Theories and Models of Learning and Instruction

Learning Goal:  to understand how to create a presentation using technology.

Learning theories utilized:  constructivism and cognitivism.

Gagne’s Nine Events of Instruction:

Source:  http://ide.ed.psu.edu/idde/9events.htm

Gagne's Model as it Compares with the Learning Principles from Trends and Issues in Instructional Design and Technology (Dempsey & Reiser, 2007) :

How one might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task:

To achieve the above listed learning goal, I could incorporate many different approaches to learning, including the whole-task approach, scaffolding, and mathemagenic methods. 

·        The whole task approach utilizes the entire process as a whole, a great way to learn using technology.  In this case, student’s first step would be sitting in front of a computer and beginning their task. 

·        Scaffolding is an approach that instructors may incorporate to help students learn beyond their actual development, with only necessary assistance, to expand into their “zone of proximal development,” as described by Lev Vygotsky (1978).  In creating presentation, with any selected presentation software, educators might incorporate scaffolding by assisting students with only what they need.  For example, I teach sixth grade, and almost all of my students know how to use PowerPoint.  There is no reason to teach them how to do what they already know, but some may need help incorporating hyperlinks, video, sound, animation, etc. in their presentations. 

·        Through the mathemagenic approach, students apply higher-level thinking skills to collect information, dissect information, and synthesize information to determine which data is valid.  This approach is most important in the research process of gathering information for a presentation.  If a student is creating a product to present what they have learned by the Renaissance, they must decipher through what they have found and determine if the sources are reputable.  Then they must find the most effective method for synthesizing that information which they have collected.

So what are the benefits of engaging in design research?
     Regardless of an educator's area of expertise, learning is learning.  We all learn differently, and whether one aspires to be an instructor of pedagogy or andragogy, they will never be able to reach their audience effectively if they have not taken the time perfect their craft.  The research on instructional design evolves just as our society does, and these continuous changes make every instructor's awareness and engagement in design research all the more pertinent.