The component display theory is a type of analysis that emphasizes on different components of instruction for different types of instructional goals. The component display theory is an attempt to create the best combination of instructional strategies to produce a particular learning outcome (Reigeluth, 1999). The component display theory is divided into two parts: content and performance. The content dimension is comprised of facts, concepts, procedures, and principles. The performance dimension is comprised of remembering, using, finding, and generalities.
Learning theories Learning theories help in describing how the information is being immersed, managed, and recollected during the process of learning. Factors such as intellectual, sentimental, past experiences and environmental issues play an important part in the learning process and to acquire knowledge. Behavioral theories Behaviorism, as a learning theory, is based on a change in knowledge through controlled stimulus/response conditioning. This type of learner is dependent upon an instructor for acquisition of knowledge. The instructor must demonstrate factual knowledge, then observe, measure, and modify behavioral changes in specified direction.
The Work of Robert Gagné Overview The fundamental concern of instructional design is the creation of more effective learning environments for learners. In order to do this, instructional designers must consider the various learning styles and stages of development of the learners as they interact with course material and develop a mature understanding of a topic. According to Ormrod (1995), theories of learning provide explanations about the underlying mechanisms involved in the learning process. Theories allow us to summarize the results of many research studies and integrate numerous principle of learning. Principles of learning identify specific factors that consistently influence learning and describe the particular effects that these factors have.
In This assignment I will be discussing the significance of relevant theories and principles I will be discussing Humanism, behaviourism and cognitivsm, and how they can support effective teaching and learning. Cognitive development focuses on the inner mental activities. It is a theory about the nature and development of human intelligence. It is known as a developmental stage theory. It deals with the nature of knowledge itself and how humans come gradually to acquire construct and use it.
When we subsequently use this interpretation to guide decision-making or action, then making ‘meaning’ becomes ‘learning’” (Mezirow, 1998, p. 1). This paper will explain Mezirow Transformative Theory and the criticism of transformative learning. Transformative learning is a theory that
The work of the teacher is to find ways or approaches that will motivate learners to construct their knowledge based on prior knowledge, experience and their view of the real world. This theory rests on the assumption that knowledge is constructed by learners as they attempt to make sense of their own experiences (Driscoll, 1994). The theory suggests that pupils, not the teacher, are the center and controller of learning. Instead of acquiring knowledge from the teacher, the pupil has multiple sources of information in the process of constructing knowledge (teacher, students, library, Internet, textbooks, etc.). From the perspective of constructivist theory, the use of technology in learning becomes more essential to fulfilling the demands of a constructivist approach.
When distance learning is a consideration for the designer, the instructional delivery method and availability of technology and communication systems become a critical factor. Team B discusses four instructional design theory-based models 1) the Situated Model; 2) the Waterfall/Spiral Models; 3) the R2D5 Model; and 4) the Problem-based Learning model, a design approach with constructivist theory foundations. Instructional design models are used to recognize the influences of distributed learning and making suggest that is different than traditional learning (Willis & Lockee, 2004). Generally, instructional design models share these components: • Assessment of Technological Context, Learners, and Content – to ensure that the available technology can deliver the designed learning, the learners can access and understand the technology, and the delivery is appropriate for the learning content • Statement of Goals – goals form the basis for performance, evaluation, and learner ... ... middle of paper ... ...-Fernandez, R., & Fernandez-Manjon, B. (Oct 2009).
The relevance to the dimension of quality is that it is possible to identify the features of courses that foster a surface or deep approach (Entwistle, 2000). In addition, learning is argued as an activity that combines the aspects of ‘what’ and ‘how’ and, most importantly, how the two aspects are integrated during the learning process. The ‘what’ aspect concerns the activity of learning, and the ‘how’ aspect concerns the structure of a learning task (how learning is done). How the two aspects are merged inform whether students employ a deep approach or a surface approach to learning (Ramsden, 2003). Thus, if learning is focused on the content, e.g.
There are auxiliary procedures that can help learning move in the classroom. These basic systems incorporate embracing and bridging. Embracing utilizes the method of mimicking a movement keeping in mind the end goal to empower reflexive learning. A case of the embracing procedure is the point at which an understudy works on educating a lesson or when an understudy pretends with another understudy. These cases empower basic speculation which will connect with the understudy and help them comprehend what they are realizing which is one of the objectives of exchange of learning and additionally alluring
This work tries to study one of these practices through approaching the issue of vocabulary learning strategies . This study is based on psychological basis of the multiple intelligences theory (MIT) of Gardner. The problem of the research: This research is mainly concerned with the utilization of providing the learners with information that present their potentialities and multiple intelligences to them . As they come familiar with their areas of strength and weakness , they start to reconsider and think of the learning strategies and habits that they practice when study vocabulary . They will be trained to select and apply what strategies are appropriate to their learning styles and multiple intelligences .