In order to understand Instructional
Design Theory, we first must explore what this theory is. In my
findings, according to (Schuman,
1996),
an instructional-design theory offers explicitly guidance on how to better help
people learn and develop, which include cognitivism development. However,
there are some weakness and strength of Cognitivism development of instructional design theory. The weakness is when the learner learns a way to accomplish a task,
but it may not be the best way, or suited to the learner or the situation. Many
users logging onto the internet on one computer may not be the same as logging
in on another computer. The strength
is the goal is to train learners to do a task the same way to enable
consistency. Logging onto and off of a
workplace computer is the same for all employees; it may be important do an
exact routine to avoid problems (Schuman, 1996).
Furthermore, Piaget's theory of cognitive development is a comprehensive theory about the nature and
development of human intelligence, first developed by Jean Piaget. To Piaget, cognitive
development was a progressive reorganization of mental processes as a result of
biological maturation and environmental experience. It starts when children
construct an understanding of the world around them, then experience
discrepancies between what they already know and what they discover in their
environment.
Moreover, instructional –design
theory focuses on means to attain given goals for learning and development. Also,
it is a design oriented goal learning development that focus on the result of
given events. Therefore the goal is to enhance learning for any performance we
want to teach. Being design oriented make a theory more directly useful to
educators, because it provides direct guidance on how to achieve their goals.
References
Piaget, J. (1967/1971). Biologie et connaissance: Essai sur les
relations entre les régulations
organiques et les processus
cognitifs. Gallimard: Paris — Biology and Knowledge. Chicago University Press; and Edinburgh University Press.
Schuman, L. (1996). Perspectives on instruction Retrieved
March 27,2013, from
http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html