Monday, March 26, 2007

Learning Theories Used in Instructional Design

Robert Gagné’s Nine Steps of Instruction

1. Gain attention

2. Inform learner of objective

3. Stimulate recall of prior knowledge

4. Present the material

5. Provide guidance for learning

6. Elicit performance

7. Provide feedback

8. Assess performance

9. Enhance retention and transfer

John Keller’s ARCS Model of Motivational Design

  • Attention-can be gained by perceptual arousal or inquiry arousal.

1. Perceptual arousal: gaining interest through surprise

2. Inquiry arousal: uses challenging questions or problems to

stimulate curiosity

  • Relevance-emphasize instruction using the following strategies: experience, present worth, future usefulness, needs matching, modeling, and choice.
  • Confidence-allow learners to succeed while providing appropriate challenges.

1. Provide objectives and prerequisites

2. Grow the learners

3. Feedback

4. Learner control

  • Satisfaction-provide learners the chance to use new knowledge and provide feedback.


Merrill’s Component Display Theory

Comprised of 3 parts:

  • Performance/content dimension
  • Primary presentation forms (rules, examples, recall, practice)
  • Set of prescriptions for the performance level and type of content for the presentation forms

Reigeluth’s Elaboration Theory

Reigeluth believes that instruction is made out of layers, each layer elaborating on the previous concept or idea. The information starts out general and moves to specifics.

Seven steps in elaboration:

  • Sequence
  • Organize
  • Summarization
  • Synthesize
  • Analogy
  • Cognitive-Strategy Activator
  • Learner Control


Constructivism

  • A learning theory that places the learner at the center of the equation.
  • The learner constructs knowledge and does not passively absorb it.
  • The learner constructs meaning in their own way.
  • Strategies for Using Constructivism in Training:

1. Small group activities - small group of learners work on an

exercise to come up with the correct answer (cooperative learning)

or to reach a consensus (collaborative learning).

2. Learner developed instruction - instruction that incorporates the

learner’s point of view in the design process.

3. Metacognition and reflection – learner plans by setting time lines

and allocating resources, as well as reflects on his/her own

performance.

1 comment:

CocoLoco said...
This comment has been removed by the author.