top of page

Learning Theory (LDT100x) 

Welcome to the course page! Explore the weekly sections for things I am learning along the way. Feel free to reach out if you have any questions or comments, always happy to connect!

WEEK 1

Welcome Page

The Creative Commons. Why CC BY-NC-SA 4.0?

I chose the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License for my work because it aligns with my belief in fostering collaboration and sharing knowledge in an ethical and responsible manner. This license ensures that my contributions are properly credited while allowing others to use, adapt, and share my work, as long as it is for non-commercial purposes. The NonCommercial clause protects my work from being used for profit without my permission, while the ShareAlike condition ensures that any derivative works are shared under the same open terms.

By choosing this license, I aim to encourage others to learn from, remix, and build upon my work, creating a cycle of continuous innovation and improvement. This approach promotes a learning community where educational resources are freely accessible to those who need them, without the concerns of exploitation. It strikes a balance between making my work available and protecting my creative rights, ensuring that my contributions remain part of a responsible, non-commercial, and collaborative environment.

​

If you need help with deciding which license to use for your own work, you can use this tool: https://chooser-beta.creativecommons.org/  

​

Image source: Wix AI image creator.

I am chasing a Creative Commons license type so it is a girl thinking.jpg

WEEK 2

Behaviorism

​

Image (to the right) source: Media from Wix

​​​

Overview of Behaviorism

​

Behaviorism is a learning theory that emphasizes observable behavior as the primary focus of study, and it disregards internal mental processes and emotions. It says that learning occurs through interactions with the environment, where external stimuli and reinforcements drive behavior.

​

Key Researchers:

​

  1. Ivan Pavlov (1849–1936) best known for his work on classical conditioning, where he demonstrated how a neutral stimulus, such as a bell, could elicit a conditioned response, like salivation, when paired with food. His experiments with dogs revealed the fundamental principles of associative learning, laying the foundation for behaviorist theory.​

  2. Edward Thorndike (1874–1949) developed the Law of Effect, which stated that responses followed by satisfying consequences are more likely to be repeated. He conducted early experiments with cats in puzzle boxes, demonstrating how behaviors are strengthened by reinforcement .​

  3. John B. Watson (1878–1958) known for applying behaviorism to psychology, advocating that behavior could be studied and understood without reference to internal mental states. He famously conducted the Little Albert experiment, which showed how emotions such as fear could be conditioned through associative learning.​

  4. B.F. Skinner (1904–1990) expanded on operant conditioning and introduced the concept of reinforcement, which shapes behavior by either rewarding or punishing responses. His work with the Skinner Box allowed for controlled experiments where he could observe how behaviors were influenced by consequences.​

  5. Robert Gagné (1916–2002) was influenced by behaviorism and contributed to instructional design with his Nine Events of Instruction, which align with behaviorist principles of stimulus-response learning. He focused on structuring learning activities that could guide learners through specific, measurable outcomes.​

 

​

​

​

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Image source: own creation in Canva. Photos source: wikimedia.

 

 

Behaviorism in instructional design

​

In general, behaviorism has significantly influenced instructional design by promoting:

​​

  • Clear Objectives: Defining specific, measurable learning outcomes.

  • Reinforcement Strategies: Utilizing rewards and feedback to encourage desired behaviors.

  • Structured Learning: Breaking down complex tasks into manageable steps.

 

These principles are evident in models like Gagne's Nine Events of Instruction, which outline a systematic approach to teaching. 

​

Behaviorism heavily influences instructional design by encouraging reinforcement to do desired behaviors and skills through external stimuli. For example, in a classroom, teachers can use rewards (like praise, points-stars or grades) to reinforce desired student behavior and learning outcomes; a corporate online course could use immediate feedback to reinforce correct responses and help-guide learners to adjust their behavior in the company and enhance knowledge retention; etc.

​

As all theories it has its pros and cons:

​​​

Strengths:

  • Clear measurable Outcomes: Facilitates the assessment of specific skills through easily observable outcomes through assessments and feedback. 

  • Consistency: Ensures uniformity in learning experiences.​​

  • Effective for skill-based learning: It’s particularly useful for training that involves memorization, practice, and mastery of simple concepts.

  • Immediate feedback: Behaviorism allows for immediate reinforcement, which is crucial in ensuring learners know when they’ve done something correctly.

​

Limitations:

  • Simplified view of learning / Neglect of Internal Processes: Overlooks cognitive and emotional factors which can be limiting when learning requires higher-order thinking or understanding.

  • Limited Engagement: May not foster deep understanding or critical thinking.

  • Over reliance on re​​​wards: Learners may become focused on extrinsic rewards rather than on the learning process itself, which may hinder long-term learning outcomes.

​

​

Example with an online learning scenario

​

​

Learning Activity: Certification module for using safety equipment when sanding pottery.

​

Stimulus: The student is presented with a multiple-choice quiz or interactive activity where they must correctly identify and link the necessary safety equipment (e.g., mask, goggles, gloves) for safe sanding.

The quiz that tests their knowledge of safety equipment.

​

Response: The student successfully matches the mask with its purpose (to prevent inhalation of dust) and answers questions correctly about safety practices.

​

Positive Reinforcement:

- Immediate Feedback: After correctly linking the mask and other safety equipment to their uses, the student receives positive feedback such as “Correct! Wearing a mask protects your lungs from harmful dust.”

- Certification: Upon completing the activity successfully, the student earns a digital certificate or badge indicating they are now certified to safely sand pottery.

​

Negative Reinforcement:

- Unlocking Further Activities: The system withholds access to more advanced sanding tutorials or activities until the student completes the safety equipment quiz. Once they demonstrate proper knowledge of the safety equipment (by completing the quiz), the restriction is removed, and they gain access to hands-on tutorials for sanding pottery.​


Example Behavior to Observe:

The student demonstrates understanding by correctly identifying safety equipment and accessing the sandbox environment to practice sanding once they are certified. This shows they've internalized the safety protocol through the learning activity.

​

This scenario keeps behaviorism at the core by reinforcing the learning through observable actions (correctly completing the quiz) and giving the student rewards (certification and access to further lessons).

