ETEC 561: Section 2- Theories & Models of Learning and Instruction

When reviewing the learning theories explained by Reiser & Dempsey there are several ways to introduce new learning concepts to learners. Two of these theories are Behavioral Learning Theory, introduced by B.F. Skinner, and Cognitive Load Theory. With a learning goal of identifying and reciting the English alphabet one could reference CLT some techniques to be used could include: teaching individual letters apart from the entire alphabet, leave some letters out of the alphabet for the learner to identify, associating letters with images (i.e. A is for apple) and verbal cues. By utilizing BLT the instruction of the alphabet may include a pre-examination to determine prior knowledge which may direct the focus on specific letters, an emphasis of observation on the learner (i.e. one-on-one instruction), immediate positive reinforcement when an answer or objective is achieved (i.e. "Way to go!", "That's correct!") and post-instruction exam. It is important to note that the instructional techniques from CLT could be integrated into the style of BLT to 1) teach the material and 2) reinforce and assess the progress of the learner after instruction. 

sources: "Gagne's 9 Events of Instruction" and Reiser & Dempsey, 2002

Above is an overview of the First Principles instructional method and Gagne's Nine Points of Instruction along with descriptions of the elements or competencies located in the First Principles as a guide. See the video below for a brief example of Gagne's model in action.

Reverting back to the example of alphabet learning goal mentioned earlier we will now look at the application of the First Principles to this same goal. The problem centered principle would call for introducing the alphabet as a whole, it's future significance to writing and reading and to tackle the alphabet at once not as individual letters to keep context of the subject. The activation principle reinforces the core of the goal to recall and identify the alphabet along with examining the prior knowledge of the learner regarding the topic in order to build upon this goal for reading, writing and spelling purposes. The demonstration principle allows instructors to relate the goal to visuals or media to increase comprehension. For example, relating a bear to the letter "B" and a narration for pronunciations and applications of the letter "B". The application principle  allows the learner to demonstrate their knowledge of the alphabet via writing of the alphabet or verbally in preparation for the "test" or final observation used for assessment. The integration principle for the alphabet goal allows learners to share their new knowledge regarding the alphabet by reciting the alphabet, create a visual of a specific letter to be displayed and progress toward the spelling of the learner's name or other words. 

To meet the alphabet goals using the whole-task approach would require learners to focus on the letters, reinforce memorization techniques and the tracing/writing of letters. The alphabet goals lay the foundation for holistic approaches such as scaffolding where the achievement of the goals would lay the foundation to complete "higher level" skills through the teaching of each letter one by one (i.e. teaching A then teaching AB, then ABC, etc.). This would then refocus to place emphasis on the "whole-task" of the alphabet as a set of 26 letters and their collaborative efforts for reading and writing. 

If designing a course on typography I would capture the student's interest by displaying rich and colorful visuals and maintain their attention by integrating student image searches for unique typography to share with the class. Allowing the students to choose their own examples for examination in the course would allow them to have a personal investment and directly link pop culture with the relevance of typography and the identification of font characteristics and types. A grading rubric would set the expectation and show the student how they can attain the highest scores reinforcing their ability to succeed when XYZ are met. Students can apply their new knowledge by creating their own fonts, posters and other visuals for demonstration, competition and real world application. 

Engaging in design research allows instructors to understand the levels of effectiveness of the various theories discussed here. Without this body of knowledge there is no way to assess the work done with real learners in their various environments. Assessment is essential to the progression of these various theories and modifying education for the success of our learners.