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ADDIE MODEL
STRUCTURE OF INTELLECT (J.P. GUILFORDSEE MORE ON INSTRUCTIONALDESIGN.ORG SOCIAL DEVELOPMENT THEORY (LEV VYGOTSKYSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSFORMATIVE LEARNING (JACK MEZIROWSEE MORE ON INSTRUCTIONALDESIGN.ORG ANDRAGOGY (MALCOLM KNOWLES) CONSTRUCTIVIST THEORY (JEROME BRUNERSEE MORE ON INSTRUCTIONALDESIGN.ORG INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. ASSESSMENT - INSTRUCTIONALDESIGN.ORG Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
ADDIE MODEL
STRUCTURE OF INTELLECT (J.P. GUILFORDSEE MORE ON INSTRUCTIONALDESIGN.ORG SOCIAL DEVELOPMENT THEORY (LEV VYGOTSKYSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSFORMATIVE LEARNING (JACK MEZIROWSEE MORE ON INSTRUCTIONALDESIGN.ORG ANDRAGOGY (MALCOLM KNOWLES) CONSTRUCTIVIST THEORY (JEROME BRUNERSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical ASSESSMENT - INSTRUCTIONALDESIGN.ORG Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
SOCIAL DEVELOPMENT THEORY (LEV VYGOTSKY Overview The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological TRANSFORMATIVE LEARNING (JACK MEZIROW The Transformational Learning Theory originally developed by Jack Mezirow is described as being “constructivist, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning. Instrumental learning focuses CONDITIONS OF LEARNING (ROBERT GAGNE This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary STRUCTURAL LEARNING THEORY (JOSEPH SCANDURA Structural learning theory has been applied extensively to mathematics and also provides an interpretation of Piagetian theory (Sandura & Scandura, 1980). The primary focus of the theory is problem solving instruction (Scandura, 1977). Scandura has applied the theoretical framework to the development of authoring tools and softwareengineering.
COMPONENT DISPLAY THEORY (DAVID MERRILL Component Display Theory (CDT) classifies learning along two dimensions: content (facts, concepts, procedures, and principles) and performance (remembering, using, generalities). The theory specifies four primary presentation forms: rules (expository presentation of a generality), examples (expository presentation of instances), recall (inquisitory generality) and practice (inquisitory DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION Designing Effective Instruction 7th Edition. By Gary R. Morrison, Steven M. Ross, Howard K. Kalman, Jerrold E. Kemp. This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educationalmaterials.
ACT-R (JOHN ANDERSON) ACT-R is a general theory of cognition developed by John Anderson and colleagues at Carnegie Mellon Univeristy that focuses on memory processes . It is an elaboration of the original ACT theory (Anderson, 1976) and builds upon HAM, a model of semantic memory proposed by Anderson & Bower (1973). Anderson (1983) provides a completedescription of
COMPUTERS - INSTRUCTIONALDESIGN.ORG Because of the pervasiveness of computers in the workplace, teaching people to use and program computers has become a major category of training. The primary cognitive processes associated with computer activities are problem-solving and procedures. Card, Moran & Newell developed the GOMS model to explain the skills involved in human-computer tasks (especially text DOUBLE LOOP LEARNING (C. ARGYRIS) Argyris (1976) proposes double loop learning theory which pertains to learning to change underlying values and assumptions. The focus of the theory is on solving problems that are complex and ill-structured and which change as problem-solving advances. Double loop theory is based upon a “theory of action” perspective outlined by Argyris & Schon (1974). This Learn MoreDouble Loop INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. ASSESSMENT - INSTRUCTIONALDESIGN.ORG Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