​

 

References:​​

Giving a Hand
Behaviourists-2.png

WEEK 3

Cognitivism 

 

Image (to the right) source: Media from Wix

Overview of Cognitivism

​

Cognitivism focuses on understanding the mental processes involved in learning, such as memory, thought, and problem-solving. Unlike behaviorism, which focuses on observable behavior, cognitivism emphasizes the internal mental processes that occur when learning takes place.

​​​

Key Researchers:

​

  1. Jean Piaget (1896–1980) proposed that children go through four stages of cognitive development, with each stage representing more complex thinking abilities.

  2. Lev Vygotsky (1896–1934) introduced the concept of the Zone of Proximal Development (ZPD, range of tasks that a learner can perform with the help of a more knowledgeable person) and scaffolding, which emphasize social interaction and support for learning.

  3. Jerome Bruner (1915–2016) stressed the importance of active learning and the use of a "spiral curriculum," where learners revisit material at increasing levels of complexity.

  4. Richard Mayer (1947–present) introduced Cognitive Load Theory, which suggests that learning can be hindered if cognitive load exceeds the learner’s capacity, especially in multimedia formats, and that instructional materials should be designed to reduce unnecessary cognitive load.​​

  5. Albert Bandura (1925–2021) introduced social cognitive theory, emphasizing self-efficacy, where learners' beliefs in their abilities influence their cognitive load and motivation to learn.

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

 

 

​

Image source: own creation in Canva. Photos source: wikipedia.

​​​​​​

​

Cognitivism in instructional design

​​

Cognitivism acknowledges several essential cognitive processes in learning, notably working memory, perception, encoding, and long-term memory. These processes interact in the "dual memory" model, which suggests that information flows from sensory input to short-term or working memory, where it is processed and transferred to long-term memory. If information is not encoded into long-term memory, it is lost.

​

Cognitive Load Theory suggests that learning is constrained by the limited capacity of working memory. According to Sweller’s Cognitive Load Theory (2011), there are two types of cognitive load:

​

  • Intrinsic cognitive load: The inherent difficulty of the content.

  • Extraneous cognitive load: The load created by the way material is presented to the learner, such as unnecessary complexity in instructions or format.

 

How learners interact with and process information can be optimized in instructional design by considering memory limitations and mental strategies.

​

For example they could use or pay attention to:

​​​

  • Chunking: Break down information into smaller, manageable units to avoid overwhelming the working memory.

  • Scaffolding: Providing appropriate guidance and structured support based on the learner’s current abilities.

  • Active Engagement: Encouraging learners to engage actively in the learning process by relating new information to existing knowledge, using strategies like problem-solving and providing opportunities for learners to control aspects of their learning environment. This relates to the concept of Self-Regulated Learning (SRL).

  • Multimedia Learning: Ensuring that instructional materials are designed in ways that align with Mayer's Cognitive Theory of Multimedia Learning to balance the cognitive load and enhance understanding.

​

As all theories cognitivism has its pros and cons:

​​​

Strengths:

​

  • Focus on Mental Processes: By considering memory and cognition, cognitivism allows instructional designers to create more effective learning experiences by reducing cognitive load and promoting deeper understanding.

  • Active Learning: Encourages learners to take responsibility for their learning, which fosters critical thinking and better retention of information.

  • Personalized Learning: With concepts like ZPD and scaffolding, instructional design can be tailored to individual learners’ needs.

​

Limitations:

​

  • Requires Cognitive Effort: While cognitivism focuses on the mental processes, these processes require significant cognitive effort, and poorly designed materials can lead to cognitive overload.

  • Complexity in Application: Applying cognitive theories like the ZPD can be challenging in some settings, particularly with large groups or in asynchronous learning environments.

  • Overemphasis on Internal Mental Processes: Cognitivism may overlook the importance of emotional and social learning aspects that influence motivation and engagement.

​

​

​Instructional Material Analysis​

​

Resource: "How to Tie a Tie: The Complete Guide" by The Art of Manliness.

​

Link to resource: https://www.artofmanliness.com/style/ties/how-to-tie-a-tie/?utm_source=chatgpt.com

​

Overview of the material: This comprehensive guide offers step-by-step instructions on tying various necktie knots, including the Four-in-Hand, Half-Windsor, and Full Windsor. It provides videos, clear diagrams and detailed explanations suitable for both beginners and those looking to refine their technique.

​

Cognitive load principles adressed: 

​

  • Intrinsic Cognitive Load:  The guide breaks down the process of tying different knots into individual steps, which helps manage the inherent complexity of the task. However, the presentation of the full video at the start may overwhelm learners, especially beginners. It would be more effective to chunk the content, making it more digestible by having each knot’s video and instructions separated. This approach can reduce unnecessary complexity and make the learning experience more manageable.

  • Extraneous Cognitive Load: The full video at the beginning creates extraneous cognitive load by forcing learners to process more information than necessary right away. The guide also presents repetitive instructions—first in text after the video and then again in diagrams, sometimes with the same diagrams in different positions—which leads to unnecessary scrolling. Additionally, the structure and order of content presentation can cause confusion. For example, the instructions start with diagrams and text in a certain order, but later change that format, leading to cognitive dissonance as learners must adjust to the new structure unexpectedly.

 

Recommendations for Improvement: 

​

  • Chunking the Video Content: Instead of providing the full video upfront, the material should start with the agenda, the overview and then with each knot and its own video, placed under its respective instructions. The full video could be moved to the end as an optional resource for learners who prefer to see the knots demonstrated in one go or save just that link with everything for future consultation. This would reduce initial cognitive overload and allow learners to focus on each knot individually before advancing to the next, or if experience learner to skim the info as needed.

  • Reducing Repetitive Instructions: To avoid repetition, instructional text and diagrams should be streamlined. Once the learner has seen the video and step-by-step instructions, the diagram shouldn’t just replicate the same information in a different order. To reduce scrolling, diagrams and text could be presented side-by-side or in an accordion format where learners can expand or collapse sections as needed. The diagrams could also serve as a cheat sheet for later reference, not as part of the primary instruction.

