In this week's class, we have been introduced to two learning theories and their implication in Instructional Design (ID). The learning theories are not something very new for us where we have encountered those theories since the first year in college. There are two learning theories being focused here:
a) Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.
b) Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situation.
> a very simple example that the lecturer had been use to make us understand clearly how constructivism works in classroom is by asking us to think of foods that an astronomy should bring into the outerspace and explain why we choose those food. Then all of us give our own opinion on food that we think most suitable to be brought into the outerspace and give our own reason by considering about the nutrition, garavitational force in the outerspace, etc.<
~This example had made us understand better on how this constructivism theory works in science classroom.~
Next, we were introduced to Instructional Design (ID) based on the two learning theories by Instructional Designer.
> The first one is ID based on the behaviourist theory which known as Directed Instruction. When designing from a behaviorist stance, the designer analyzes the situation and sets a goal. Individual tasks are broken down and learning objectives are developed. Evaluation consists of determining whether the criteria for the objectives has been met. In this approach the designer decides what is important for the learner to know and attempts to transfer that knowledge to the learner. The learning package is somewhat of a closed system, since although it may allow for some branching and remediation, the learner is still confined to the designer's "world".
> The second ID is designed from a constructivist approach which known as Constructive Instruction. It requires that the designer produces a product that is much more facilitative in nature than prescriptive. The content is not prespecified, direction is determined by the learner and assessment is much more subjective because it does not depend on specific quantitative criteria, but rather the process and self-evaluation of the learner. The standard pencil-and-paper tests of mastery learning are not used in constructive design; instead, evaluation is based on notes, early drafts, final products and journals.
However there is a need to consider problems that might be faced in applying this approach as we have to consider on how much prior knowledge that the students have and bring into the classroom. Besides, we should take into consideration the question " do learners knows what is the best for them?", as in Malaysian context, we still believe that adults know better.
a) Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.
b) Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situation.
> a very simple example that the lecturer had been use to make us understand clearly how constructivism works in classroom is by asking us to think of foods that an astronomy should bring into the outerspace and explain why we choose those food. Then all of us give our own opinion on food that we think most suitable to be brought into the outerspace and give our own reason by considering about the nutrition, garavitational force in the outerspace, etc.<
~This example had made us understand better on how this constructivism theory works in science classroom.~
Next, we were introduced to Instructional Design (ID) based on the two learning theories by Instructional Designer.
> The first one is ID based on the behaviourist theory which known as Directed Instruction. When designing from a behaviorist stance, the designer analyzes the situation and sets a goal. Individual tasks are broken down and learning objectives are developed. Evaluation consists of determining whether the criteria for the objectives has been met. In this approach the designer decides what is important for the learner to know and attempts to transfer that knowledge to the learner. The learning package is somewhat of a closed system, since although it may allow for some branching and remediation, the learner is still confined to the designer's "world".
> The second ID is designed from a constructivist approach which known as Constructive Instruction. It requires that the designer produces a product that is much more facilitative in nature than prescriptive. The content is not prespecified, direction is determined by the learner and assessment is much more subjective because it does not depend on specific quantitative criteria, but rather the process and self-evaluation of the learner. The standard pencil-and-paper tests of mastery learning are not used in constructive design; instead, evaluation is based on notes, early drafts, final products and journals.
However there is a need to consider problems that might be faced in applying this approach as we have to consider on how much prior knowledge that the students have and bring into the classroom. Besides, we should take into consideration the question " do learners knows what is the best for them?", as in Malaysian context, we still believe that adults know better.
No comments:
Post a Comment