STRUCTURE OF INTELLECT (J.P. GUILFORDSEE MORE ON INSTRUCTIONALDESIGN.ORG COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORG INDIVIDUALIZED LEARNING Individualized Learning refers to learning experiences in which the pace of learning is adjusted to meet the needs of individual students. In other words, individualized learning focuses on the question of “when” students receive a learning activity. In individualized learning, all students go through the same experience, but they moveon
TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical COGNITIVE FLEXIBILITY THEORY (SPIRO, FELTOVITCH & COULSONSEE MORE ON INSTRUCTIONALDESIGN.ORG MILITARY - INSTRUCTIONALDESIGN.ORG Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. GENERAL PROBLEM SOLVER (A. NEWELL & H. SIMONSEE MORE ON INSTRUCTIONALDESIGN.ORG INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. ASSESSMENT - INSTRUCTIONALDESIGN.ORG Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
STRUCTURE OF INTELLECT (J.P. GUILFORDSEE MORE ON INSTRUCTIONALDESIGN.ORG STRUCTURE OF INTELLECT (J.P. GUILFORD In Guilford’s Structure of Intellect (SI) theory, intelligence is viewed as comprising operations, contents, and products. There are 6 kinds of operations (cognition, memory recording, memory retention, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual INDIVIDUALIZED LEARNING Individualized Learning refers to learning experiences in which the pace of learning is adjusted to meet the needs of individual students. In other words, individualized learning focuses on the question of “when” students receive a learning activity. In individualized learning, all students go through the same experience, but they moveon
CONDITIONS OF LEARNING (ROBERT GAGNE This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION Designing Effective Instruction 7th Edition. By Gary R. Morrison, Steven M. Ross, Howard K. Kalman, Jerrold E. Kemp. This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educationalmaterials.
ACT-R (JOHN ANDERSON) ACT-R is a general theory of cognition developed by John Anderson and colleagues at Carnegie Mellon Univeristy that focuses on memory processes . It is an elaboration of the original ACT theory (Anderson, 1976) and builds upon HAM, a model of semantic memory proposed by Anderson & Bower (1973). Anderson (1983) provides a completedescription of
COGNITIVE FLEXIBILITY THEORY (SPIRO, FELTOVITCH & COULSON Cognitive flexibility theory focuses on the nature of learning in complex and ill-structured domains. Spiro & Jehng (1990, p. 165) state: “By cognitive flexibility, we mean the ability to spontaneously restructure one’s knowledge, in many ways, in adaptive response to radically changing situational demandsThis is a function of both the way knowledge is represented (e.g., along multiple PHENOMENOGRAPHY (F. MARTON & N. ENTWISTLE Phenomenography (F. Marton & N. Entwistle) This conceptual framework focuses on the experience of learning from the student’s perspective and is based upon a phenomenological approach to research. Entwistle explains: “Our task is thus to describe more clearly how learning takes place in higher education and to point out how teaching and FUNCTIONAL CONTEXT (TOM STICHT) The functional context approach to learning stresses the importance of making learning relevant to the experience of learners and their work context. The learning of new information is facilitated by making it possible for the learner to relate it to knowledge already possessed and transform old knowledge into new knowledge. By using materials that the Learn MoreFunctional Context (Tom GENERAL PROBLEM SOLVER (A. NEWELL & H. SIMON General Problem Solver (A. Newell & H. Simon) The General Problem Solver (GPS) was a theory of human problem solving stated in the form of a simulation program (Ernst & Newell, 1969; Newell & Simon, 1972). This program and the associated theoretical framework had a significant impact on the subsequent direction of cognitivepsychology.