  • Improving Layout for Clarity: The guide should maintain a consistent sequence for each knot (e.g., video, instructions, diagram). This will prevent confusion as learners won’t need to adjust to varying structures for different knots. Additionally, the FAQ section at the end should be clearly labeled as such to align with expectations set earlier in the guide.

  • Expandable Sections for quick view and access: The material would benefit from an expandable format, allowing users to click to reveal each knot’s instructions rather than displaying all the content at once. This would reduce the need for excessive scrolling and allow learners to access only the information they need at any given time.

​

References:​​

​

Toy Brain
Cognitivism.png

WEEK 4

Constructivism

​

Image (to the right) source: Media from Wix

Overview of Constructivism

​

Constructivism is a learning theory that emphasizes the active role of the learner in constructing their own understanding of the world. It posits that knowledge is not passively received, but actively built through human work, experience, and interaction. This theory prioritizes learners' perspectives, experiences, and interpretations, suggesting that learning occurs when students can make sense of their world through interaction with their environment and others.

​​​

Key Researchers:

​

The theory was developed through the contributions of several key researchers, including many reviewed in cognitivism :

​

  1. John Dewey (1859–1952) – Often considered one of the founders of constructivism, Dewey emphasized learning by doing, where students construct knowledge through active experiences and problem-solving. His focus on the importance of democracy in education and critical thinking shaped modern educational philosophy and laid the foundation for constructivist theories.

  2. Jean Piaget (1896–1980) – Proposed the Stages of Cognitive Development, emphasizing the process of cognitive conflict (challenge their existing schemas) and accommodation to achieve cognitive equilibrium.

  3. Lev Vygotsky (1896–1934) – Introduced the Zone of Proximal Development (ZPD) and Scaffolding, emphasizing the co-construction of knowledge through social interaction.

  4. Jerome Bruner (1915–2016) – Developed the concept of the Spiral Curriculum and Active Learning, focusing on students' active engagement in constructing knowledge, through problem-solving and hands-on experiences.

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​​​​​​​​​​

 

​

​

Image source: own creation in Canva. Photos source: wikipedia and

​

​​​​​​​

  1. Rodger Bybee (1980s) – Developed the 5E Model (Engage, Explore, Explain, Extend, and Evaluate), guiding students through inquiry-based learning experiences, by encouraging students to investigate and actively construct their understanding of concepts.

  2. Edward Deci & Richard Ryan (1985) – Developed Self-Determination Theory, distinguishing between Intrinsic Motivation (motivation driven by internal satisfaction) and Extrinsic Motivation (motivation driven by external rewards), which has important implications for designing motivating learning environments.

  3. John Keller (1987) – Developed the ARCS Model of Motivation, focusing on Attention, Relevance, Confidence, and Satisfaction as key components to motivate and engage learners in instructional settings.

  4. John Bransford (1943–2022) – Developed the Anchored Instruction Model, which focuses on providing learners with complex, real-world problems to solve, thus encouraging deep engagement and contextual learning.

​

Constructivism in instructional design

​​

Constructivism has significant implications for instructional design, particularly in creating student-centered learning environments. Here are the key considerations:​​​

​​​​​

  • Active Learning: Constructivism emphasizes hands-on learning, where students engage in discovery, problem-solving, and experimentation. This approach encourages learners to actively participate and reflect on their learning. Instructional design should center on engaging learners actively. Learners need to take ownership of their learning through exploration and inquiry.

  • Collaboration: Social constructivism stresses the importance of collaborative learning. It encourages learners to engage with peers, share ideas, and co-construct knowledge through interaction. Through scaffolding (support and guidance gradually reduced) and peer collaboration, learners can do that, extending their learning beyond what they can achieve independently. Social interactions allow for a richer, more dynamic understanding.

  • Real-World Application: Learning experiences should be grounded in real-world problems and scenarios, allowing students to apply their knowledge in meaningful contexts, and helping them connect new knowledge to personal experiences and fostering meaningful engagement with the material. Using approaches like Anchored Instruction, learners are immersed in complex, real-world problems, making the learning experience highly relevant and motivating.

  • Personalization: Instructional design must consider learners’ prior knowledge, allowing space for individual exploration, questioning, and application of what they are learning. Tailoring learning experiences to students' unique needs ensures better engagement and comprehension.

 

As all theories cognitivism has its pros and cons:

​​​​

Strengths:

​

  • Engagement and Motivation: Constructivist environments actively engage learners, making them more motivated and involved in the learning process. Active, hands-on learning fosters intrinsic motivation and promotes meaningful exploration. Learners are more likely to retain and apply knowledge when they have actively constructed it themselves.

  • Critical Thinking: Constructivist approaches require learners to reflect, analyze, and justify their understanding. By encouraging learners to question, reason, and problem-solve, constructivism fosters deeper understanding and critical thinking.

  • Personalized Learning: The theory allows for personalized learning experiences by encouraging students to make connections between new information and their prior knowledge.

  • Collaboration: Social constructivism emphasizes peer collaboration, allowing for diverse perspectives and constructive peer feedback. This interaction nurtures a sense of community and collective intelligence.

​

Limitations:

​

  • Time-Consuming: Constructivist approaches often require more time and effort to design and implement. Instructors need to create meaningful, engaging tasks that may require significant resources. Developing hands-on, exploratory activities is resource-intensive and requires careful planning.

  • Diverse Learning Needs: Differentiating instruction for a diverse classroom with varying prior knowledge and learning needs can be challenging, especially in large, heterogeneous groups. Some students may need more structured guidance, which can be difficult in a fully constructivist environment. Catering to different learning styles and abilities may demand additional resources.

  • Assessment: Assessing learning outcomes in a constructivist framework is not always straightforward, as the focus is often on process and understanding rather than just end products. It can be difficult to measure how much of the knowledge was actively constructed by the learner versus what was simply provided. Traditional assessment methods may not adequately capture the depth of student learning.

