Theories Overview

This chart is a representation of relevancies and connections that I believe exist between theories affecting learning and the design of instruction.

Directions: Hold the mouse over the blue dot to see the connection; click on any of the theory names to navigate to their respective webpages in my knowledge base. -JG



ET recognizes the cognitive processes by  building on prior knowledge, chunking, activation
ET values meaning-making and student choices in scope and sequence of instruction
ITT relates with behaviorism in that it is designed to respond to stimuli.  You do something, it does something back--you click on a image, it  will present another transaction based on what you did.
ITT relates to constructivism in that it seems to encourage exploration, discovery and individual learning
ITT is itself a potentially complex system whose parts (instructional transactions) are very interdependant with other parts in the system.
ITT relates to sociology  of technology in that it is most often realised in the form of technology-based instruction.  As such, sociological issues of technology (digital divide) arise.
ITT must deal with sending and receiving messages in its design.  This may be especially important in that some level of AI is required to effectively interact with the learner in the absence of an instructor--i.e. in a  technology-delivered course.
Psychomotor by its very definition is related to behavior.  Internal processes take a back seat as observable performance takes center stage.
PM relates to cognitivism through its interest in simulations, transfer and automatization of tasks (rehearsal)
AI takes a very positivist view of the world involving shaping people's attitudes etc.  Ideas like pursuasion and classical conditioning are discussed in the theory.
AI recognizes that affective cognitive and behavioral components make up attitudes, and must therefore be addressed simultaneously.  Learners must understand as much as feel that a change needs to be made.
attitude instruction involves changing a system of components (3 specifically: Affect, Cognition and Psychomotor/Behavior)  Attitudes as entities react much like a system with distinct parts of varying emphases and sizes.
who decides what a "desired" attitude is!?  AI seems to take a very positivist view, involving shaping people's attitudes etc.  Ideas like pursuasion and classical conditioning are discussed in the theory.
Attitude changes involves correctly assessing messages and cues sent by learners (attitude analysis) and constructing messages of your own to address the dissonant elements of the attitude.
Landamatics focusses on cognitive processes and higher order thinking skills.  It is all about transferring generalizable (root) thinking strategies from one context to other contexts for problem solving.
Landamatics relates to constructivism because of its emphasis on  developing learners skills in identifying and applying strategies that can be applied to different and novel situatuions.
SRL and behaviorism are linked in that SRL often manifests itself through behaviors (both covert and overt)
SRL recognizes the importance of cognitive and independent, intrinsic, processes in learning.
SRL is interested in students making their own learning goals, and working toward attaining those goals through strategies relevant and meaningful to them.
Motivation directly impacts behavior.  Motivation elicits/prompts actions (both covert and overt)
An important aspect of motivation is the role others (instructors, peers) can play in motivation.

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Page last modified: Friday, April 30, 2004