Unit II Blog: Instructional Design Theories

The learning theories are providing us with a positive impact in teaching process. Many elements available to understand theories of learning, but we should define learning before intrusion to the theories and it is roles in teaching methods; accordingly to Shull “Learning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” ( Peggy and Newby 2013).

The educational psychology researchers have examined learning from various viewpoints and their findings in explaining the learning process have led to different theories, which can be used as a guide for heading the teaching--learning processes, some thoughts, and common myths in learning.[3] Learning theories have great usability and not just in education, but also in psychology counseling, which provide the needed infrastructure. It is recommended to use learning theories, single or separated or a combination in the health professions including the nursing. (Aliakbari, et al. 2015)

Although both learner and environmental factors are considered important by behaviorists, environmental conditions receive the greatest emphasis. Behaviorists assess the learners to determine at what point to begin instruction as well as to determine which reinforcers are most effective for a particular student. Th e most critical factor, however, is the arrangement of stimuli and consequences within the environment ( Peggy and Newby 2013).

Learning theories are not complete. Each emphasize on specific type of learning, so it is best for teachers to be familiar with all of them. Behaviorism in general is suitable for teaching new skills, cognitivism is  appropriate for teaching critical thinking, clinical thinking, self - centered learning and productive life, and  finally constructivism is proper for teaching problem solving skills, clinical decision making and  communication skills. (Haghani, & Masoomi, 2011)

Reference:

Peggy A. Ertmer, and Newby J. Timothy.(2013), "Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective." Performance Improvement Quarterly, 26(2), 43-71.

Aliakbari, Fatemeh, Neda Parvin, Mohammad Heidari, and Fariba Haghani. (2015) "Learning Theories Application in Nursing Education." Journal of Education and Health Promotion. Medknow Publications & Media Pvt Ltd.

Haghani, F., & Masoomi, R. (2011). Overview of learning theories and its applications in medical education. Iranian Journal Of Medical Education, 10(5), 1-10.

Unit II Blog: Instructional Design Theories

#1 Elaboration Theory

            Reigeluth’s elaboration theory is based in the cognitive learning domain.  It is a holistic methodology of selecting and sequencing information.  The theory is centered on two concepts, scope and sequence.  Scope refers to the material to be taught and how it will be separated in smaller pieces of content.  Sequence is how the content will be organized for delivery of the material. Topical sequencing involves organizing the material of a single topic and focusing on the topic until effective teaching of the topic is completed.  On the other hand, spiral sequencing involves starting with the bigger picture and moving toward a deeper understanding of the topic.

There are two types of sequencing.  The first type is domain expertise. Domain expertise occurs when the learner is not trying to master a certain skill, but become an expert in a field or subject.  Within the domain expertise there is conceptual elaboration sequence and theoretical elaboration sequencing.  The second type of sequencing is the task expertise.  With task expertise the learner masters a skill. When task expertise is the objective, simplifying conditions method is utilized and starts with simple and advanced to complex.   

Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in

            nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.

# 2 Flexibility Adaptive Instructional Design (FAID)

            Schwartz, Lin, Brophy, and Bransford’s FAID theory is grounded in constructivist learning theory.  Based on basic principles of learning, FAID is flexible enough to adapt to the teacher’s or the learner’s needs. 

FAID is centered on an anchor (case study, simulation, or problem situation) and requires learners to explore the situation in order to gain a deeper understanding of the material.  The concept of FAID resembles critical thinking.

The goal of FAID is to promote a deep a deeper understanding of a subject through problem-solving, collaboration, and communication.  Problem-based learning and project-based learning are key elements in this theory.

Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in

            nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.

