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
Hi Eric,
ReplyDeleteGood post!
Now - go a bit deeper. How do you see these theories actualized in your current work and home environments?
Dr Courduff
Hi Eric,
ReplyDeleteI really enjoyed your blog and the great detail that you put in your post for this week. Instructional design, also known as instructional systems design, is the analysis of learning needs and systematic development of instruction. Instructional designers often use instructional technology or educational technology as tools for developing instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction. Obviously paying attention to "best practices", and innovative teaching methods will make any instructional design model more effective. There must be contrast in order to have information (if a page is all white, no black ink, there is no contrast and therefore no information). Many instructional designers, in an attempt to make content simple, take out information. Unfortunately, this leaves learners wondering, "What the purpose for learning this this?” The solution isn’t to take away content, but to present it and a simpler way. This is the art of good instructional design. When deciding what to leave out, it is essential to consider what content, when removed, will not harm the backbone of the learning.
Effective instructional design focuses on authentic tasks, complex knowledge, and genuine problems. While healthy people are always learning within some state of being or space, instructional design focuses on student accomplishments through intentional learning. The principles upon which instructional design is based are dynamic because of the many advances in learning theory, multimedia development, learning management systems and competencies required to practice effective instructional design in the current interconnected world communities.