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Posted tagged ‘learning theory’
Campus firestarter
3 August 2010Theory-informed instructional design tips
9 February 2010In my previous article, I proposed a Taxonomy of Learning Theories to organise a few of the myriad of theories into some semblance of order, and to assist instructional designers in using theory to inform their work.
In this article, I go one step further by listing specific, practical instructional design tips that are informed by those theories.
But beware… You will find empirical evidence reported in the academic literature that supports these tips, and no doubt you can find just as much evidence that refutes them. I don’t purport them to be Gospel, and I certainly consider them highly dependent on context.
Having said that, however, I do vouch for my tips in terms of my own experience in the workplace, where I’ve applied them in various combinations to real-world cases.
I hope you find my list useful too – not so much as a checklist to incorporate every theory into your work – but rather to ensure that you have at least considered what they have to offer.
If you have your own theory-informed design tips, I’d love you to share them with me!
Behaviourist design
Behaviourist learning theories inform us that stimuli elicit responses, and that one stimulus can be associated with another.
This perspective adopts a “black box” approach to instructional design:
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Link paired concepts. For example, rolling the mouse over Italy on a map can display “Rome”, while rolling the mouse over Spain can display “Madrid”. Strengthen the association with a short burst of Italian and Spanish music respectively.
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Incorporate matching pairs into an interactive game that facilitates repetition.
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Use consistent navigation, symbols and visual design.
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Provide plenty of questions for practice.
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Reward correct responses to questions with a visual/verbal reward (eg a big green tick and the message “Well done!”) and perhaps a brief sound (eg a pleasant bing).
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Flag incorrect responses to questions with a visual/verbal message (eg a small red x and the modest message “Oops, that’s not right”) and perhaps a brief sound (eg a buzz).
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Avoid exposing the correct answer upon an incorrect response. Instead, allow the learner to re-try (unless of course the assessment is summative).
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Remember that rote learning is no substitute for deep understanding.
Cognitivist design
Cognitivist learning theories inform us that hierarchically (or otherwise logically) arranged content aligns with the existing network of knowledge in the learner’s mind.
This perspective demands a structured approach to instructional design:
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Structure your content logically.
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Start with the learning outcome and work backwards to connect it to prior knowledge. Fill in the gap. If the gap is extensive, consider multiple smaller courses rather than one big one.
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Use advance organizers to put the upcoming content into context and to pre-organise it. In other words, assist the learner to link the new knowledge to the relevant point in their existing cognitive structure, and to construct high-level cognitive branches within which to fill the detail.
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Organise your content in increasing order of complexity. Provide an epitome of the domain initially, then elaborate.
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Apply a minimalist design to reduce extraneous cognitive load.
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Use plenty of white space.
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Bold key terms.
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Modularise some of the text (enclose it in a box) to make it easier to digest.
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Wrap multiple paragraphs into a single interactive show/hide object.
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Migrate extensive text into a downloadable document or onto a wiki.
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Use an infographic to arrange key concepts in a framework.
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Place the text in the infographic as close as possible to the corresponding point in the picture. Consider an audio overlay.
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Avoid bright decorations and looped animations that compete with the substantive content for the learner’s attention.
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Allow the learner to control multimedia and to press “Play” when they’re good and ready, to avoid inducing mild panic.
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Use consistent navigation, symbols and visual design (as per behaviourism, but according to a different rationale).
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Include activities that require sequencing and categorisation.
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Employ real-world examples and scenarios.
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Summarise the key concepts.
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Include a formative assessment to enable the learner to test their knowledge, and to modify it or fill in gaps if necessary.
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Ask higher order questions to confirm deep understanding.
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Provide rich feedback.
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Allow time for reflection.
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Employ a mostly instructivist approach for novices. Reserve problem-based learning (PBL) for experts.
Constructivist design
Constructivist learning theories inform us that the prior knowledge of each learner is different, and thus they have unique needs, goals and contexts.
