Historical Reflection on Learning Theories and Instructional Design. Vianna Madrid. Cognition and Development EPSY 6304.

Transcription

1 Vianna Madrid Cognition and Development EPSY 6304 June 18, 2015 Instructor: Alejandro Garcia

2 Synopsis The article titled Historical Reflection on Learning Theories and Instructional Design published on January 16, 2010 by Robert D. Tennyson focuses on the theoretical foundations of instructional design. The purpose of the article is to show the growth of the field of instructional design through theories associated with learning psychology and educational technology. Through his own research and experience, and that of his colleagues, the author, Robert D. Tennyson addresses the link between learning theory and his research findings and practice. Tennyson also addresses the importance of theoretical foundations and implementation in an effective learning environment. Analysis Although the efforts of early educational psychologists and theorists like John Dewey and Edward Thorndike have played a significant role in developing a connection between psychologies and learning theory in an educational setting, Tennyson believed there were shortcomings in these theories with the evolution and influence of technology in instructional design. Other attempts to integrate psychology and instructional technology throughout the years also fell short. Research in the early 1970s revealed findings that contradicted previous ideas about the role those behavioral principles such as feedback, rewards, sequencing, and definition of objectives played in the learning process (Tennyson, 2010). In the early 1990 s, integration of instructional design theories came in to place and the attitude of a single approach to all instructional situations was no longer effective or ideal. Rather, an emphasis was placed on instructional variables and conditions determined by the individual needs of each learner and their progress. The changes in theories and ideas also changed the roles of the instructor and technology, offering more flexibility in a learning environment. Due to these shortcomings and

3 continuing changes, Tennyson argues that educators need to clearly propose and define their own theoretical foundations when engaging in the design of effective learning environments (Tennyson, 2010). Concrete information and personal research and information is addressed in the article with an explanation of the instructional theories developed by Tennyson and his colleagues. The instructional theories discussed in order to illustrate the transition from learning theory to instructional design models are the elaboration theory and the linking theory. These two instructional theories offer direct transitions between learning theory, instructional theory, and instructional design process and methodology (Tennyson, 2010). Tennyson believes the elaboration theory and the linking theory to be cumulative theories that can be functional and directly applied into the instructional design process. Tennyson describes his elaboration theory as a theory of instructional design aimed at telling people how to teach rather than focusing on why and how people learn. It is concerned with the structure and organization of instructional material (stimuli) rather than the material itself. Elaboration theory is based on cognitive psychology and seeks to be consistent with cognitive theories of learning (Tennyson, 2010). The two primary components of elaboration theory include, that instruction should proceed from the general to the specific, referred to as sequencing; and, that each part should be related to the general context and to the other parts, referred to as synthesizing (Tennyson, 2010). Tennyson s linking theory directly links learning theory to educational goals, learning objectives, and instructional prescriptions. Additionally, it goes beyond any other instructional theory by attaching specific allocations of academic learning time to desired educational goals and objectives Tennyson, (2010). The linking theory emphasizes that learning involves three

4 types of knowledge (declarative, procedural and contextual), each requiring a different instructional prescription (Tennyson, 2010). Illustrations and other design components are demonstrated in order to further explain the two instructional design theories in complete detail. Evaluation The information provided is relevant in today s technologically rich world of instructional design. The importance of understanding each individual students learning needs and understanding what roles we play as educators will assist in creating an effective learning environment for our students. Understanding how our students learn by what they know, providing students with new experiences and engagement and connecting these to our own theoretical foundations will assist us in provided rich educational experiences. Experiences that allow for the opportunity to connect with our students in meaningful ways that focus on collaborative learning, engaging and motivational assignments, hands on experience, class discussions and other learning strategies that help students become metacognitively aware. Learning theories are important because they guide our instruction and assist us in the learning process. Each theory has a different foundation and sometimes not one theory will suffice or be accurate. The different types of learning are what will determine what learning theory should be applied in a classroom setting. Educational Psychologist Robert Gagne (1985) stated, Different instruction is required for different learning outcomes. Learning theories provide excellent resources and assist in developing ideas and strategies that improve the learning outcome of our students as well as providing a rewarding and meaningful experience as educators. The article by Robert D. Tennyson allows us the opportunity to see the importance and diversity of theoretical foundations of instructional design and the evolution and the growth and change of learning psychology and instructional design.

5 References Gagné, R.M. (1985). The Conditions of Learning and Theory of Instruction (4th Edition). New York: CBS College Publishing. Tennyson, R. (2010, January 16). Historical Reflection on Learning Theories and Instructional Design. Retrieved June 18, 2015, from