Unit II Blog: Instructional Design Theories

#1 Elaboration Theory

            Reigeluth’s elaboration theory is based in the cognitive learning domain.  It is a holistic methodology of selecting and sequencing information.  The theory is centered on two concepts, scope and sequence.  Scope refers to the material to be taught and how it will be separated in smaller pieces of content.  Sequence is how the content will be organized for delivery of the material. Topical sequencing involves organizing the material of a single topic and focusing on the topic until effective teaching of the topic is completed.  On the other hand, spiral sequencing involves starting with the bigger picture and moving toward a deeper understanding of the topic.
There are two types of sequencing.  The first type is domain expertise. Domain expertise occurs when the learner is not trying to master a certain skill, but become an expert in a field or subject.  Within the domain expertise there is conceptual elaboration sequence and theoretical elaboration sequencing.  The second type of sequencing is the task expertise.  With task expertise the learner masters a skill. When task expertise is the objective, simplifying conditions method is utilized and starts with simple and advanced to complex.   

Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in

            nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.

# 2 Flexibility Adaptive Instructional Design (FAID)

 Schwartz, Lin, Brophy, and Bransford’s FAID theory is grounded in constructivist learning theory.  Based on basic principles of learning, FAID is flexible enough to adapt to the teacher’s or the learner’s needs. 
FAID is centered on an anchor (case study, simulation, or problem situation) and requires learners to explore the situation in order to gain a deeper understanding of the material.  The concept of FAID resembles critical thinking.
The goal of FAID is to promote a deep a deeper understanding of a subject through problem-solving, collaboration, and communication.  Problem-based learning and project-based learning are key elements in this theory.
Mastrian, K. G., McGonigle, D., Mahan, W.L., & Bixler, B. (2011). Integrating technology in
            nursing education: Tools for the knowledge era. Sudbury, MA: Jones and Bartlett Learning.

 

 

Learning theories are considered an important way for describing the process of teaching in every area of scientific fields. Indeed, learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing (Aliakbari et al, 2015).

The process of teaching without influential materials considered as missing a part, specifically in nursing education, we do need to have all the ways and being able to provide more than theories in applying for teaching methods.

Reference:
Aliakbari, Fatemeh, Neda Parvin, Mohammad Heidari, and Fariba Haghani. (2015) "Learning Theories Application in Nursing Education." Journal of Education and Health Promotion. Medknow Publications & Media Pvt Ltd.

For me, I believe it is essential to rely on more than one theory such as behaviorism, cognitive theory, and social learning theory.  Using more than one learning theory could be attributed to that learning is a comparatively constant change in persons’ mental processing, emotional performance, and/or conduct owing to experience.  Moreover, learners have varying bodies of knowledge and/or skills, thoughts, feelings, and attitudes.  Thus, there is no a single theory that can address all these factors that are influential in learning.

Serwan Bakey Initial Response: Instructional Design Theory.

Mastrian, McGonigle, Mahan, and Bixler (2011) presented a significant concept about the difference between learning theories and instructional design theories and said, “the learning theories provide a description of how people learn, but they do not give specific method or strategies”, while, “instructional design theories are based on learning theories, and provide guidance on how to design or create the instruction to enhance learning” (p. 94).  This concept really clarifies the difference between both types of aforementioned theories that learning theories describe how people learn and instructional design theories explain how to use the best way to enhance learning.  But, both types of theories are interrelated with each other.  The two instructional design theories that I prefer to use, as an educator in nursing, are the “Elaboration theory” and 4C/ID model”, which are more related to nursing education.

Elaboration theory can be used effectively in education in which it helps learners form cognitive schema for better understanding of complex knowledge and practices through dividing these complex concepts to simple tasks and information.  So, students can understand and use information successfully.  Scope and sequence are two elements that should be available to use elaboration theory.  Scope explains how a complex content should be separated into small and simple contents.  Sequence in elaboration theory means how the small and simple contents should be prepared and used in logical order.  In other words, it means how contents should be organized in a logical manner and sequence, and what content should be presented before the others.  Educators use topical sequence to completely teach one topic before moving to another one; while, they can use spiral sequence to teach students the basics of different topics before giving them the detail concepts of each topic.  Moreover, educators can use different types of sequence based on the type of expertise that they need to create in students, including domain expertise in which students become expertise in a specific part of knowledge through gaining knowledge from broader concept to narrower view, and task expertise in which students become experts in specific skills through gaining skills from simplest task to more complex skills.  This theory is helpful for nursing education, especially in teaching psychomotor skills and controlling learners during teaching process.  Reigeluth's elaboration theory assists students to learn and move from particular simple concepts to more complex concepts (Reigeluth & Carr-Chellman, 2009; Mergel, 1998).  Tennyson (2010) said that “elaboration theory is a theory of instructional design aimed at telling people how to teach rather than focusing on why and how people learn.  It is concerned with the structure and organization of instructional material (stimuli) rather than the material itself” (p. 8). 