This perspective demands a learner-centred approach to instructional design:
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Explain up-front why the learner should bother. What specific problem will it solve?
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Allow the learner to co-create the learning objectives.
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Cut to the chase. Content should be relevant, meaningful and practical. Supportive (but unnecessary) content should be made available elsewhere.
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Avoid forced navigation: instead, allow the learner to explore the content at their discretion. A default linear navigation, however, will assist novices.
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Ensure the navigation menu is always accessible from anywhere in the course.
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Would a wiki be a more effective (self-directed) mode of delivery?
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Avoid using an end-point in the bulk of the course to mark completion: instead, use a summative assessment.
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If your assessment is robust enough, those who understand the content will pass, while those who don’t will fail.
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Ask a colleague to bluff their way through your assessment. If they pass, it’s obviously too weak.
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Ensure the assessment is authentic.
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Where possible, enable the learner to undertake the learning at their place of practice.
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Use real photos rather than cartoons or illustrations.
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Encourage discovery learning.
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Provide your learners with a forum to ask questions and to learn from one another. The forum may be synchronous or asynchronous, or both.
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Encourage continual communication among the learners and their colleagues in the wider workplace. Consider a regular “community of practice” meeting if the conversation does not naturally emerge.
Connectivist design
Connectivist learning theory informs us that the learner can’t possibly take in all knowledge, and it changes too quickly anyway.
This perspective demands a realistic approach to instructional design that doesn’t rely on memory:
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Supplement your content with further learning resources, not only to assist the learner to broaden and deepen their knowledge, but also to keep it up to date.
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Avoid merely listing hyperlinks: instead, provide explanations to help the learner recognise meaningful patterns among them.
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Create a social bookmarking account.
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Encourage social networking (both online and face-to-face).
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Develop an ILE to centralise all the resources.
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Encourage the learner to integrate the ILE into a broader PLE.
Do you have any instructional design tips to share?
Adult learning shminciples
29 September 2009In the global game of Corporate Bingo, the term “adult learning principles” must be one of the most abused.
It’s a convenient abstract that can whitewash a range of unsubstantiated claims and half-truths.
But what exactly are adult learning principles?
The theory
Malcolm Knowles is widely regarded as the father of adult learning.
Since the 1960s, he articulated a distinction between pedagogy (the teaching of children) and andragogy (the teaching of adults). In many ways, Knowles’ description of pedagogy approximates instructivism, while his description of andragogy approximates constructivism.
In a nutshell, andragogy boils down to 5 key assumptions:
1. Adult learners are self directed.
2. Adults bring experience with them to the learning environment.
3. Adults are ready to learn to perform their role in society.
4. Adults are problem oriented, and they seek immediate application of their new knowledge.
5. Adults are motivated to learn by internal factors.
The problem is, if you work in the real world, you know this is baloney.
The real world
Laurie Blondy does a useful (if somewhat repetitive) job of reviewing Knowles’ 5 assumptions in the Journal of Interactive Online Learning. She also discusses their potential applications to e-learning, and responds to some of the criticisms that have been voiced over the years.
I don’t intend to regurgitate Blondy’s observations, nor do I wish to echo the academic world’s arguments for or against the philosophy of andragogy.
Instead, I want to expose some of the attitudes of adult learners that I have encountered over the years…
“I haven’t got time for all this. Just tell me what I need to know and let me get on with it.”
“I don’t really want to do this course, but it’s mandatory, so I’ll do the bare minimum to pass and be done with it.”
“I’ve only been with the company for a few weeks. I don’t know what I don’t know.”
“Jim’s done this course before. I wonder if he’ll give me the answers to the quiz.”
“I need to earn more points for my continuing education program. What’s quick and easy?”
“I’ll do this training so it looks good on my resume. Then I can get that promotion I want.”
As an education professional, you’re probably cringing at these attitudes. But by the same token, you know through experience that they’re alive and well in today’s workplace.
The ideal
It’s important to remember that andragogy is founded on assumption, not empirical research.
