Description
First Topic: As an instructional designer, while designing training programs, you will use the following learning theories: behaviorism, cognitivism, and constructivism.
The behaviorist view focuses on observable behavior and suggest that learning occurs when a learner strengthens or weakens an association between a stimuli and response. Thus, the theory influences learning design through the use of learning objectives, objective-based testing, and information chunking.
1. In your opinion, is this theory generally true? Why/why not?
2. How beneficial will be a training design that provides learners with input (i.e., knowledge and skills), practice, followed by reinforcement (positive or corrective).
Do you think reinforcement of behavior using positive or corrective action is a better way to learn?
3. What is your opinion on designing learning objectives using the six levels of Bloom’s Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation? Do you believe that linking these objectives with testing will help you as a trainer identify what knowledge has been acquired by the learner?
2nd Topic: Cognitivism focuses on knowledge acquisition and is based on the idea that learning occurs when a learner places information in long-term memory. Learning designs that emphasize this theory consider how information is processed, stored, and retrieved in the mind, and frequently follows Gagne’s nine events of instruction.
1. In your opinion, is this theory generally true? Why/why not?
2. Do you believe that the nine conditions of learning (i.e., instructional events) by Robert Gagne (refer Ahmed, S., 2020, Lesson 1.3) is successful in any type of learning delivery system that delivers five different learning outcomes: intellectual skills, cognitive strategy, verbal information, attitude, and motor skills?
3rd Topic: The constructivist view considers learning to be knowledge construction and is based on the idea that learning occurs when a learner actively constructs a knowledge representation in working memory. Thus, a constructivist design stresses activities that will enable learners to discover knowledge themselves.
1. In your opinion, is this theory generally true? Why/why not?
2. The constructivist learning theory underpins a variety of student-centered teaching methods and techniques that creates a collaborative problem-solving environment where students become active participants in their own learning. Do you think the trainer will act as a facilitator of learning rather than instructor and is it an effective way of training adults?
3. What is your opinion of using a blend of three theories (i.e., eclectic approach)? Do you believe that crafting a design that uses strategies and tactics from different learning theories and adult learning principles ensure appropriate instruction while offering a variety of experiences that stimulates learner’s full engagement in training program?
4th Topic: Adult Learning Principles – Explain in brief in the last paragraph:
1. How can you incorporate all adult learning principles (by Malcom Knowles, refer Lesson 1.3) into your work?
2. How would implementing adult learning principles improve your delivery or design?
3. What effect do Malcolm Knowles’ principles have on your learners?
4. How is your philosophy similar to Knowle’s assumptions? How is your philosophy different?
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