ATTITUDES - INSTRUCTIONALDESIGN.ORG Attitudes are usually defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person, situation). They encompass, or are closely related to, our opinions and beliefs and are based upon our experiences. Since attitudes often relate in some way to interaction with others, they represent an important link Learn MoreAttitudes INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. ASSESSMENT - INSTRUCTIONALDESIGN.ORG Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
STRUCTURE OF INTELLECT (J.P. GUILFORDSEE MORE ON INSTRUCTIONALDESIGN.ORG COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORG INDIVIDUALIZED LEARNING Individualized Learning refers to learning experiences in which the pace of learning is adjusted to meet the needs of individual students. In other words, individualized learning focuses on the question of “when” students receive a learning activity. In individualized learning, all students go through the same experience, but they moveon
TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical COGNITIVE FLEXIBILITY THEORY (SPIRO, FELTOVITCH & COULSONSEE MORE ON INSTRUCTIONALDESIGN.ORG MILITARY - INSTRUCTIONALDESIGN.ORG Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. GENERAL PROBLEM SOLVER (A. NEWELL & H. SIMONSEE MORE ON INSTRUCTIONALDESIGN.ORG INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. ASSESSMENT - INSTRUCTIONALDESIGN.ORG Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
STRUCTURE OF INTELLECT (J.P. GUILFORDSEE MORE ON INSTRUCTIONALDESIGN.ORG COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORG INDIVIDUALIZED LEARNING Individualized Learning refers to learning experiences in which the pace of learning is adjusted to meet the needs of individual students. In other words, individualized learning focuses on the question of “when” students receive a learning activity. In individualized learning, all students go through the same experience, but they moveon
TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical COGNITIVE FLEXIBILITY THEORY (SPIRO, FELTOVITCH & COULSONSEE MORE ON INSTRUCTIONALDESIGN.ORG MILITARY - INSTRUCTIONALDESIGN.ORG Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. GENERAL PROBLEM SOLVER (A. NEWELL & H. SIMONSEE MORE ON INSTRUCTIONALDESIGN.ORG STRUCTURE OF INTELLECT (J.P. GUILFORD In Guilford’s Structure of Intellect (SI) theory, intelligence is viewed as comprising operations, contents, and products. There are 6 kinds of operations (cognition, memory recording, memory retention, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual INDIVIDUALIZED LEARNING Individualized Learning refers to learning experiences in which the pace of learning is adjusted to meet the needs of individual students. In other words, individualized learning focuses on the question of “when” students receive a learning activity. In individualized learning, all students go through the same experience, but they moveon
CONDITIONS OF LEARNING (ROBERT GAGNE This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION Designing Effective Instruction 7th Edition. By Gary R. Morrison, Steven M. Ross, Howard K. Kalman, Jerrold E. Kemp. This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educationalmaterials.
ACT-R (JOHN ANDERSON) ACT-R is a general theory of cognition developed by John Anderson and colleagues at Carnegie Mellon Univeristy that focuses on memory processes . It is an elaboration of the original ACT theory (Anderson, 1976) and builds upon HAM, a model of semantic memory proposed by Anderson & Bower (1973). Anderson (1983) provides a completedescription of
COGNITIVE FLEXIBILITY THEORY (SPIRO, FELTOVITCH & COULSON Cognitive flexibility theory focuses on the nature of learning in complex and ill-structured domains. Spiro & Jehng (1990, p. 165) state: “By cognitive flexibility, we mean the ability to spontaneously restructure one’s knowledge, in many ways, in adaptive response to radically changing situational demandsThis is a function of both the way knowledge is represented (e.g., along multiple PHENOMENOGRAPHY (F. MARTON & N. ENTWISTLE Phenomenography (F. Marton & N. Entwistle) This conceptual framework focuses on the experience of learning from the student’s perspective and is based upon a phenomenological approach to research. Entwistle explains: “Our task is thus to describe more clearly how learning takes place in higher education and to point out how teaching and FUNCTIONAL CONTEXT (TOM STICHT) The functional context approach to learning stresses the importance of making learning relevant to the experience of learners and their work context. The learning of new information is facilitated by making it possible for the learner to relate it to knowledge already possessed and transform old knowledge into new knowledge. By using materials that the Learn MoreFunctional Context (Tom GENERAL PROBLEM SOLVER (A. NEWELL & H. SIMON General Problem Solver (A. Newell & H. Simon) The General Problem Solver (GPS) was a theory of human problem solving stated in the form of a simulation program (Ernst & Newell, 1969; Newell & Simon, 1972). This program and the associated theoretical framework had a significant impact on the subsequent direction of cognitivepsychology.
