APTD Test Prep - Instructional Design Questions with Answers

Business Drivers The internal and external forces that direct an organization's strategy, goals, business needs and performance needs. (pg 5) Gagne (1997) Theorist that contended that Learning theories try to provide conceptual structures involved in the process of taking in information and getting it transformed so that it is stored in long-term memory and later recalled as an observable human performance. (pg 9). Behaviorist Learning Theory Behavorists are concerned with discovering the relationship between stimuli and responses to predict and control behavior. Premise is that learning occurs primarily through reinforcement of desired responses. The focus is on "reward", interested in discovering the external controls that affect internal processes and less concerned with mental processes. Focus on external events (pg 9). B.F. Skinner An American behavorist who was chiefly interested in learning process. Used reinforcement to teach pigeons how to bowl. Programmed learning , learning divided into small steps, at each new step a new idea is introduced and information previously introduced is reviewed. Learners respond to each step in a manner appropriate to the instruction. The learner is immediately told if they are right or wrong. The learner's behavior is gradually shaped as they progress through the programmed materials until achievement of the learning objective. (pg 9). Behaviorsim Focus on observable behavior. Informed instructional design by: - The objectives of the instruction - Criterion-referenced testing - Testing prototypes on a target population before implementation - chunking content based on learning objectives. (pg 9). Cognitivism A theory of learning. Tries to understand, understanding. The idea is that learning is a conscious, rational process. :earning occurs primarily through exposure to logically presented information. People learn by making models, maps and frameworks in their mind. ~ is the opposite of behaviorism (pg 10). Use of cognitive theory in the design of learning Help learners to: - organize the information; objectives, chunking, well-designed instructions and order - assimilate new content into existing knowledge, start from current, use examples, real-life stories - strengthen new knowledge into memory; practice, feedback, summary, test, on-the-job application.