The 4C/ID model can be used by nurse educators to teach students complex tasks as a whole.  It is different from the elaboration theory, which is used to divide complex topic to small parts.  Constituent skills that learners can acquire through the use of 4C/ID model can be classified in to non-recurrent skills in which learners can use to solve novel problems, and recurrent skills in which learners can use to solve routine problems.  Non-recurrent skills can be guided by cognitive skills; while, recurrent skills can be guided by sort of rules.  The use of 4C/ID model helps to develop students’ competencies and apply problem solving approaches.  The 4C/ID model helps students to learn new tasks through constructing cognitive schema; gain supportive information to be able to apply problem solving approach and critical reasoning; use step-by-step knowledge for better application of skills; and apply part-task practice for complex skills.  This model can be used successfully when students gain a lot of information and skills to be able to deal with complex situations and real-life situations.  Van Merriënboer and Kester (2008) said that “both novice and advanced learners achieved better whole task performance and better transfer performance if they received the 4C/ID whole-task training” (p. 453).

In short, instructional design theories help in guiding the learning process to enhance learning.  Different theories can be used and applied based on the learning environment.  Elaboration theory can be applied in education for early stage students who have limited information, knowledge base, and skills; while 4C/ID model can be used for more developed students in their progressed years of education. 

References:

Mastrian, K., McGonigle, D., Mahan, W., & Bixler, B.  (2011). Integrating Technology in Nursing Education: Tools for the Knowledge Era. Jones & Bartlett Learning.

Mergel, B. (1998). Instructional design and learning theory. Retrieved January,4, 2010. Retrieved from http://principals.in/uploads/pdf/CurriculumDesignPlanning/10.1.1.135.5780[1].pdf

Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional Design Theories and Models Volume III Building a common knowledge base. New York and London.

Tennyson, R. D. (2010). Historical reflection on learning theories and instructional design. Contemporary Educational Technology, 2010, 1 (1), 1-16.[ELECTRONIC VERSION]. Retrieved on May 15, 2011 from http://cedtech. net/articles/11/111. pdf.

Van Merriënboer, J. J., & Kester, L. (2008). Whole-task models in education.Handbook of research on educational communications and technology, 3, 441-456. Retrieved from http://itforum.coe.uga.edu/paper118/Chapter35Handbook.pdf

Why Instructional Design?

Many wonder what is the point in spending a considerable amount of time, effort, and resources to develop knowledge about methods of instructions. Simply, instructional design is an effective way to alleviate many or the pressing problems that plague education. Instructional design is the science that links learning theories and educational practices (Dewey, 1900) in order to optimize desired instructional outcomes such as course completion and student achievement.

Some may wonder, Isn't that is the purpose of the curriculum or aren't those ideas built into the curriculum? Well, the answer is no. The curriculum is mainly concerned with what to teach, whereas instruction and instructional design is concerned with how to teach it. 

Faculty are at a critical place. We need to make our methods of instruction more effective, efficient,  and appealing to a broader audience. Our instructional methods need to be engaging, promote critical thinking and enhance active learning strategies. We need to utilize learning theories, instructional design theories, and the instructional design process to help design, scaffold, and build the instructional components that support and optimize our learning episodes.

Technology has become the friend of the educator. Technology provides educational options and opportunities to enhance teaching and learning. It is not just about teaching online, but includes all the other ways that classroom and clinical activities can be enhanced by technology. 

The sequence of instructional design is a thoughtful and deliberate process that begins with learning theories. What adult learning theories are you most familiar with? What learning theories have you experienced as a faculty member and as a student. What learning theory is most effective for you as a student and an instructor?