Week 6 Theories of Learning and Instruction II
Questions of Week 6:
1. Would you recommend that an instructional designer adhere to one of these theoretical perspectives consistently or work out their own eclectic philosophy? Why? (Do not forget to add pros and cons of your position)
2. Watch the video and answer: Which learning theory is applied in this classroom? Why? Is it really possible to implement such a classroom, what are the requirements and challenges?
Take a position and answer this question.
3. As an Instructional Technologist, present your own "philosophy of instruction". How do you realize this philosophy to real life settings? Specify what audience you have in mind (e.g. children in school, college students, adults in nonformal education, corporate training...). Do not forget to cite relevant literature to support your arguments - No opinion paper please!
Hint: You might then think about the factors that you have to consider when planning a lesson, such as motivation, presenting new information, allowing practice, providing feedback, evaluating, etc.
4- Write three questions related with this week issues.
1. Watch the Video-
2. Driscoll, M.P. (2005). Constructivism Ch 11 in Psychology of Learning for Instruction, 3nd ed, Boston: Allyn&Bacon, 372-396.
3. Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6 (4), 50-72.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 26 (2), 43-71.
4. Winn, W. (2003). Cognitive Perspectives in Psychology. Ch 4 in Jonassen Handbook of Research, 2nd ed, 79-112. (More Focus on section 4.5 COGNITIVE THEORY AND EDUCATIONAL TECHNOLOGY)
5. Airasian, P. W. & Walsh, M. E. (1997). Constructivist Cautions. Phi Delta Kappan, 444-449.
6. Reigeluth, C. M. (1992). Reflections on the implications of constructivism for educational technology. Ch 13 in Constructivism and The Technology of Instruction: a conversation. Duffy, T. M. & Jonassen D. H. Lawrence Erlbaum Associates. 149-151.
7. Bonner, J. (1998). implication of cognitive theory forInstructional Design: Revisited. Educational Technology and communication journal. 36(1). 4-14.
8.Paul A. Kirschner & Jeroen J.G. van Merriënboer (2013). Do Learners Really Know Best? Urban Legends in Education, Educational Psychologist, 48:3, 169-183, DOI: 10.1080/00461520.2013.804395
1. Molenda, M. Reigeluth C. M. & Nelson L. M. (2003). Instructional Design.Enyclopedia of cognitivce science. In L. Nadel (Ed.) vol 2. London: Nature Publishing Group. 574-578.
2. Merril, D. M. (-). First Principles of Instruction. Educational Technology Research and Development. (in press)
3. Royer, J. M. (2005). The cognitive revolution in educational psychology. Ch1 in The cognitive revolution in educational psychology. James M. Royer. pp.1-12.
4.Renkl, A. (2009). Why constructivists should not talk about constructivist learning environments: A commentary on Loyens and Gijbels (2008). Instructional Science. 37, 495–498.