Human Learning

Asma Marghalani

Learning Theory

It is how information is processed, and retained during learning which brings

together cognitive, emotional, and environmental influences and

experiences for acquiring, enhancing, or making changes in one's knowledge,

skills, values, and world views.

Learning Theory Categories

BehaviorismCognitivism

Constructivism

It is different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode. Because it's not an entrenched theory at all levels in the education that means learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning. These preferences are not “better” or “faster,” according to learning-styles proponents, but merely “styles.” In other words, just as our social selves have personalities, so do our memories..

Learning Styles

Learning Styles

Learning Styles and Instructional Design

Assessing individual learning styles will help students discover how they learn best, and allows them to perform at their best and boost their confidence. Each student will benefit from a supportive learning environment, allowing them to feel special and achieve self respect while gaining a better understanding of others.

Motivation

It is the process that initiates, guides and maintains goal-oriented behaviors.

ARCS is a systematic model for designing motivating instruction.The ARCS Model identifies four essential strategy components for

motivating instruction:--[A]ttention strategies for arousing and sustaining curiosity and

interest;--[R]elevance strategies that link to learners' needs, interests, and

motives;--[C]onfidence strategies that help students develop a positive

expectation for successful achievement; and--[S]atisfaction strategies that provide extrinsic and intrinsic

reinforcement for effort (Keller, 1983).

Motivation

Bloom’s Taxonomy

Bloom’s TaxonomyBloom’s Taxonomy can help instructional designers to:•Create questions to learners with the subject matter on deeper level•Provide multiple questioning strategies•Develop learning goals and objectives by selecting the suitable verb according to the table:

Competence Verbs

Knowledge Arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat

Comprehension Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate

Application Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

Analysis Appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Synthesis Arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose

Evaluation Argue, assess, choose, compare, defend, estimate, judge, predict, rate, score, support, value

Conclusion

The role of learning theory, learning style, motivation and Bloom’s Taxonomy for instructional design.

Learning Theory: Brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views.

Learning Style: Describes an individual's natural or habitual pattern of acquiring and processing information in learning situations.

Motivation: Focuses on the identification of effective techniques for enhancing instructional design, improving classroom management, and meeting the needs of diverse student populations

Bloom’s Taxonomy: Categorizes ways of learning and thinking in a hierarchical structure.

Design

A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.

Development

The actual creation (production) of the content and learning materials based on the Design phase.

Implementation

During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.

Evaluation

This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary.

Why Use Instructional Design

1) Ensure quality of instruction2) Speed up the process3) Assist in communication4) Cover all phases of good

instructional design