​

​

​Learning scenario: Environmental Science Course 

​

Topic: Sustainable Ecosystem Design

​

Scenario: In an online environmental science course, learners are tasked with designing a sustainable ecosystem. Rather than following a traditional lecture or textbook approach, students will engage with real-world case studies, review existing ecosystems, and experiment with different ecological components (such as plants, water sources, and animal species). The learners will collaborate in small groups to analyze and synthesize the various factors that contribute to the balance of a sustainable ecosystem. Throughout the course, they will have access to resources like videos, articles, and peer feedback, but the majority of the learning will be experiential, as they build their knowledge through trial, error, and group discussion.​

​

ZPD Skills:

​

  1. Ecosystem Design: While learners may have general knowledge about ecosystems, designing a sustainable ecosystem with specific species requires guidance to navigate complexity.

  2. Analysis of Environmental Impact: Understanding how different variables like climate, soil quality, and species interaction affect the ecosystem’s stability may require some scaffolding and peer collaboration.

  3. Sustainability Practices: Learners can experiment with different sustainability practices (like waste management or water conservation) but need guidance in making these practices effective within their ecosystem design.

 

Scaffolding Strategy:

​

  • Guided Discussions and Expert Feedback: Learners are provided with feedback on their ecosystem design drafts from the instructor and peers, encouraging critical reflection and refinement of ideas. Additionally, an expert can periodically drop in during group work to provide targeted advice, ensuring learners stay on track without feeling overwhelmed.

 

Social Constructivism strategy:

​

  • Collaborative Problem-Solving: Learners work in groups to create ecosystem proposals. They engage in peer-to-peer discussions, where they exchange ideas, challenge each other's assumptions, and build upon one another's knowledge. This collaborative learning process enhances the depth and quality of their final designs.

 

Differentiation:

​

  • To accommodate diverse learners, the course includes multiple pathways for engagement. Beginners are encouraged to start with simpler ecosystems and can progressively challenge themselves with more complex tasks. Learners with more advanced knowledge can focus on refining specific aspects, such as energy cycles or water management techniques, while others might focus on understanding broader ecosystem concepts.

​

References:​​

​​

Building Blocks
Constructivism.png

WEEK 5

Connectivism

​

Image (to the right) source: Media from Wix

​​

Overview of Connectivism

​​​

Connectivism is a learning theory that emerged in the digital age. It seeks to explain how learning occurs in an era where the learner is constantly interacting with a vast and evolving network of information, resources, and individuals. Unlike traditional learning theories, connectivism emphasizes the role of technology and interconnected networks in the learning process. Learning is no longer confined to the individual’s mind but is distributed across networks of people, digital tools, and resources.

​

In connectivism, knowledge is seen as a dynamic and evolving entity, constantly changing as learners interact with diverse networks and systems. It posits that learners are active participants who form connections across various informational nodes, which can be people, digital resources, or technological tools. By accessing, evaluating, and sharing knowledge, learners contribute to an ever-expanding knowledge network.

​

While constructivism also values active learning, connectivism differs in that it emphasizes the need for learners to connect and collaborate within a network of individuals and digital resources. In this way, learners’ ability to navigate and engage with networks is considered as important as the individual processes of knowledge construction. In the context of instructional design, this theory encourages the creation of networked learning environments where students actively participate in their learning, utilizing digital tools and resources to expand their understanding.

​

Connectivism encourages learners to build knowledge through networks and digital resources, promoting lifelong learning and the ability to adapt to new challenges.

​​​

Key Researchers:

​

Connectivism was developed in the early 21st century by :

​

  1. George Siemens (2005): Siemens is one of the primary architects of connectivism. His work, "Connectivism: A Learning Theory for the Digital Age," outlines the foundational principles of the theory, focusing on the role of technology, networks, and self-directed learning in the learning process.

  2. Stephen Downes (2007): Along with Siemens, Downes helped shape the theory of connectivism, emphasizing the importance of the learner’s social and technological network in the knowledge construction process.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

​

​

​

​

 

Image source: own creation in Canva. Photos source: wikipedia.

 

 

 

Connectivisim in instructional design

​​​​​

In the context of instructional design, the key to applying connectivism effectively is to recognize that learning happens through connections. Learners interact not only with content but also with other learners, digital tools, and networks that expand their knowledge. 

​

Incorporating connectivism into instructional design encourages the creation of rich learning environments that leverage technology, collaboration, and the sharing of knowledge across networks; and this empower learners to take control of their education and continuously expand their knowledge. Instructional designers can apply connectivism by:

​

  • Building Networked Learning Environments: Designing courses that incorporate social media platforms, discussion forums, and collaborative tools to encourage students to build connections with peers, instructors, and experts.

  • Emphasizing Digital Literacy: In a connectivist environment, learners must be adept at finding, evaluating, creating, and sharing information. Instructional designers should emphasize digital literacy as a core competency, ensuring learners are proficient in navigating digital spaces and discerning the credibility of information.

  • Promoting Self-Directed Learning: Since connectivism values autonomy and the ability to build personal learning networks (PLNs), instructional designers should create opportunities for learners to explore resources independently and connect with others to enhance their learning.

  • Fostering Real-World Connections: Connectivism stresses the importance of real-world problems and challenges. Instructional designers can incorporate case studies, problem-based learning, and simulations that require learners to connect with experts and peers, thus facilitating collaborative problem-solving.

 

Strengths:

​

  • Collaboration and Social Learning: Connectivism encourages collaboration and community-based learning. This is particularly valuable in an increasingly globalized world, where diverse perspectives and ideas are essential.

  • Flexibility and Autonomy: Learners have control over their learning, enabling them to access diverse resources, interact with peers globally, and self-direct their learning paths.

  • Emphasis on Digital Literacy: As technology continues to play an essential role in education, connectivism helps learners navigate the complexities of the digital world, enabling lifelong learning and critical thinking.

​

Limitations:

​

  • Dependence on Technology: While technology can enhance learning, it also requires learners to have access to digital resources and tools, which can be a barrier in certain contexts (e.g., low-income areas or remote regions).

  • Lack of Structure: Connectivism can sometimes be challenging to implement in environments that require more structured learning, as it allows for more autonomy and open-ended exploration, which might not fit with traditional pedagogical methods.

  • Assessment Challenges: Assessing knowledge and learning in a connectivist environment can be complex, as learning outcomes are often the result of dynamic interactions, and traditional assessment methods may not fully capture the process of knowledge creation.