ATTITUDES - INSTRUCTIONALDESIGN.ORG Attitudes are usually defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person, situation). They encompass, or are closely related to, our opinions and beliefs and are based upon our experiences. Since attitudes often relate in some way to interaction with others, they represent an important link Learn MoreAttitudes ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. ASSESSMENT - INSTRUCTIONALDESIGN.ORG Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
KEMP DESIGN MODEL
The Kemp Design Model consists of 9 steps: Identify instructional problems, and specify goals for designing an instructional program. Examine learner characteristics that should receive attention during planning. Identify subject content, and analyze task components related to stated goals and purposes. State instructional objectives for the learner. Sequence content within eachADDIE MODEL
ANDRAGOGY (MALCOLM KNOWLES) STRUCTURAL LEARNING THEORY (JOSEPH SCANDURASEE MORE ON INSTRUCTIONALDESIGN.ORG MILITARY - INSTRUCTIONALDESIGN.ORG Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical COGNITIVE FLEXIBILITY THEORY (SPIRO, FELTOVITCH & COULSONSEE MORE ON INSTRUCTIONALDESIGN.ORG ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. ASSESSMENT - INSTRUCTIONALDESIGN.ORG Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
KEMP DESIGN MODEL
The Kemp Design Model consists of 9 steps: Identify instructional problems, and specify goals for designing an instructional program. Examine learner characteristics that should receive attention during planning. Identify subject content, and analyze task components related to stated goals and purposes. State instructional objectives for the learner. Sequence content within eachADDIE MODEL
ANDRAGOGY (MALCOLM KNOWLES) STRUCTURAL LEARNING THEORY (JOSEPH SCANDURASEE MORE ON INSTRUCTIONALDESIGN.ORG MILITARY - INSTRUCTIONALDESIGN.ORG Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical COGNITIVE FLEXIBILITY THEORY (SPIRO, FELTOVITCH & COULSONSEE MORE ON INSTRUCTIONALDESIGN.ORG ANDRAGOGY (MALCOLM KNOWLES) Andragogy (Malcolm Knowles) Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect. Andragogy makes the following assumptionsabout the
SOCIAL DEVELOPMENT THEORY (LEV VYGOTSKY Overview The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological STRUCTURAL LEARNING THEORY (JOSEPH SCANDURA Structural learning theory has been applied extensively to mathematics and also provides an interpretation of Piagetian theory (Sandura & Scandura, 1980). The primary focus of the theory is problem solving instruction (Scandura, 1977). Scandura has applied the theoretical framework to the development of authoring tools and softwareengineering.
COMPUTERS - INSTRUCTIONALDESIGN.ORG Because of the pervasiveness of computers in the workplace, teaching people to use and program computers has become a major category of training. The primary cognitive processes associated with computer activities are problem-solving and procedures. Card, Moran & Newell developed the GOMS model to explain the skills involved in human-computer tasks (especially text STRUCTURE OF INTELLECT (J.P. GUILFORD In Guilford’s Structure of Intellect (SI) theory, intelligence is viewed as comprising operations, contents, and products. There are 6 kinds of operations (cognition, memory recording, memory retention, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual SOCIAL LEARNING THEORY (ALBERT BANDURA The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human Learn MoreSocial Learning DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION Designing Effective Instruction 7th Edition. By Gary R. Morrison, Steven M. Ross, Howard K. Kalman, Jerrold E. Kemp. This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educationalmaterials.
CONSTRUCTIVIST THEORY (JEROME BRUNER Application. Bruner’s constructivist theory is a general framework for instruction based upon the study of cognition. Much of the theory is linked to child development research (especially Piaget ). The ideas outlined in Bruner (1960) originated from a conference focused on science and math learning. Bruner illustrated his theory in the SITUATED LEARNING (J. LAVE) Situated Learning (J. Lave) Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). This contrasts with most classroom learning activities which involve knowledge which is abstract and out of context. Social interaction is a critical component of situated GENERAL PROBLEM SOLVER (A. NEWELL & H. SIMON General Problem Solver (A. Newell & H. Simon) The General Problem Solver (GPS) was a theory of human problem solving stated in the form of a simulation program (Ernst & Newell, 1969; Newell & Simon, 1972). This program and the associated theoretical framework had a significant impact on the subsequent direction of cognitivepsychology.
