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Workshop Scenario:
Please think of yourself in the following scenario as you complete this workshop.
As a recent college graduate, you're exploring the field of Instructional Design. Having completed the second lesson of the introductory workshop, you now understand what a typical day in the life of an instructional designer looks like and the different types of jobs and salaries available in this field.
Eager to learn more, you're excited to start the third lesson about instructional design models, including Gagne’s Nine Events of Instruction, and Bloom’s Taxonomy.
In your third lesson, you’ll learn about some instructional design models and learning theories. Please take notes as you make your way through this workshop since you will be applying your new knowledge in a final project.
Your objective today is to explain the concepts and principles of instructional design models and theories.
Important Questions to Answer While Reading:
In order to be successful in this lesson, you must be able to answer these important questions.
What are the advantages and disadvantages of using instructional design models? How do you determine which model best fits your learners and organization?
What are Merrill's Principles of Instruction, and how do they differ from Gagne's Nine Events of Instruction? Which one do you think is more effective, and why?
Lesson 3: Theories and Frameworks of Learning
3.1 What are learning theories
Learning theories are principles, concepts, and frameworks that explain how people learn and retain knowledge. In instructional design, learning theories provide a foundation for developing effective and efficient training programs.
3.2 What is an Instructional Design Model?
An instructional design model outlines the steps and processes of creating eLearning projects. It helps you to clarify the goals and rationale of your approach. Additionally, using a framework provides a broad perspective on the key elements necessary to incorporate into your course. Following a framework ensures that all crucial components are present and arranged logically and effectively.
Let us look at some of the most popular instructional design frameworks. ADDIE and SAM will be covered in the next lesson.
3.3 Merrill’s Principles of Instruction (MPI):
MPI is remembered as the first principle of instruction. Proposed by David Merril in 2002, this framework holistically integrates five principles of learning.
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Task/Problem Centered: Learning starts with real-world problems. Students should be able to relate to issues and tasks they will likely encounter professionally or personally.
Activation: A course must activate the learner’s existing knowledge base, hence aiding them to connect previous knowledge with the new one.
Demonstration (Show Me): A course must demonstrate the knowledge (both visually and through storytelling) to leverage different brain regions, hence retaining it longer.
Application (Let Me): Allow them to apply new information in real-world settings, often through simulations, case studies, or other authentic activities. Let them practice and learn from their mistakes. Let them see how your new material works in concrete situations.
Integration: The course must offer possibilities for integrating the knowledge into the learner’s world through discussion, reflection, or presentation of new knowledge.
Learning Checkpoint
What is the purpose of an instructional design model, and how does it provide a big-picture perspective for eLearning projects?
3.4 Gagne’s Nine Events of Instruction:
Robert Gagne proposed a framework comprising a series of events based on the behaviorist approach to learning. These events follow a systematic instructional design process, creating a flexible model where events can be adapted to cater to different learning situations.
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Gain the students' attention — This involves capturing the learner's attention and interest, often through the use of attention-grabbing activities or stories.
Inform students of the objectives — This involves clearly communicating the learning objective to the learner, so they know what they are expected to learn.
Stimulate recall of prior learning —This involves activating the learner's prior knowledge and experiences, so they can connect new information to what they already know.
Present the content — This involves presenting the new information or skills to the learner in a clear and organized manner, often through a combination of text, visuals, and multimedia.
Provide learner guidance — This involves providing guidance and support to the learner as they engage with the new content, such as providing examples, feedback, or hints.
Elicit performance — This involves giving the learner opportunities to practice and apply the new knowledge or skills, often through activities, simulations, or assessments.
Provide feedback — This involves providing feedback to the learner on their performance, so they can identify areas for improvement and build their confidence.
Assess performance —This involves assessing the learner's performance to determine if they have achieved the learning objective, often through quizzes, tests, or other assessments.
Enhance retention and transfer to the job — This involves helping the learner retain and transfer the new knowledge or skills to real-world settings, often through reinforcement activities or real-world applications.
3.5 Bloom’s Taxonomy:
Bloom's Taxonomy is a framework for organizing and categorizing different levels of learning objectives. The taxonomy comprises six levels, arranged in a hierarchy from lower-order to higher-order thinking skills.
The six levels are:
1. Remembering: This involves recalling information from memory, such as facts, definitions, or concepts.
2. Understanding: This involves comprehending and explaining the meaning of information in one's own words.
3. Applying: This involves using knowledge or skills in a new or different situation, such as solving a problem or completing a task.
4. Analyzing: This involves breaking down information into its parts, examining relationships between components, and identifying patterns or trends.
5. Evaluating: This involves judgments about the quality, value, or effectiveness of information, arguments, or solutions.
6. Creating: This involves using knowledge and skills to generate new ideas, products, or solutions.
Closing Assessment:
Select the Assessment button below to answer the following questions:
How do you determine which model best fits your learners and organization?
Discussion Question:
Please answer the following questions in the comment section below and interact with learners from around the world.
Reflect on the different learning models that were covered in the workshop. Which model would be most effective for designing instruction in a workplace setting and why?
Please read and reply to other learners’ answers in the forum by stating if you agree or disagree with their answers and why. Your replies should offer new substantiated ideas or thoughtful questions.