​

My personal Learning Network (PLN).

 

Developing a Personal Learning Network (PLN) is an essential tool for instructional designers, offering opportunities for professional growth, access to resources, and staying informed about emerging trends in the field.

 

PLNs allow professionals to stay connected to a continuous flow of information and professional development opportunities.

​

For my PLN, I selected the following two entities as a start:

​

  1. eLearning Industry

    • Link: eLearning Industry https://elearningindustry.com/

    • Description: eLearning Industry is one of the leading online resources for instructional design and eLearning professionals. It provides articles, blogs, and case studies on best practices, emerging trends, and tools in instructional design, eLearning development, and corporate training.

    • Benefits: Following eLearning Industry will give me access to a wealth of resources on instructional design trends, best practices, and technologies. The content is regularly updated, ensuring I stay informed about the latest industry changes and innovations. It also provides opportunities for networking with other instructional designers through community engagement.

  2. Christy Tucker Learning

    • Link: Christy Tucker Learning https://christytuckerlearning.com/ 

    • Description: Christy Tucker is a well-respected thought leader in the field of instructional design, specializing in eLearning, storytelling and the use of interactive technologies. Her blog covers a wide range of instructional design topics, including learning strategies, instructional tools, and real-world case studies.

    • Benefits: Christy Tucker's blog offers valuable insights into the practical application of instructional design principles. Following her will help me stay up-to-date with effective instructional design strategies, tools, and methods. Additionally, Christy’s approach to designing learner-centered, engaging eLearning content aligns with my interest in creating dynamic learning environments.

​

References:​​

​​

Digital Network
Connectivisim.png

WEEK 6

Andragogy

​

Image (to the right) source: Media from Wix.

Overview of Andragogy

​​​

Andragogy, a term coined by Malcolm Knowles in the 1980s, is the theory of adult learning that contrasts with pedagogy, which focuses on the learning processes of children. Andragogy is specifically centered around the unique needs, motivations, and characteristics of adult learners. According to Knowles, adult learners are self-directed, bringing a wealth of prior experience to the learning environment. They prefer to engage in learning that is relevant to their immediate roles in life and career and are more motivated by internal factors than external rewards.

​

Knowles' five key assumptions about adult learners are:

​

  1. Self-Concept: Adults see themselves as self-directed learners, seeking to take charge of their learning process.

  2. Adult Learner Experience: Adults bring rich life experiences to the learning process, which become a resource for learning.

  3. Readiness to Learn: Adults are ready to learn when the material is directly applicable to their social roles or life situations.

  4. Orientation to Learning: Adults prefer learning that is problem-centered rather than content-oriented.

  5. Motivation to Learn: Adults are more intrinsically motivated, seeking knowledge to meet personal or professional needs.

 

Andragogy stresses the importance of tailoring learning experiences to these assumptions, creating environments where adults feel empowered to take ownership of their learning journey.

​

Key Researchers:​

​

  1. Malcolm Knowles (1913–1997): Malcolm Knowles is widely recognized as the father of andragogy. His work in the 1980s introduced the concept of adult learning theory, challenging traditional pedagogical approaches. Knowles emphasized the need for educational systems to cater specifically to the unique needs of adult learners. His research led to the identification of the five assumptions of adult learners, which form the foundation of andragogy. Knowles also outlined four principles of adult learning, which stress the importance of active involvement in learning, the use of life experiences as a resource, and the focus on real-life problems.

  2. Eugen Rosenstock-Huessy (1888–1973): Rosenstock-Huessy, a German educator and sociologist, contributed to the early development of adult education theory by emphasizing the importance of social roles and historical contexts in the learning process. His ideas provided a foundation for understanding adult education in relation to community needs and societal development. Though not as directly associated with the term "andragogy" as Knowles, his contributions to the field of adult education helped shape the theoretical landscape.

  3. Alexander Kapp (1799–1865): Although not a researcher in the modern sense, Kapp is credited with being the first to formally use the term "andragogy" in 1833. A German educator, Kapp applied the term to describe the educational theory of Plato, which focused on the education of adults. His work laid the groundwork for later theories, including those by Knowles, on how adults engage with learning differently from children.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

​

​

 

​

​

​

​

 

Image source: own creation in Canva. Photos source: wikipedia and:

 

 

 

Andragogy in instructional design

​​​​​

In the context of instructional design, applying andragogy means creating learning experiences that are learner-centered, flexible, and immediately relevant. For adult learners, instructional designers must consider the following:

​

  • Promote Self-Directed Learning: Adults thrive when they are given autonomy in how they learn. Instructional designers can provide learners with choices to choose the learning path that best suits their interests and professional goals for example.

  • Leverage Experience: Adult learners come with valuable knowledge, and instructional design should build upon this. This could mean incorporating case studies or allowing learners to share their expertise with peers, making the learning process more meaningful.

  • Real-World Application: Content should be closely connected to real-world problems. Adults prefer practical, hands-on learning experiences that they can apply immediately in their personal or professional lives.

  • Encouraging Intrinsic Motivation: Adult learners are more motivated when they see the value of learning in relation to their own goals.  Consider fostering intrinsic motivation by clearly explaining the benefits of the learning experience and showing how it will help learners achieve their personal or professional objectives.

​

​

Strengths:

​

  • Relevance to Learners' Lives: Adults are more engaged when they see the immediate value of learning. In a corporate training context, designing training sessions that address current job challenges helps increase motivation.

  • Flexibility and Autonomy: Andragogy empowers learners to take charge of their learning, which can be particularly effective in settings like online corporate training where employees balance work and study.

  • Collaboration and Peer Learning: Adult learners benefit from shared experiences. Group work or peer feedback, as in breakout room activities, can enrich the learning experience.

​

Limitations:

​

  • Resistance to New Methods: Some adult learners may be hesitant to adopt new learning approaches, particularly if they feel comfortable with their existing methods.

  • Time Constraints: Adults often juggle multiple responsibilities, which can limit their availability for more time-intensive learning sessions.

  • Diverse Learning Needs: With such varied experiences, the ability to cater to every learner's unique background and skill level in a group setting can be a challenge.