ASSESSMENT - INSTRUCTIONALDESIGN.ORGINSTRUCTIONAL ASSESSMENT PLANEXAMPLE
Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. INSTRUCTIONAL DESIGN JOBS Instructional Design Jobs. Post to ZipRecruiter and 100+ Job Boards with One Submission. Post a Job FREE. Innovative Learning Services LLC. 1509 Kings Valley Court, Herndon, VA TRANSFORMATIVE LEARNING (JACK MEZIROWSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical ANDRAGOGY (MALCOLM KNOWLES) DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION Designing Effective Instruction 7th Edition. By Gary R. Morrison, Steven M. Ross, Howard K. Kalman, Jerrold E. Kemp. This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educationalmaterials.
CONSTRUCTIVIST THEORY (JEROME BRUNERSEE MORE ON INSTRUCTIONALDESIGN.ORG COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORGDISPLAY COMPONENTS MANUFACTURINGDISPLAY HARDWARE PARTSDISPLAY PARTS COMPONENTS MILITARY - INSTRUCTIONALDESIGN.ORGMILITARY BASIC TRAININGMILITARY TRAINING PROGRAMSMILITARY BASIC TRAINING MODELMILITARY TRAINING FOR CIVILIANSUS MILITARY BASIC TRAINING Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. ASSESSMENT - INSTRUCTIONALDESIGN.ORGINSTRUCTIONAL ASSESSMENT PLANEXAMPLE
Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. INSTRUCTIONAL DESIGN JOBS Instructional Design Jobs. Post to ZipRecruiter and 100+ Job Boards with One Submission. Post a Job FREE. Innovative Learning Services LLC. 1509 Kings Valley Court, Herndon, VA TRANSFORMATIVE LEARNING (JACK MEZIROWSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical ANDRAGOGY (MALCOLM KNOWLES) DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION Designing Effective Instruction 7th Edition. By Gary R. Morrison, Steven M. Ross, Howard K. Kalman, Jerrold E. Kemp. This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educationalmaterials.
CONSTRUCTIVIST THEORY (JEROME BRUNERSEE MORE ON INSTRUCTIONALDESIGN.ORG COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORGDISPLAY COMPONENTS MANUFACTURINGDISPLAY HARDWARE PARTSDISPLAY PARTS COMPONENTS MILITARY - INSTRUCTIONALDESIGN.ORGMILITARY BASIC TRAININGMILITARY TRAINING PROGRAMSMILITARY BASIC TRAINING MODELMILITARY TRAINING FOR CIVILIANSUS MILITARY BASIC TRAINING Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic SOCIAL LEARNING THEORY (ALBERT BANDURA The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human Learn MoreSocial Learning SOCIAL DEVELOPMENT THEORY (LEV VYGOTSKY Overview The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological CONSTRUCTIVIST THEORY (JEROME BRUNER Application. Bruner’s constructivist theory is a general framework for instruction based upon the study of cognition. Much of the theory is linked to child development research (especially Piaget ). The ideas outlined in Bruner (1960) originated from a conference focused on science and math learning. Bruner illustrated his theory in the TRANSFORMATIVE LEARNING (JACK MEZIROW The Transformational Learning Theory originally developed by Jack Mezirow is described as being “constructivist, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning. Instrumental learning focuses ANDRAGOGY (MALCOLM KNOWLES) Andragogy (Malcolm Knowles) Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect. Andragogy makes the following assumptionsabout the
STRUCTURE OF INTELLECT (J.P. GUILFORD In Guilford’s Structure of Intellect (SI) theory, intelligence is viewed as comprising operations, contents, and products. There are 6 kinds of operations (cognition, memory recording, memory retention, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual SCRIPT THEORY (R. SCHANK) Script Theory (R. Schank) The central focus of Schank’s theory has been the structure of knowledge, especially in the context of language understanding. Schank (1975) outlined contextual dependency theory which deals with the representation of meaning in sentences. Building upon this framework, Schank & Abelson (1977) introduced the concepts CONNECTIONISM (EDWARD THORNDIKE) Connectionism (Edward Thorndike) The learning theory of Thorndike represents the original S-R framework of behavioral psychology: Learning is the result of associations forming between stimuli and responses. Such associations or “habits” become strengthened or weakened by the nature and frequency of the S-R pairings. ACT-R (JOHN ANDERSON) ACT-R is a general theory of cognition developed by John Anderson and colleagues at Carnegie Mellon Univeristy that focuses on memory processes . It is an elaboration of the original ACT theory (Anderson, 1976) and builds upon HAM, a model of semantic memory proposed by Anderson & Bower (1973). Anderson (1983) provides a completedescription of
ASSESSMENT - INSTRUCTIONALDESIGN.ORGINSTRUCTIONAL ASSESSMENT PLANEXAMPLE
Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. INSTRUCTIONAL DESIGN JOBS Instructional Design Jobs. Post to ZipRecruiter and 100+ Job Boards with One Submission. Post a Job FREE. Innovative Learning Services LLC. 1509 Kings Valley Court, Herndon, VA TRANSFORMATIVE LEARNING (JACK MEZIROWSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical ANDRAGOGY (MALCOLM KNOWLES) DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION Designing Effective Instruction 7th Edition. By Gary R. Morrison, Steven M. Ross, Howard K. Kalman, Jerrold E. Kemp. This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educationalmaterials.
