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This chart represents my thoughts on the relevancies and connections or threads that I see amongst various instructional design theories. -JG |
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THEORIES
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| Instructional Transaction |
ET
followed ITT in the text...how's that for a connection. The concepts
of "learning episode" and "learning transaction"
share similarities. Each are made up of component parts
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| Psychomotor |
Psychomotor
and ET both roughly follow the idea of starting with simpler, less complex
tasks and increasingly building up to more complex skills or concepts.
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explain, predict, troubleshoot; and identify, execute and interpret are all ideas of ITT that could be said to mirror the explain, demonstrate, practice ideas of PM instruction. Both models like the use of simulations in the learning process. |
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| Attitudinal |
ET
indicates that affect is not addressed by its design. They do both agree
that progressing to new levels of skill/attitude should not occur too
fast, but be done only after mastery (consolidation) occurs. The concepts
of "learning episode" and "3-part" learning nugget
also share similarities.
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ITT
strongly emphases the cognitive domain, seemingly ignoring the affective
domain. This does not seem to address Merrill's later concept of appealing
instruction chosing instaed to focus on effective.
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Attitudinal
instruction includes psychomotor or behavior as one of it's core componants.
While not necessarily dwelling on developing skills, changed attitudes
seem to ultiomately manifest themselves through behavior and actions
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| Landamatics |
Both
share an interest in heuristics including heuristic task analysis
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These
are both very systematic and algorythmic approaches to designing instruction--an
intimidating and demotivating factor for my adopting them.
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These
theories differ in a at least a few ways ways. Landa deals with generalizable
higher-order thinking skills, while psychomotor deals with teaching
very specific skills for specific tasks or goals. One (PM) emphsizes
content, the other strategies (Lan).
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Landamatics
is very cognitively-focused. It unfortunately seems to ignore the other
2 componants of learning identified important to attitudinal instruction
(affect, psychomotor).
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| Self-Regulated Learning |
Both
of these models value student choice over scope and sequence, although
it is possible that some (poor) SRL would just prescribe following programmed
instruction at the learner's own pace.
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ITT
and SRL share an interest in a student-centered approach to learning.
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While
not directly psychomotor instruction, both emphasize the modelling and
visualizing of behavior and skills before the practicing of them.
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SRL
could complement attitudinal instruction quite well, specifically when
one wishes to change their own attitude. The processes of self-reflection
and realistic goal-setting would help facilitate p[ersonal attitude
change.
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In
some ways, SRL works to develop higher order thinking skills in learners
(as well as good study habits) What is learned is meant to be applicable
to other areas. In addition SRL emphasises reflection and self-evaluation
on one's practice--both concepts that smack of Landamatics
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Motivation (ARCS) |
ET
indicates that affect is not addressed by its design, but certainly
would benfit the theory to more directly address the issues of motivation
(Attention, Relevance, Confidence, Satisfaction).
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ITT
is potentially quite motivating in that it adapts to the learners needs.
This only works however if the architecting and knowledge deconstruction
(process entitiy and activity network--PEAnet) has been done well--a
major task!
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Many
PM skills require a good deal of motivation to learn...keyboarding,
playing a musical instrument. This is maybe becuase of the difficulty
of autopmatizing certain tasks. Many motor skills decay quickly if not
rehearsed enough to be internalized into the muscles.
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These
two theories are very related and share some overlapping values: Relevance
might be mapped on to the Cognition, Attention, Confidence and Satisfaction
on to Affect. Attitudinal instruction is perthaps a little more systematic
approach to instruction in this domain.
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careful
that you don't drive your students bonkers (demotivate them) by overemphasizing
abstract root or core thinking skills at the expense of more practical
and useful solutions.
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Motivation
is very important to SRL. It seemed to be assumed in Corno & Randi's
chapter, but should not be as it takes a great deal of effort (motivation)
to practice SRL. Relevance is also important to SRL as they seek to
find SRL models in the lioves of the learner.
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