​

Understanding that adults learn best when they are respected as autonomous individuals with prior knowledge allows instructional designers to create more engaging and impactful learning environments. Tailoring the content to align with the needs and motivations of adult learners helps foster a sense of ownership and commitment to the learning process.

​

Reflection on Past Learning Experiences

​

  • Formal Learning Experience: UX Course at General Assembly. One of my formal learning experiences was an online UX course at General Assembly. The course was designed with adult learners in mind, providing live sessions where we worked on real-world projects and received peer feedback. The course's relevance to my professional needs, especially designing an onboarding course for new employees, made it a highly motivating experience. The use of tools like Figma and real-time guidance from instructors and TAs, along with group work in breakout rooms, allowed me to directly apply what I learned to my job.

    • Connection to Andragogy: The course aligned with key principles of andragogy, such as the Need to Know principle (it was clear how the course was relevant to my job) and the Readiness to Learn principle (I was ready to learn as the content applied directly to my work). The Problem-Centered learning approach (working on real projects) also enhanced the learning experience, making it highly practical and engaging.

​

  • Informal Learning Experience: Bread-Making Workshop.A memorable informal learning experience was a fun bread-making workshop organized by a friend, who´s dad is a biologist but enjoys baking. It wasn’t a formal class, but the experience felt like one due my friend hosting skills, the hands-on approach her dad took with us, and how enjoyable the process was. We made bread together, shared stories, and enjoyed the food afterward. Later, he shared resources we could use to try  making different types of bread.

    • Connection to Andragogy: This informal learning experience highlighted the Experience principle, as it was based on a shared experience with a social component. It also connected to the Intrinsic Motivationprinciple, as we were all motivated by a shared interest and the intrinsic pleasure of baking and enjoying the bread together.

​

​​Personal preference for learning experiences.

​​

Reflecting on my preference for learning, I find that I am most engaged when the learning is practical and immediately applicable, aligning with andragogy’s principles. I value formal learning experiences like the UX course for their structured, goal-oriented approach, as they directly contribute to my professional growth. However, I also enjoy informal learning experiences like the bread-making workshop because they offer flexibility and are less formal, allowing for more personal interaction and creativity.

In my Personal Learning Network (PLN), I will likely seek out both formal and informal learning opportunities. Formal learning will help me stay updated with professional skills, while informal learning experiences will provide opportunities for creative thinking and exploration. My preference for blending both types of learning will guide how I contribute to my PLN—by sharing resources, participating in discussions, and connecting with others both professionally and personally.

​

References:​​

​​​​

Notice Board
Andragogy.png

WEEK 7

Assessment & Learning Models

​

Image (to the right) source: Media from Wix.

Learning Scenario: Gamification example for Onboarding course​​

​

In this gamified onboarding course, new employees take a journey through the organization’s workplace, learning about its history, values, key staff, and policies in an interactive, engaging way. The course could be designed as a "Metro Line Adventure" or "Elevator Journey" where each stop (metro station or floor in the elevator) represents different sections of the organization, such as:

​

  • First stop/floor: Introduction to the organization’s mission, vision, and values.

  • Second stop/floor: Overview of departments, their roles, and key leadership.

  • Third stop/floor: A walkthrough of employee benefits, policies, and resources.

  • Final stop/floor: Final assessment and new hires online community. 

 

Along the way, employees will be prompted to complete quizzes or mini real cases after each stop, and they will receive immediate feedback based on their answers. The progress of the employee will be tracked via a visual indicator, such as a metro line map or elevator bar, and they will be rewarded with points or items (badges, virtual gifts) for correct answers and challenges solved. They will also have spaces to interact with other learners via discussion forums/chat and construct resources for those who join later (like responding to ¨what did you learn your first week-first month-first year that you would have appreciate knowing).

​

Upon completion, employees will be presented with a certificate of completion and an invitation to attend a welcome happy hour, where they can meet current staff members in person (sessions scheduled bi-monthly). Meanwhile they will be invited to join the online community for new hires with more resources and opportunities to network.

​

The course’s gamification elements encourage friendly competition, and a leaderboard will showcase the top employees. The leaderboard resets quarterly to allow new hires a chance to engage and be recognized. The online community provides a space to dig deeper into certain areas, share, learn and engage together with the organization community. 

​

The course is taken shortly after the new hire joins the organization.

​

This gamified onboarding activity will not only enhance new employees' engagement but also foster a deeper connection to the organization, making them feel more invested in their new roles and the company culture.

​

Assessments

  • Formative Assessment: Quizzes, mini cases and interactive questions after each stop/floor that provide immediate feedback on their learning and unlocks next. These assessments allow employees to reflect on their understanding of the organization's policies, history, and culture, while reinforcing key points from the course.

  • Summative Assessment: A final assessment or challenge at the end of the journey that consolidates everything learned about the organization. This summative assessment will be used to determine whether employees are ready to fully integrate into the organization and what things their department need to explain further or emphasize. It will also contribute to their score in the leaderboard.

  • Authentic Assessment: the authentic assessment component is embedded within the interactive elements of the course, where employees demonstrate their learning by applying it to real-world scenarios through the quizzes and challenges. They actively participate in solving problems based on actual company values, organizational structure, and policies. This active participation in a gamified, real-world context makes the assessment highly relevant and applicable. The course itself can be viewed as an authentic assessment because it mimics the process of navigating and understanding a company in a fun and engaging way. The tasks reflect realistic actions that employees would engage with in their daily jobs, such as understanding the company’s culture, knowing who to reach out to in various departments, and learning the resources available to them.

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

Image source: own creation with WIX AI Image creator. 

 

Connection to Learning Theories

​

This learning scenario integrates several theories:

​

1. Andragogy (Malcolm Knowles):


Connection: Andragogy emphasizes that adult learners are self-directed and prefer learning experiences that are relevant to real-life applications. My gamified onboarding course aligns with Knowles' principles by making the content highly relevant to the new hire’s immediate needs (e.g., learning about the organization, its culture, and policies). The course is also self-directed with the progression bar and leaderboards, allowing learners to take ownership of their learning.
Key Aspects:

  • Adults need to know why they are learning (Clear relevance to job).