CONSTRUCTIVIST THEORY (JEROME BRUNERSEE MORE ON INSTRUCTIONALDESIGN.ORG COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORGDISPLAY COMPONENTS MANUFACTURINGDISPLAY HARDWARE PARTSDISPLAY PARTS COMPONENTS MILITARY - INSTRUCTIONALDESIGN.ORGMILITARY BASIC TRAININGMILITARY TRAINING PROGRAMSMILITARY BASIC TRAINING MODELMILITARY TRAINING FOR CIVILIANSUS MILITARY BASIC TRAINING Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. ASSESSMENT - INSTRUCTIONALDESIGN.ORGINSTRUCTIONAL ASSESSMENT PLANEXAMPLE
Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
ADULT LEARNING (K. P. CROSS) Adult Learning (K. P. Cross) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. INSTRUCTIONAL DESIGN JOBS Instructional Design Jobs. Post to ZipRecruiter and 100+ Job Boards with One Submission. Post a Job FREE. Innovative Learning Services LLC. 1509 Kings Valley Court, Herndon, VA TRANSFORMATIVE LEARNING (JACK MEZIROWSEE MORE ON INSTRUCTIONALDESIGN.ORG TRANSACTIONAL DISTANCE Transactional Distance. The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to full article below). This theory articulates the idea that “distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical ANDRAGOGY (MALCOLM KNOWLES) DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION Designing Effective Instruction 7th Edition. By Gary R. Morrison, Steven M. Ross, Howard K. Kalman, Jerrold E. Kemp. This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educationalmaterials.
CONSTRUCTIVIST THEORY (JEROME BRUNERSEE MORE ON INSTRUCTIONALDESIGN.ORG COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORGDISPLAY COMPONENTS MANUFACTURINGDISPLAY HARDWARE PARTSDISPLAY PARTS COMPONENTS MILITARY - INSTRUCTIONALDESIGN.ORGMILITARY BASIC TRAININGMILITARY TRAINING PROGRAMSMILITARY BASIC TRAINING MODELMILITARY TRAINING FOR CIVILIANSUS MILITARY BASIC TRAINING Because military tasks are usually well-defined, theories of instruction such as Gagne , Merrill or Reigeluth are particularly relevant. The criterion-referenced approach of Mager which emphasizes mastery learning is especially salient to military training. So is the functional literacy approach of Sticht in the domain of basic skills. INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic SOCIAL LEARNING THEORY (ALBERT BANDURA The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human Learn MoreSocial Learning SOCIAL DEVELOPMENT THEORY (LEV VYGOTSKY Overview The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological CONSTRUCTIVIST THEORY (JEROME BRUNER Application. Bruner’s constructivist theory is a general framework for instruction based upon the study of cognition. Much of the theory is linked to child development research (especially Piaget ). The ideas outlined in Bruner (1960) originated from a conference focused on science and math learning. Bruner illustrated his theory in the TRANSFORMATIVE LEARNING (JACK MEZIROW The Transformational Learning Theory originally developed by Jack Mezirow is described as being “constructivist, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning. Instrumental learning focuses ANDRAGOGY (MALCOLM KNOWLES) Andragogy (Malcolm Knowles) Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect. Andragogy makes the following assumptionsabout the
