Learning Theories to Instructional Design

Itec 800 – Fall 2012
Pat Donohue 9/9/2014

 Learning
◦ The act or process of acquiring knowledge or skill.” (Dictionary)
 Instruction:
◦ “selection and arrangement of information, activities,
approaches and media
◦ By an instructional expert
◦ To help students
◦ Meet predetermined learning goals” (Theory into Application, p.25)
 Instructional Design
◦ “..a self-correcting, systems approach that seeks to apply
scientifically derived principles to the planning, design,
creation, implementation, and evaluation of effective and
efficient instruction” (Schrock, p.11).
Pat Donohue 9/9/2014 Itec 800 F2012

 Theory =
◦ Series of explanations about phenomena that, over
time, are accepted as true (does not mean it IS true).
◦ Hypothesis = single questions about phenomena
that can be tested (i.e.: Will a ball roll faster than a
ring down hill?)
 Hypothesis + hypothesis + hypothesis (tested and
shown to be true or predictable that together explain a
bigger concept or set of concepts) = Theory
 Construct = a testable concept or principle

 Learning = what is it?
◦ Constructs linking observed changes in
performance with what brings those changes about.
 Learning Theory:
◦ Results: what is changed?
◦ Means: what process produced the change?
◦ Inputs: “triggers” = the resources, experiences,
preferences of the learner that are put through the
learning process.

 Learning is generated from 2 sources:
1. Knowledge =
 What we know and
 How we know (epistemology)
2. Nature of Mind =
 Mental phenomena:
Associations among ideas,
Complex schemas,
Neurochemical changes,
Cultural preferences, etc. …

Ways we believe
Traditions (accepted over
time)
 Accepted Knowledge
Traditions:
 About the CONTENT of
Knowledge
 Pragmatism
 Objectivism
 Interpretivism

 Valid Sources of Knowledge:
1. Empiricism = what is learned from sensory
experience.
2. Rationalism = only what the mind constructs.
3. Nativism = some knowledge is innate in us.

All three
Epistemological
traditions are
evident in the
learning
theories we
will study in
this course.”

 Early 1900s-20s: Advent of scientific
investigation
◦ Thorndike – interest in studying learning as subject
◦ Also – advocated educational measurement
◦ Bobbitt – schools should prepare citizens
◦ Dalton Plan – learning outcomes & self-pacing
 1930s: Development of instructional systems
◦ Great Depression & Progressive Movement
◦ Ralph Tyler’s 8-Year Study (high school > college)

 1940s: The problem of military preparation
◦ Real birth of instructional technology
◦ Use of media (film, radio, visual aids)
◦ “Mediated instruction”
 1950s: Programmed Instruction
◦ B. F. Skinner – “theory of reinforcement” – “Operant
Conditioning”
◦ Military creation of “task analysis”

 1960s: Instructional Systems
◦ Identified instructional “components”
◦ 1965 Gagne’s Conditions of Learning
◦ Development of evaluation procedures
◦ Governmental Support … ESEA established
◦ Broadening of AV into instructional methods
 1970s: ID Models Flourished
◦ Systematic evaluation of over 60 models that came out
of the 60s.
◦ Creation of “Needs Assessment” to determine which
models were meeting learning needs.
◦ Development of instructional systems design as a
professional field

 1980s: Microcomputers – Apples > PCs
◦ ID process enters education
◦ ID process enters business and industry
◦ PI > CAI > individualized development of
instruction
◦ Expanse of the Internet
 1990s: Birth of the World Wide Web
◦ Connected learning
◦ Multimedia
◦ Semantic Web

1. The Web as Platform
2. Harnessing Collective Intelligence
3. Data is the Next Intel Inside
4. End of the Software Release Cycle
5. Lightweight Programming Models
6. Software Above the Level of a Single Device
7. Rich User Experiences

Once it is clear in our minds where we stand
on learning in general, then the theoretical
perspective or perspectives that are most
relevant [to you] will emerge
(Schunk, 2012, p.3)

According to Spector:
 A Theory explains a CONCEPT
 Concepts are not Facts: They
can be concrete, abstract or a
combination of both
According to Schunk:
 Learning = a change in Behavior |
Cognition.
 Instruction = Teaching | ‘Training’
Your question is, “How do you explain the
difference between the three? And, “So What?”

Instructional Theory is, “the development of
principles and strategies to help learners move
from states of not knowing and not being able
to do certain things to states of knowing and
being able to perform.” (Spector, 2012, p.96)

Instructional
Design
/instructional design/(n):
The process by which instruction is
improved through the analysis of learning
needs and systematic development of
learning materials [see:
www.instructionaldesign.org]
Instructional design theory is
prescriptive in nature; that is to
say that the theory suggests
with some degree of probability
how to sequence material and
activities using various
strategies in order to achieve
desired outcomes with a
particular group of earners.
(Reigeluth, 1983)

 Learners progress through
stages/phases
 Material should be
organized & presented in
small steps
 Learners require practice,
feedback and review
 Social models facilitate
learning & motivation
 Motivational & contextual
factors influence learning
(Schunk, 2012, p.19
Ahh – A GREAT outline of instructional design parts!

ADDIE
• Analyze (needs)
• Design (learning plans)
• Develop (materials)
• Implement (instruction
& environment)
• Evaluate (outcomes)
Learners + Materials +
Learning Environment +What we
know about how people learn =
Instructional Design Theory / Models
Design & Development
Methods:
• Waterfall Method
• Rapid Design
• Agile Design
• Iterative Design

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Learning Theories to Instructional Design

Learning Theories to Instructional Design

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