  • Experience is a rich resource (Employee’s real-world applications and prior knowledge).

  • Adults are more interested in learning that is problem-centered (Real-world scenarios, such as understanding the organization and policies).

 

2. Experiential Learning (David Kolb):


Connection: Kolb’s experiential learning model emphasizes learning through experience, followed by reflection. In my course, new hires actively engage in real-world scenarios and problems (e.g., quizzes, challenges) and reflect on their learning through immediate feedback.
Key Aspects:

  • Concrete Experience: Learners are introduced to the company through active participation in gamified challenges (e.g., exploring the company, interacting with employees).

  • Reflective Observation: Feedback from quizzes and challenges allows learners to reflect on their progress.

  • Abstract Conceptualization: New hires conceptualize their understanding of the company’s values, policies, and structure.

  • Active Experimentation: New hires apply what they've learned by engaging with the course’s challenges, quizzes, and real-world tasks.

 

3. Self-Determination Theory (Edward Deci & Richard Ryan):


Connection: This theory focuses on intrinsic motivation, autonomy, and competence. My course uses gamification elements such as badges, points, and leaderboards to foster intrinsic motivation and encourage learners to engage actively in the learning process.
Key Aspects:

  • Autonomy: Learners choose their pace of progress, interacting with the content and challenges as they go.

  • Competence: Learners earn rewards (badges, points) for successfully completing challenges, boosting their sense of competence.

  • Relatedness: The course promotes social interaction with peers through discussion forums and the online community, fostering a sense of belonging.

 

4. Constructivism (Piaget, Vygotsky):


Connection: Constructivism suggests that learning is a process of building knowledge through experience. My onboarding course encourages this process by allowing new hires to interact with content and reflect on their learning, creating new understanding through active participation.
Key Aspects:

  • Learning as a Constructive Process: Learners build knowledge by interacting with real-world scenarios (exploring the company, solving problems).

  • Social Interaction: The use of discussion forums and peer interactions encourages social learning and collaboration (Vygotsky’s concept of the Zone of Proximal Development).

 

5. Motivational Theories (John Keller’s ARCS Model):
 

Connection: Keller’s ARCS model (Attention, Relevance, Confidence, Satisfaction) can be connected to my course design through the gamification elements that capture attention, create relevance, build confidence through feedback, and provide satisfaction through rewards and recognition.
Key Aspects:

  • Attention: Gamification grabs the learners' attention with fun, engaging activities.

  • Relevance: The tasks and quizzes relate directly to the learner’s role and goals within the organization.

  • Confidence: Learners can track their progress through the progress bar and receive immediate feedback.

  • Satisfaction: Completion of the course results in rewards (certificates, happy hour invitation) and recognition through the leaderboard.

 

6. Problem-Based Learning (PBL):


Connection: In PBL, learners are tasked with solving real-world problems. My onboarding course incorporates challenges and case-based scenarios that require employees to actively apply their learning to solve problems related to the organization.
Key Aspects:

  • Real-World Relevance: Employees are tasked with understanding real organizational scenarios (e.g., company values, policies) and solving related problems.

  • Collaborative Learning: The online community allows learners to collaborate, share knowledge, and learn from each other.

Therapy
onboarding course fro an organization either metro lien or elevator withs ops to learn dif

WEEK 8

Signature Assignment - Minicourse Idea & Connection to Theory

​

Image (to the right) source: Media from Wix AI Image creator.

​

Idea for Minicourse: Pottery Fundamentals and Microlearning 

 

The issue I aim to address with my minicourse is the knowledge gap for pottery learners, especially in studios offering mixed-level group classes. Beginners often find it challenging to get the one-on-one attention they need, and may hesitate to ask questions during live demos due to shyness or the fear of interrupting. This minicourse will provide essential foundational pottery skills for beginners and offer a searchable database of microlearning videos. These videos will cover pottery concepts at various levels, enabling learners to find exactly what they need at their own pace. This course will be beneficial for those starting pottery classes and for learners embarking on their own pottery journey, providing a structured way to learn without feeling overwhelmed by the vast array of online resources.

 

Overview:


The course will focus on four main modules:

  1. Introduction to Pottery (Basic Concepts): clay types, tools and equipment, pottery terminology

  2. Hand building techniques: pinch, coil, slab

  3. Wheel Throwing (Introductory Level): centering, throwing, trimming and shaping

  4. Glazing and Firing Basics: applying glaze, understanding firing types)

 

Microlearning Video Database (For Pottery Concepts at All Levels).

Microlearning videos will be available for learners to explore specific topics in depth, whether they are beginners or more advanced students. The learners can search by skill level and concept, ensuring that each student can customize their learning experience according to their needs.

​

Topics:

  • Advanced Wheel Techniques: Throwing Taller Forms, Making Lidded Vessels

  • Troubleshooting Clay Issues: Cracking, Warping, Uneven Drying

  • Glazing Techniques: Applying Different Types of Glazes, Layering, Effects

  • Firing Process: Bisque Firing, Glaze Firing, Raku Firing Basics

  • Surface Design and decorative techniques: Texturing, Stamping, Painting on Pottery, Mishima, Sgraffito

​

 
 
 
 
 
 
 
 
 
 
 
 
 
 
Learning Theory Connection

​​

For the design of this minicourse, I will connect the following learning theories and models:

​

  1. Constructivism (Piaget, Vygotsky)

  2. Andragogy (Malcolm Knowles)

  3. Experiential Learning (David Kolb)

  4. Self-Determination Theory (Edward Deci & Richard Ryan)

  5. Microlearning

  6. ARCS Model (John Keller)

  7. Cognitive Theory of Multimedia Learning (Mayer)

  8. Gagné's Nine Events of Instruction

 

 

Constructivism (Piaget, Vygotsky):

  • Strengths: Constructivism emphasizes that learners actively build knowledge through experiences. Pottery is a hands-on activity that aligns well with this theory. By engaging in hands-on practices like wheel throwing or handbuilding, learners construct their own understanding of pottery techniques. Vygotsky’s social constructivism will be promoted through peer feedback and community discussions.