STRUCTURE OF INTELLECT (J.P. GUILFORD In Guilford’s Structure of Intellect (SI) theory, intelligence is viewed as comprising operations, contents, and products. There are 6 kinds of operations (cognition, memory recording, memory retention, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual SCRIPT THEORY (R. SCHANK) Script Theory (R. Schank) The central focus of Schank’s theory has been the structure of knowledge, especially in the context of language understanding. Schank (1975) outlined contextual dependency theory which deals with the representation of meaning in sentences. Building upon this framework, Schank & Abelson (1977) introduced the concepts CONNECTIONISM (EDWARD THORNDIKE) Connectionism (Edward Thorndike) The learning theory of Thorndike represents the original S-R framework of behavioral psychology: Learning is the result of associations forming between stimuli and responses. Such associations or “habits” become strengthened or weakened by the nature and frequency of the S-R pairings. ACT-R (JOHN ANDERSON) ACT-R is a general theory of cognition developed by John Anderson and colleagues at Carnegie Mellon Univeristy that focuses on memory processes . It is an elaboration of the original ACT theory (Anderson, 1976) and builds upon HAM, a model of semantic memory proposed by Anderson & Bower (1973). Anderson (1983) provides a completedescription of
ADULT LEARNING (K. P. CROSS) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. The CAL model consists of two classes of variables: personal characteristics and ASSESSMENT - INSTRUCTIONALDESIGN.ORGINSTRUCTIONAL ASSESSMENT PLANEXAMPLE
Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic TRANSACTIONAL DISTANCE The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to fullarticle below).
TRANSFORMATIVE LEARNING (JACK MEZIROWSEE MORE ON INSTRUCTIONALDESIGN.ORG INSTRUCTIONAL DESIGN JOBS Innovative Learning Services LLC 1509 Kings Valley Court, Herndon, VA 20170 (805) 285-2882 DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educational materials. COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORGDISPLAY COMPONENTS MANUFACTURINGDISPLAY HARDWARE PARTSDISPLAY PARTS COMPONENTS MILITARY - INSTRUCTIONALDESIGN.ORGMILITARY BASIC TRAININGMILITARY TRAINING PROGRAMSMILITARY BASIC TRAINING MODELMILITARY TRAINING FOR CIVILIANSUS MILITARY BASIC TRAINING While most aspects of military training are similiar to civilian instruction, there are some tasks and skills that are unique to combat and weapons systems. For example, the skills involved in operating or repairing a tank are not that different from those associated with heavy construction vehicles; however, targeting and munitions handling are distinctly military. Learn MoreMilitary CONSTRUCTIVIST THEORY (JEROME BRUNERSEE MORE ON INSTRUCTIONALDESIGN.ORG ADULT LEARNING (K. P. CROSS) Cross (1981) presents the Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs. The model attempts to integrate other theoretical frameworks for adult learning such as andragogy (Knowles), experiential learning (Rogers), and lifespan psychology. The CAL model consists of two classes of variables: personal characteristics and ASSESSMENT - INSTRUCTIONALDESIGN.ORGINSTRUCTIONAL ASSESSMENT PLANEXAMPLE
Assessment is the process of determining whether instructional objectives have been met. Assessment is an essential component of of instructional design. Objectives The first step in creating instruction is setting objectives. These are the same objectives that are used in assessment There are two types of instructional objectives, general instructional objectives (GIO) and specificlearner
INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic TRANSACTIONAL DISTANCE The concept of Transactional Distance is established by Michael Moore in his paper “Theory of Transactional Distance” (link to fullarticle below).