To this day there remains an intriguing paucity of statistical evidence to support andragogy, despite the litany of arguments pitched against it.
But the science doesn’t matter because the assumptions sound right. Deep in your gut, you just know that they’re true. Just like you know only Gen-Y Americans are interested in Second Life and only spammers and corporate cowboys use Twitter.
The truth is, andragogy represents an ideal. Wouldn’t it be wonderful if all adult learners were self directed and ready to learn. Wouldn’t it be heart warming if they were motivated by the joy of learning, rather than by power, prestige and the mighty dollar.
To exacerbate the problem, the vast majority of education professionals want to believe the assumptions of andragogy. Some of us can’t get our heads around the notion that many people don’t love learning as much as we do. Some of us can’t accept the fact that many people aren’t altruistic or interested in collaboration. Some of us can’t appreciate that many people prioritise education a few pegs below their daily work and family commitments.
All walks of life work in the corporate sector, and the sector is subject to business realities.
The circumstances
At this point I must stress that I believe most adults value learning. In fact, I believe Knowles’ 5 assumptions generally hold true – but not for all adults, and certainly not all of the time.
Even the most motivated of learners will one day find themselves under a mountain of paperwork. Even the most collaborative of learners will one day have a deadline screaming towards them. Even the most experienced of staff will need to learn something completely new. Even the most joyful of learners will be forced to do training that they consider bureaucratic and irrelevant.
Their attitude depends on their circumstances.
The way forward
To be fair, Knowles evolved his of views of pedagogy and andragogy. In the early days he described them in terms of a dichotomy, while later on he described them in terms of a continuum.
In other words, he realised there were times when one approach might be more appropriate than the other, in light of the circumstances and the needs of the leaner. (Incidentally, this view complements my own view of instructivism, constructivism and connectivism.)
The way forward for the education professional, then, is clear:
Know your audience.
If your learners are intellectually mature, self-directed, intrinsically motivated adults with time to learn and their heads in the right space, then go ahead and incorporate the principles of andragogy into your instructional design.
If they’re not, for whatever reason, then you’ll need to modify your approach accordingly.
The power of pictures
21 June 2009Pictures…
Diagrams…
Charts…
They don’t just look pretty. They can also be a useful means of delivering extensive information to your audience in a concise format.
For example, how would you explain the GFC to your colleagues? Via a thousand words of text, or via one of these infographics:
On the space of one page, these graphics do a good job of explaining the key concepts of a complex and convoluted situation.
Multimedia summaries
The power of pictures has been recognised in educational psychology for a long time.
For example, back in 1996, Richard Mayer and several of his colleagues from the University of California, Santa Barbara studied the effects of a multimedia summary (a sequence of annotated illustrations depicting the steps in a process) on learning how lightning is formed. [Ref]
Through a series of experiments, the researchers found that the students who read a multimedia summary on its own recalled the key explanative information and solved transfer problems as well as or better than the students who read the multimedia summary accompanied by a 600-word passage. Both groups of students performed as well as or better than the students who read the text passage on its own.
I consider these results important because, not only do they support the idea of pictures enhancing learning, but they also suggest that an infographic can achieve similar learning outcomes whether or not it is accompanied by a relatively large amount of text.
The researchers interpreted their results in terms of their “cognitive theory of multimedia learning”, which draws heavily from cognitive load theory. They proposed that lengthy verbal explanations may in fact distract the learner with unnecessary information, which adversely affects their cognitive processing and thus their learning.
In contrast, a concise infographic provides only the important information. This reduces the cognitive load, making it easier to process and to “learn”.
Text ain’t half bad
I’ve professed my support of text in a previous blog article, so before we all abandon tedious words in favour of flashy infographics, I caution that text will always have its place – especially to explain the details.
For example, the multimedia summary studied by Mayer may have been sufficient for first-year science students, but probably not for meteorology majors. Those guys need the detail, and text is usually the most efficient way of providing it.