  • Limitations: For beginners, constructivism assumes prior knowledge, which could be challenging for those who are new to pottery. To mitigate this, foundational content and clear starting points will be provided.

  • Application:

    • Learning Activity: Learners watch a microlearning video on wheel throwing basics, then practice the technique and document their experience for peer feedback.

    • Engagement Strategy: Community discussions and peer feedback allow learners to share their reflections and collaborate.

 

Andragogy (Malcolm Knowles):

  • Strengths: Andragogy is well-suited for adult learners who prefer self-directed, problem-centered learning. The flexible structure of the minicourse, allowing learners to choose their own focus (e.g., handbuilding or wheel throwing), aligns with Knowles’ principles. Microlearning videos enhance this self-directed, personalized learning experience.

  • Limitations: Learners have varying experiences and learning preferences, which can make it challenging to design for all. Offering various content formats and pathways helps accommodate this.

  • Application:

    • Learning Activity: Learners choose which pottery technique they want to explore and search for relevant microlearning videos. They can self-assess their progress and set personal goals.

    • Engagement Strategy: Encourage learners to set and share personal learning goals, boosting motivation and accountability.

 

Experiential Learning (David Kolb):

  • Strengths: Kolb’s experiential learning cycle fits perfectly with the hands-on nature of pottery. The cycle’s stages—concrete experience, reflective observation, abstract conceptualization, and active experimentation—are well-suited to the process of learning pottery.

  • Limitations: Pottery is a physical skill that requires significant practice, which may be difficult to replicate fully in an online course. To address this, reflection, video tutorials, and peer feedback will play critical roles.

  • Application:

    • Learning Activity: After each hands-on project, learners reflect on their experience, analyze what worked and what didn’t, and apply what they’ve learned to their next piece.

    • Engagement Strategy: Use Kolb’s cycle by prompting learners to reflect on their work, analyze feedback, and adjust their approach in subsequent projects.

 

Self-Determination Theory (Edward Deci & Richard Ryan):

  • Strengths: This theory emphasizes intrinsic motivation, autonomy, and competence. The minicourse structure allows learners to take ownership of their learning, choosing content based on their interests or skill level. Microlearning videos and badges for achievements promote competence and encourage intrinsic motivation.

  • Limitations: Learners may face challenges if they do not feel competent enough, which could demotivate them. To counteract this, I will include low-stakes, formative assessments to boost confidence.

  • Application:

    • Learning Activity: Learners will track their progress, earn badges for completing certain milestones, and reflect on their personal growth.

    • Engagement Strategy: Allow learners to choose which areas to focus on and provide rewards for their achievements (e.g., badges, certificates).

 

Microlearning:

  • Strengths: Microlearning makes complex topics digestible by breaking them into bite-sized chunks. This is ideal for pottery, where learners can digest specific skills and techniques at their own pace. Learners can revisit the content at any time.

  • Limitations: Microlearning alone may not provide enough depth for advanced concepts. To balance this, I will design the minicourse in a modular way, allowing for both foundational and advanced learning.

  • Application:

    • Learning Activity: Learners watch short videos that focus on specific techniques (e.g., applying glaze, centering clay), followed by practice tasks and self-reflection.

    • Engagement Strategy: Provide assessments like quizzes and short reflection prompts after each video to reinforce learning.

 

ARCS Model (John Keller):

  • Strengths: The ARCS model (Attention, Relevance, Confidence, Satisfaction) enhances motivation. My pottery minicourse incorporates engaging video content, which grabs learners’ attention, and provides real-world applications that enhance relevance. Immediate feedback and rewards help build learners' confidence and satisfaction.

  • Limitations: Keeping learners engaged consistently might be difficult, especially in an online setting. To maintain engagement, the content will be dynamic, interactive, and encourage peer interaction.

  • Application:

    • Learning Activity: Engage learners with videos that provide visual stimulation and interactive tasks. Provide rewards (badges, certificates) as learners progress.

    • Engagement Strategy: Use quizzes, challenges, and community interaction to maintain learners’ attention and foster a sense of achievement.

 

Cognitive Theory of Multimedia Learning (Mayer):

  • Strengths: Mayer's theory emphasizes the use of multimedia to improve learning. By using videos, visuals, and demonstrations, the course maximizes cognitive engagement and minimizes cognitive load, ensuring learners can process and retain the information effectively.

  • Limitations: Cognitive overload can still occur if content is not well-structured or if learners have too many tasks to process at once. To manage this, I will keep videos concise and provide focused tasks.

  • Application:

    • Learning Activity: Learners will watch videos that include both visual demonstrations and narration, providing a multi-sensory learning experience.

    • Engagement Strategy: Structure the content to minimize cognitive overload and ensure learners can focus on one concept at a time, reinforcing learning through hands-on tasks.

 

Gagné’s Nine Events of Instruction:

  • Strengths: Gagné’s model emphasizes providing clear, structured instruction, with a focus on engaging learners, presenting content, providing feedback, and ensuring learners apply knowledge. This aligns with the course’s structure, as each module will guide learners step-by-step through the techniques and concepts.

  • Limitations: The nine events may seem prescriptive in a creative subject like pottery. To mitigate this, I will allow room for flexibility in how learners complete tasks, encouraging creativity in applying the techniques.

  • Application:

    • Learning Activity: Begin with clear goals (e.g., learn wheel throwing basics), provide engaging video tutorials, and allow time for practice and feedback.

    • Engagement Strategy: Incorporate both group and individual activities, ensuring learners engage with content and receive feedback at key points in the learning cycle.

 

 
 
 
 
 
 
 
 
 
 
Conclusion

 

By incorporating theories such as these ones into the design of this pottery minicourse, I aim to create a flexible, engaging, and practical learning experience. This structured approach ensures that learners not only acquire the technical skills needed for pottery but also build confidence, motivation, and a sense of community, keeping them engaged throughout their learning journey.

This comprehensive framework addresses the knowledge gaps for pottery learners, providing a modular, hands-on experience that blends theory with practical, self-directed learning. By using video, reflection, and peer feedback, the course ensures that learners develop both the technical and creative skills needed for their pottery practice.

​

pottery course.jpg
bottom of page