What is learning theories ?
A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism.
Behaviorism focuses only on the objectively observable behavior aspects of human learning. In essence, three basic assumptions are held to be true. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time, two events must be for a bond to be formed ) and reinforcement (any means of increasing the likelihood that an event will be repeated ) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.
Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. The difference of cognitive learning theory compared with behavioral theory is that cognitivists place much more emphasis on factors within the learner and less emphasis on factors within the environment.
Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Constructivist believe that knowledge is individually and socially constructed by learners based on their interpretations of experiences in the world. Constructivism itself has many variations, such as active learning, discovery learning, and knowledge building. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning, situated cognition, and reflective practice.
INSTRUCTIONAL DESIGN
Instructional Design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogic or teaching device that makes instruction as well as the instructional material more engaging, effective and efficient.
ID models serve as conceptual, management, and communication tools for analyzing, designing, creating and evaluation guided learning, ranging from broad educational environments to narrow training applications. ID models is a discipline of study :
-Instructional Design simply means using a systematic process to understand a human performance problem, figuring out what to do about it and then doing something about it (McArdle, 1991).
-Instructional Design is the science of creating detailed specifications for the development, evaluation and maintenance of situations which facilitate the learning (Richey, 1986).
-Instructional Design is the entire process of analysis of learning needs and goals and the development of a delivery system to meet the needs (Briggs, 1977).
ADDIE model
The ADDIE model is the generic process traditionally used by instructional designers and training developers. The ADDIE instructional design model provides a step-by-step process that helps training specialists plan and create training programs. This acronym stands for the 5 phases contained in the model:
Analyze - analyze learner characteristics, task to be learned, etc.
Design - develop learning objectives, choose an instructional approach
Develop - create instructional or training materials
Implement - deliver or distribute the instructional materials
Evaluate - make sure the materials achieved the desired goals
Most of the current instructional design models are variations of the ADDIE model.
ASSURE Model
The ASSURE model is helpful for designing courses using different kinds of media. This model assumes that instruction will not be delivered using lecture/text book only. It allows for the possibility of incorporating out-of-class resources and technology into the course materials. This model will be especially helpful for instructors designing online courses. This model emphasizes teaching to students with different learning styles and constructivist learning where students are required to interact with their environment and not passively receive information.
A - Analyze Learners - obtain general entry behaviours of the learner like grades, previous knowledge and learning style
S - State Objective - objective need to be clear and measurable
S - Select Method, Media and Materials - select available materials, modify existing materials and suggest new materials
U - Utilize Media and Material - preview the materials, prepare the materials, evironment and provide the learning experience
R - Require Learner Participation - In-class and follow-up activities, so learner can procecss the information
E - Evaluate and revise - before, during and after instruction, assess learning materials and learning outcomes
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