Instructional design perspectives

Instructional design perspectives

1. Constructivism

   • map the structure of the world onto the learner
   • Question basic objectivist assumptions
   • Based in Piaget, Bruner and Goodman
   • Equates learning with creating meaning from experience
   • minds filters input to create own unique reality
   • knowledge mind idependent
   • own interpretation of the world
     • students build personal interpretations
       • Knowledege open to change
   • learned and enviromental factors are critical
   • memory is always under construction by the own history
   • transfer my miningful contexts
   • as learners aquire more knowledge they can deal with more complex problems
   • principles
     • emphasis on the identification of the context
     • capability of the learner to manipiulate information
     • problem-solving skills that allow learners to go
     • Information presented in a variety of different ways
     • Assesment focused on transfer of knowledge and skills
   • role of the teacher
     • evaluate and update constructions
     • Align and design experiences

2. Behaviourism

   • Importace of the consequences
     • Reactive to the condtion in the enviroment
       • Not taking an active rol to discover the enviroment
   • Enviromental condicions the most important
     • Arregment between stimuli and consequences within the enviroment
       • use of
         • practice
         • reinforcment
   • Memory is not typically adressed
   • Principles
     • Producing observable and mesurable outcomes
     • Pre.assesment to now the biggining level
     • Mastering earky steps
     • Reinsforcment
     • Use of cues, shaping and practice

3. cognitivism

   • emphasis in promoting mental rpocessing
   • Stress
     • Acquistion of knoledge
     • internal mental structures
   • information is recived organized stored and retrived by the mind
   • practice with corrective principles
   • focused on mental activities of the learner
   • memory promiinent role
   • Appropiate of explainig
     • Reasoning
     • problem-solving
     • information processing
   • principles
     • emphasis on the active involvement
     • Use of hierarchical analyses
     • Emphasis on stricturing, organizing and sequencing information
     • Creation of learning enviroment that allow and encourage students to make connections with previous learned material