Instructional Design Comps

Changing a behavior by associating a conditioned stimuls with an unconditioned response to create a conditioned response Pavlov's dog, Jim & Dwight - examples primary/unconditioned stimulus (food) secondary/conditioned stimulus (bell)

Behavior change - one does not modify the behavior, they modify the environment to create a "voluntary" change in behavior. examples - car buzzer w/out seatbelt (independent variable), you begin to put on your seatbelt (dependent variable)if you do all assignments on time, then you do not have to take final exam

(Focus on Environmental) Based on behavioral changes. Focuses on a new behavioral pattern being repeated until it becomes automatic. Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior can be explained without the need to consider internal mental states or consciousness. Originators and important contributors: Watson, Pavlov, Skinner, Thorndike (connectionism), Bandura (moving toward cognitivism)

Based on the thought process behind the behavior. Changes in behavior are observed, but only as an indicator to what is going on in the learner's head. Summary: Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective. Originators and important contributors: Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner Keywords: Learning as experience, activity and dialogical process; Problem Based Learning (PBL); Anchored instruction; Vygotsky’s Zone of Proximal Development (ZPD); cognitive apprenticeship (scaffolding); inquiry and discovery learning.

(Focus on Process) Based on the premise that we all construct our own perspective of the world, based on individual experiences and schema. The mind is viewed as an information processor (like a computer). Input, organization, storage, retrieval, correlating to other knowledge. Originators/contributors: Merrill -Component Display Theory (CDT), Reigeluth (Elaboration Theory), Gagne, Briggs, Wager, Bruner (moving toward cognitive constructivism), Schank (scripts), Scandura (structural learning)

Cognitivist 5 types of learning 9 events of instruction

Thinking about how you think, or learn.

Verbal - Intellectual - Cognitive - Attitudes - Motor Skills

Verb - State Declarative Knowledge - Learning to list, label, state... Bloom's Knowledge - List, recite, name, match, tell

Discrimination - discriminate - tell difference between items - butterfly, not a butterfly Concrete Concepts - identify - identifying or labeling tangible ideas, objects or events Define concepts - classify, label - classifying or labeling intangible or abstract ideas, events, or objects by defined meanings Rule-using/application - apply, demonstrate - applyign lower order knowledge, demonstrating relationships among concepts in various situations Higher order rules/problem solving - generate - assessing problem situations, determining applicable concepts and rules, applying 2 or more rules in combination

Verb - adopt learning to control and monitor one's own information or cognitive proccesses Bloom's metacognative knowledge

Verb - choose learming of a personal action of choice to exhibit Krathwohl's taxonomy of objectives for the affective domain further devides attitudes

Verb - execute, perform learning physical movement skills that are coordinated and precise

1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide "learning guidance"
6. Elicit performance (practice).
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job/life

(Piaget - constructivism) patterns, structures, scaffolds of information inside our heads State Schema - knowledge of Procedural Scema - knowing how