Educational Sciences MA – Instructional Design & Evaluation 2019-2020
Week 1
Lecture notes
The central question with the articles is: how can we apply theory to practice?
Instructional Design & Evaluation is about theories of learning, theories of instruction, and theories
of evaluation > they all have to align
Margaryan, Bianco & Littlejohn
cMOOCs = the original MOOCs, designed by companies to get outsiders to learn.
xMOOCs = made by universities, less focused on a learning community; traditional learning online.
Merill’s first principles: problem-centred, activation, demonstration, application, integration were
used for evaluating MOOCs in the article.
Critiques:
- Why those specific principles? Do they all need to be incorporated?
- The principles are for problem-based learning, but are MOOCs problem-based as well?
- Methodology: was the inter-rater reliability sufficient?
- There is no explanation for why the findings on cMOOCs and xMOOCs are similar
Hew et al.
Scientific research does not use a lot of theory explicitly + even less refinement/critique on existing
theories takes place.
Critiques:
- What is the difference between explicit, vague and none? What are the cut-off points?
- How was inter-rater reliability achieved?
- The representation of the results is biased, because 2% a is too low conclusion
- If knowledge evolves, then what is it based on? Without a solid conceptualisation, everyone
could make up their own definition of what knowledge is
Behaviourism Cognitivism Constructivism
Knowledge is… Teaching reality Interpreting reality Constructing reality
Aim of learning is… Reproducing Remember/apply from Construct knowledge
behaviour long-term memory and apply in contexts
Learning process is… Repeating/reinforcing Refining mental models Carrying out authentic
behaviour tasks
Connectivism = social learning in which everyone is a node.
Connectivism is not referred to in the article, but it is sometimes regarded as a learning theory.
Byrnes
MBTSs: cross-classifying theories:
- Phenomenon of investigation
- Nature of knowledge > what should be learned + mental representations
- Origin of knowledge
Week 1
Lecture notes
The central question with the articles is: how can we apply theory to practice?
Instructional Design & Evaluation is about theories of learning, theories of instruction, and theories
of evaluation > they all have to align
Margaryan, Bianco & Littlejohn
cMOOCs = the original MOOCs, designed by companies to get outsiders to learn.
xMOOCs = made by universities, less focused on a learning community; traditional learning online.
Merill’s first principles: problem-centred, activation, demonstration, application, integration were
used for evaluating MOOCs in the article.
Critiques:
- Why those specific principles? Do they all need to be incorporated?
- The principles are for problem-based learning, but are MOOCs problem-based as well?
- Methodology: was the inter-rater reliability sufficient?
- There is no explanation for why the findings on cMOOCs and xMOOCs are similar
Hew et al.
Scientific research does not use a lot of theory explicitly + even less refinement/critique on existing
theories takes place.
Critiques:
- What is the difference between explicit, vague and none? What are the cut-off points?
- How was inter-rater reliability achieved?
- The representation of the results is biased, because 2% a is too low conclusion
- If knowledge evolves, then what is it based on? Without a solid conceptualisation, everyone
could make up their own definition of what knowledge is
Behaviourism Cognitivism Constructivism
Knowledge is… Teaching reality Interpreting reality Constructing reality
Aim of learning is… Reproducing Remember/apply from Construct knowledge
behaviour long-term memory and apply in contexts
Learning process is… Repeating/reinforcing Refining mental models Carrying out authentic
behaviour tasks
Connectivism = social learning in which everyone is a node.
Connectivism is not referred to in the article, but it is sometimes regarded as a learning theory.
Byrnes
MBTSs: cross-classifying theories:
- Phenomenon of investigation
- Nature of knowledge > what should be learned + mental representations
- Origin of knowledge
