Instructional Design |
Fundamentals, Theories,
Models & Study Guide
|Guaranteed success|
, Selectionist Approach by John Dewey Emphasizes natural influences over learning, taken from the student's current
activity, goals and values system. Students select subject matter to learn,
student initiated research. Learning becomes reinforcing in project based
learning.
The Morningside Model of Generative Instruction A continuum that begins with a more technological approach, with the teacher
fully in charge of seeding the repertoires of the naive learner with generalized
imitative "how to" repertoires. Once mastered, the student switches to the
Deweyian of student centered learning.
Instructivism refers to a set of educational practices consistent with the philosophy and
finding of behavioral psychologist. The teacher is in charge of instruction and
learning. If the student isn't learning the teacher isn't teaching.
Constructivism philosophy and findings of developmental psychologists. An approach that
favors student exploration of content and processes in authentic contexts.
Generative Instruction Each new complex behavior emerges in an evolution from previous learning.
Generativity Epstein's research with pigeons who received instruction in component skills
successfully solved problems that took all those component skills to solve. The
emergence of novel behaviors in humans was his later work. Spontaneous
(unprompted) interconnection of existing repertoires to solve a problem.
Contingency Adduction New contingencies or performance requirements may recruit performances
learn under other contingencies. The learner engages in behavior in a new
setting that has earned reinforcement in a previously encountered situation.
Markle and Teimann (1967) System of Instruction 1. Objective
2. Content & Task Analysis
3. Criterion Test
4. Entry Repertoire
5. Instruction (3 phases of learning)
6. Performance Data
Objectives The first component of Markle and Tiemans system of instruction=instructional
designers begin with clearly stated goals and objectives that the learner is
expected to achieve.
Content and Task Analysis second component of system of instruction=conducted for the purpose of
identifying curricular tasks on which mastery of terminal objectives hinges.
Criterion Test Third component of system of instruction=represent stated outcomes and have
social validity.
Fundamentals, Theories,
Models & Study Guide
|Guaranteed success|
, Selectionist Approach by John Dewey Emphasizes natural influences over learning, taken from the student's current
activity, goals and values system. Students select subject matter to learn,
student initiated research. Learning becomes reinforcing in project based
learning.
The Morningside Model of Generative Instruction A continuum that begins with a more technological approach, with the teacher
fully in charge of seeding the repertoires of the naive learner with generalized
imitative "how to" repertoires. Once mastered, the student switches to the
Deweyian of student centered learning.
Instructivism refers to a set of educational practices consistent with the philosophy and
finding of behavioral psychologist. The teacher is in charge of instruction and
learning. If the student isn't learning the teacher isn't teaching.
Constructivism philosophy and findings of developmental psychologists. An approach that
favors student exploration of content and processes in authentic contexts.
Generative Instruction Each new complex behavior emerges in an evolution from previous learning.
Generativity Epstein's research with pigeons who received instruction in component skills
successfully solved problems that took all those component skills to solve. The
emergence of novel behaviors in humans was his later work. Spontaneous
(unprompted) interconnection of existing repertoires to solve a problem.
Contingency Adduction New contingencies or performance requirements may recruit performances
learn under other contingencies. The learner engages in behavior in a new
setting that has earned reinforcement in a previously encountered situation.
Markle and Teimann (1967) System of Instruction 1. Objective
2. Content & Task Analysis
3. Criterion Test
4. Entry Repertoire
5. Instruction (3 phases of learning)
6. Performance Data
Objectives The first component of Markle and Tiemans system of instruction=instructional
designers begin with clearly stated goals and objectives that the learner is
expected to achieve.
Content and Task Analysis second component of system of instruction=conducted for the purpose of
identifying curricular tasks on which mastery of terminal objectives hinges.
Criterion Test Third component of system of instruction=represent stated outcomes and have
social validity.
