenting Objective

Stimulating Recall

Appeal to the Two Channels for Learning: Visual and Auditory

Teach “out of Context”

Eliciting Performance

Providing Guidance

Presenting the Stimulus

Providing Feedback

Monitor and Reinforcement

Assessing Performance

Direct Instruction

Enhancing Retention and Transfer

Lead students through the channeling process: selecting, organizing, integrating information, filtering

Break down skills into small units.

Constructivist Activities Included

Nine Events

Cognitive

Behaviorism

Sims Hybrid Psychological Foundation

Legend

Learning Environments

ConstructivismExperiential LearningObjectivismScaffolding

Constructivism

Sensorimotor Stage Preoperational Stage

Concrete Operational

Stage

Formal Operations

Stage

Ages 0 - 2 Ages 8 - 11 Ages 12 - 15Ages 3 - 7

Development of Motor

Skills

Development of Intuition

Development of Cognitive

Skills

Development of Abstract Thinking

Skills

Adapted from (Can, 2007)

Experiential Learning

Concrete Experience (1)

Observation and Reflection

(2)

Forming Abstract Concepts

(3)

Testing in New Situations

(4)

Kolb’s

Experiential

Learning

Cycle

Adapted from (Learning Theories Knowledgebase, 2011).

Objectivism

Instructor analyzes content, learners, and desired outcomes.

Instructor designs objectives, sets small tasks for learners to achieve goals.

Instructor develops learning materials to help learners achieve objectives.

Instructor directs learner – based activities toward mastery of content.

Instructor evaluates what the learner knows.

Adapted from (Hannafin & Land, 2007, p. 57)

ScaffoldingChanneling and

focusing: Reducing the

degrees of freedom for the

task at hand

Modeling: Modeling more

advanced solutions to the

task

Scaffolding includes:

Adapted from (Pea, 2004, p. 432)

Learner Environment Foundation

Much of my teaching environment is based on the premise of

setting and obtaining goals in order to master a particular skill.

I find this “Chunking” provides a reachable target in which

students can feel positive about what they have learned. I

incorporate Scaffolding concepts to help students gain

confidence with their mastery of skills. This provides an

atmosphere of respect where students thrive on their

achievements.

Learning Environment

Learners benefit from:

Objectivism

Concepts

Scaffolding Concepts

Learner Motivation

ARCSHierachy of NeedsCollaborative Learning

ARCS

Satisfaction

Learning is rewarded.

Confidence

Instructor provides activities for success with the concept.

Relevance

Establish relevance in order to increase a learner’s motivation.

Attention

Instructor gains attention of learners through introductory activities.

Adapted from (Keller, 1984)

Heirarchy of Needs

Adapted from (Maslow, 1943)

Collaborative Learning

Learning

Is an active,

constructive, process.

Depends on rich

contexts.

Participants are diverse.

Is inherently

social.

Adapted from (Smith & MacGregor, 1992)

Learner MotivationI find that everyone wants to feel needed. Giving

learners tasks and rewarding them for a job well done helps to fulfill the desire to be needed and respected. When a learner develops improves their self esteem, they are motivated to work even harder to learn more.

I incorporate Collaborative Learning activities to serve several purposes:

1. To reinforce what they students have learned. When they are confident enough to teach their peers, they have mastered the concept at a deep level.

2. To help the learner know that they are important and valued. This reinforces the Heirarchy of Need.

References

Can, T. (2007, April 26). Constructivist concepts in classes [Web log post]. Retrieved from http://constructivist-education.blogspot.com/2007/04/constructivist-concepts-in-classes.html

Can, T. (2007, January 21). Piaget’s theory of learning and constructivism [Web log post]. Retrieved from http://constructivism.wordpress.com/2007/01/21/piaget%E2%80%99s-theory-of-learning-and-constructivism/

Chen, I. (n.d.) In An electronic textbook on instructional technology. Retrieved from http://viking.coe.uh.edu/~ichen/ebook/et-it/behavior.htm

Cobb, J. (2009, May 21). A definition of learning. [Web log post]. Retrieved from http://www.missiontolearn.com/2009/05/definition-of-learning/

Driscoll, M. (2007). Psychological foundations of instructional design. In Reiser, R. & Dempsey, J. (eds.), Trends and issues in instructional design and technology (p. 37, 41). New Jersey: Pearson.

Gagnè, R. (1985). The conditions of learning and the theory of instruction. (4th ed.), New York: Holt, Rinehart, and Winston.

Hannafin, M. & Hill, J. (2007). Epistemology and the design of learning environments. In Reiser, R. & Dempsey, J. (eds.), Trends and issues in instructional design and technology (p. 57). New Jersey: Pearson.

Hannafin, M. & Land, S. (1997). The foundations and assumptions of technology – enhanced student - centered learning environments. In Instructional Science, 25, 167 – 202. Retrieved from http://web.utk.edu/~mperkin2/hannafin.pdf

.

Keller, J. (2007). Motivation and performance. In Reiser, R. & Dempsey, J. (eds.), Trends and issues in instructional design and technology (p. 88). New Jersey: Pearson.

Learning Theories Knowledgebase (2011, February). Experiential Learning (Kolb) at Learning-Theories.com. Retrieved from http://www.learning-theories.com/experiential-learning-kolb.html

Maslow, A. (1943). A theory of human motivation. In Psychological review. 50, p. 370 – 396.

Mayer, R. & R. Moreno (1998). A cognitive theory of multimedia learning: implications for design principles. Retrieved from http://www.unm.edu/~moreno/PDFS/chi.pdf.

Pea, R. (2004). The social and technological dimensions of scaffolding and related theoretical conceptsfor learning, education, and human activity. In The Journal of the learning sciences, 13(3). P. 432

Smith, B. & MacGregor, J. (1992). What is collaborative learning? A sourcebook for higher education. Published by the National Center on Postsecondary Teaching, Learning, and Assessment at Pennsylvania State University.