Technowrites Pvt. Ltd.1 Instructional Design Theories Makarand Pandit.

Technowrites Pvt. Ltd.

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Instructional Design Theories

Makarand Pandit


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ID Theories

Cognitive Theories Bahavioural Theories Motivational Theories


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Contributors

Gagne Skinner Vyagotsky Piagiet Bruner Merill Bloom Mager


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Gagne

Events of Instruction Types of Learning Learning Hierarchies


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Gagne - Events of Instruction Gaining attention Informing the Learner of the objective Stimulating Recall of Prerequisite Learning Presenting New Material Providing Learning Guidance Eliciting Performance Providing Feedback about Correctness Assessing Performance Enhancing Retention and Recall


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Gagne - Types of Learning

Intellectual Skills - Problem Solving, Higher Order Rules, Defined Concepts, Concrete Concepts, Discriminations

Cognitive Strategies Verbal Information Motor Skills Attitudes


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Gagne - Learning Hierarchies

Lower Level skills form foundation for Higher Level Skills

To teach a skill the teacher must identify its prerequisite skills and make sure that the student possesses them Cognitive

Teaching was a process of arranging contingencies of reinforcement effectively to bring about learning


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Skinner

The Technology of Learning - 1968 Based on observations of Cause and Effect

Relationships


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Skinner Cause Effect Relationships Stimulus - An event, combination of events or relationship

among events that effect a learner’s senses Reinforcement - An event that increases probability of an act

that immediately preceded it Contingencies of Reinforcement - Arranging situations for

the learner in which reinforcement is contingent upon a correct or desired response

Respondents - Reflex actions elicited by a given stimulus Operants - Responses without any obvious stimulus, which

could therefore be attributed to internal processes in the brain


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Vygotsky

Cognitive Development was directly related to and based on social development

Our personal psychological processes begin as social processes, patterned by our culture

Influenced by contructivism


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Vygotsky

Adult perceives things much differently than a child does. But this difference decreases as children gradually translate their social views into personal, psychological ones.

This difference between these two levels of cognitive functioning

adult/expert & child/novice behaviour is the Zone of Proximal Development

Classroom tasks should be based within range of Proximal Development


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Piaget

Believed that all children go through four stages of Cognitive Development

Sensorimotor (Birth to 2 years) Preoperational (2 to 7 years) Concrete Operational ( 7 to 11 years) Formal Operations (12 to 15 years)


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Bruner

Believed that all children go through three stages of Cognitive Development

Enactive Stage (Birth to 3 years) Iconic Stage (3 to 8 years) Symbolic Age (from 8 years)

6 Indicators reveal cognitive growth


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David Merril - Component Display Theory Concepts Facts Principle Process Procedure


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CDT - Concept

This is a description of a specific nature that adheres to a basic form or fact.

This is generally an abstract entity that is constructed inside people’s minds, not out there.


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CDT - Fact

This is a unique or a stand alone entity. All examples of a stand alone entity are

identical to each other. A stand alone entity generally has a real

status


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CDT - Procedure

This is a series of steps, performed in order to attain a certain goal or outcome.

It may be linear or non linear.


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CDT - Process

This is a sequence of events that define an outcome or consequence.

A process may consist of many procedures. A process may or may not have a final

event.


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CDT - Principle

This is a pre-defined set of conditions or conventions that are identified or defined.

Principles are abstract entities and though they may be followed by the world at large they exist only in the mind.


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Benjamin Bloom - Bloom’s Taxanomy Developed in 1956 by Benjamin Bloom with a

group of educational psychologists Classification including three overlapping

domains

Cognitive Psyochomotor

Affective


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BT - Cognitive Learning Layers

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation


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BT - Cognitive Learning - Verbs

Cognitive learning

– Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

– Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

– Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

– Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.


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BT - Cognitive Learning - Verbs continued

Cognitive learning

– Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

– Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.


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BT - Affective Learning

– accepts, attempts, challenges, defends, disputes, joins, judges, praises, questions, shares, supports, and volunteers.


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BT - Psychomotor Learning

Psychomotor learning is demonstrated by physical skill.– Coordination

– Strength

– Speed

actions (precision instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance).

– bend, grasp, handle, operate, reach, relax, shorten, stretch, write,

differentiate (by touch), express (facially), perform (skillfully).


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Robert Mager

Analysing Performance Problems Preparing Instructional Objectives Measuring Instructional Results How to Turn Learners On..without turning

them off Goal Analysis Making Instructions Work


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Principles from Cognitive Theories Perceptions of the problems can affect the learner and

learning Simple to Complex organisation might help at lower levels Learning with understanding has longer retention Cognitive feedback helps Goal setting motivates learning Divergent thinking leads to inventive solutions


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Principles from Behavioral Theories Learner should be made to respond Repetitions will help to acquire skills Desirable or correct response should be rewarded Practice sessions should be based on varying conditions Conflicts and frustrations have to be recognised and

resolved or accommodated


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Principles from Motivational Theories Provisions should be made for fast and slow learners Motivations of the learner should be understood Learning is related to culture and upbringing of learner An objective might motivate one learner but not all Oragnisation of values and motives can affect learning Self esteem should be encouraged (pride should be

pampered?) Use the group dynamics (Competition Vs. Co-operation &

Isolation Vs. Group Identification)


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Reference Books Computer Based Instruction: Methods and Development

Allessi, S.M. & Trollip, S.R. Designing and Writing Online Documentation Horton,

William Instructional Design - A systems approach Maggs, Alex, et al Instructional Technology, Past, Present and Future Anglin,

Gary G. (Ed.) Integrating Educational Technology into Teaching, Roblyer,

M.D., et al The Systematic Design of Instruction Dick, Walter and Carey,

Lou

Technowrites Pvt. Ltd.1 Instructional Design Theories Makarand Pandit.

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