TRANSFORMATIVE LEARNING (JACK MEZIROWSEE MORE ON INSTRUCTIONALDESIGN.ORG INSTRUCTIONAL DESIGN JOBS Innovative Learning Services LLC 1509 Kings Valley Court, Herndon, VA 20170 (805) 285-2882 DESIGNING EFFECTIVE INSTRUCTION 7TH EDITION This text is an unbound, binder-ready edition. This is a valuable resource that provides instructional designers with the practical skills they need to meet the challenges of creating effective and efficient educational materials. COMPONENT DISPLAY THEORY (DAVID MERRILLSEE MORE ON INSTRUCTIONALDESIGN.ORGDISPLAY COMPONENTS MANUFACTURINGDISPLAY HARDWARE PARTSDISPLAY PARTS COMPONENTS MILITARY - INSTRUCTIONALDESIGN.ORGMILITARY BASIC TRAININGMILITARY TRAINING PROGRAMSMILITARY BASIC TRAINING MODELMILITARY TRAINING FOR CIVILIANSUS MILITARY BASIC TRAINING While most aspects of military training are similiar to civilian instruction, there are some tasks and skills that are unique to combat and weapons systems. For example, the skills involved in operating or repairing a tank are not that different from those associated with heavy construction vehicles; however, targeting and munitions handling are distinctly military. Learn MoreMilitary CONSTRUCTIVIST THEORY (JEROME BRUNERSEE MORE ON INSTRUCTIONALDESIGN.ORG INSTRUCTIONAL DESIGN JOURNALS Instructional Design Journals The following are some of the many journals and publications related to the field of instructional design. Peer-Reviewed Journals American Journal of Distance Education Asynchronous Learning Networks (ALN) Distance Education Educational Technology Research and Development (ETR&D) Educational Technology Review (ETR) EDUCAUSE Quarterly Electronic SOCIAL DEVELOPMENT THEORY (LEV VYGOTSKY Overview The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological SOCIAL LEARNING THEORY (ALBERT BANDURA The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human Learn MoreSocial Learning TRANSFORMATIVE LEARNING (JACK MEZIROW The Transformational Learning Theory originally developed by Jack Mezirow is described as being “constructivist, an orientation which holds that the way learners interpret and reinterpret their sense experience is, central to making meaning and hence learning” (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and communicative learning. Instrumental learning focuses CONSTRUCTIVIST THEORY (JEROME BRUNER A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. STRUCTURE OF INTELLECT (J.P. GUILFORD In Guilford’s Structure of Intellect (SI) theory, intelligence is viewed as comprising operations, contents, and products. There are 6 kinds of operations (cognition, memory recording, memory retention, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual SCRIPT THEORY (R. SCHANK) The central focus of Schank’s theory has been the structure of knowledge, especially in the context of language understanding. Schank (1975) outlined contextual dependency theory which deals with the representation of meaning in sentences. Building upon this framework, Schank & Abelson (1977) introduced the concepts of scripts, plans and themes to handle story-level understanding. Later ANDRAGOGY (MALCOLM KNOWLES) Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. CONNECTIONISM (EDWARD THORNDIKE) The learning theory of Thorndike represents the original S-R framework of behavioral psychology: Learning is the result of associations forming between stimuli and responses. ACT-R (JOHN ANDERSON) Overview ACT-R is a general theory of cognition developed by John Anderson and colleagues at Carnegie Mellon Univeristy that focuses on memory processes . It is an elaboration of the original ACT theory (Anderson, 1976) and builds upon HAM, a model of semantic memory proposed by Anderson & Bower (1973). Anderson (1983) provides a complete Learn MoreACT-R (John Anderson)Skip to content
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/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 EXPERIENCES. Last Updated April 7th, 2018 05:43 pmHOME
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IT’S TIME TO LEARN. Instructional design (or instructional systems design) combines the _art_ of creating engaging learning experiences with the _science_ of how the brain works. This site is designed to support students, teachers, instructional designers, learning engineers, and anyone interested in creating more effective learning experiences. Resources on this site were created by Greg Kearsley and Richard CulattaLearning Concepts
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Instructional Design Jobs WHY INSTRUCTIONAL DESIGN MATTERS Creating effective learning experiences is complicated. There are many widely implemented learning practices that are little more than myths. Not surprisingly most formal learning experiences are incredibly inefficient. Instructional design models provide frameworks to facilitate gaining new knowledge, skills or attitudes. Instructional designers use these models to guide the creation of engaging learning activities based on the science of how people learn. INSTRUCTIONAL DESIGN BOOKSExplore Books
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