However, I still feel that pictures can be a useful pedagogical device for students who aspire to be experts. In particular, by using an infographic as an advance organizer or pre-reading, the instructional designer can promote a mental model of the domain.
This approach enables the student to devote their cognitive efforts to processing the initial conceptual framework, prior to following it up with more substance once a broad understanding of the main concepts is achieved.
My two cents’ worth
So, in summary, here is my reflection on the power of pictures:
• Pictures look pretty. Use them to increase engagement.
• A picture paints a thousand words. Use one to replace wads of text.
• An infographic is a concise means of delivering the key concepts to novice students.
• An infographic can provide experts-to-be with an initial conceptual framework, which can subsequently be “filled in” with further detail.
Putting it into practice
I decided to put my ideas into practice and create an infographic for my workplace.
So, using nothing more than Microsoft PowerPoint and some clipart, I created a customer-centric explanation of what we do:
I feel this picture would be a useful addition to our inductions, to explain to new recruits up-front the overall purpose of our company.
The graphic may also act as an introductory piece for our product training, placing it into context for the learner.
The graphic might even act as an attractive desk poster to reinforce the key messages on a day-to-day basis.
I’m sold, give me more!
For more smokin’ hot graphics about a whole range of topics more interesting than finance, visit 40 Useful and Creative Infographics.
If you can’t find any relevant pictures, create your own!
Instructivism, constructivism or connectivism?
17 March 2009Instructivism is dead. Gone are the days of an authoritarian teacher transmitting pre-defined information to passive students.
In the 1990s, constructivism heralded a new dawn in instructional design, turbo-charged by the rise of Web 2.0. Students morphed into participants, empowered to seek new knowledge and understanding for themselves, in the context of their own unique, individual experiences.
In turn, teachers enthusiastically transformed themselves into facilitators, guiding and coaching the participants to inquire, explore, discover and even generate new learnings.
Fast forward to today and connectivism is all the rage. In this digital era, we recognise that there’s simply too much knowledge to take in – and it changes too quickly anyway. So forget about trying to “know” everything; instead, build your network of knowledge sources, and access them whenever you need them.
Slippery slope
The popular sequence of events that I have recounted is often represented pictorially as a gradient, accompanied by that ubiquitous table comparing various aspects of the three pedagogies.
But is this gradient a fair representation?
Certainly it’s accurate in terms of chronology: the concept of constructivism was conceived after instructivism, and connectivism was conceived after that.
However, I think the diagram misleadingly suggests an evolution of instructional design. In other words, constructivism was so intellectually and pedagogically superior to instructivism that it replaced it, and connectivism is so intellectually and pedagogically superior to constructivism that it, it turn, has replaced that.
Sure, the gradient reflects a wonderful growth of ideas, but I think it’s a trap to conclude that the latter pedagogies supersede the former.
The real world
My view is informed by observation.
Yes, workplace learning has thankfully become more constructivist and even connectivist over time, but we all know that instructivism is still alive and well.
For example, face-to-face classes with monologous trainers and one-to-one coaching sessions remain popular modes of delivery. Even in the e‑learning space, online courses are typically linear, virtual classes frequently replicate their bricks-and-mortar antecedents, while podcasts, of course, are quintessentially instructivist.
The more things change, the more they stay the same.
Why is this so? Why, in the midst of ever-advancing learning theory and progressive instructional design, does such rampant instructivism persist? Why haven’t constructivism and connectivism blown it out of the water?
The answer, I believe, is because instructivism remains relevant.
The three amigos
Allow me to elaborate my argument in the context of the financial services industry.
When a new employee is recruited into the organisation, there are certain things they just need to know. For example, it might be imperative for the employee to understand how the superannuation system works, or a particular taxation regime, or the regulations that govern a particular investment option.
Not only does a sound understanding of the fundamental concepts have an obvious bearing on the employee’s ability to do their job properly, but leaving such learning to chance could have serious risk management and compliance ramifications.
This is where an instructivist approach proves useful. Whether in a classroom setting, via an online course or otherwise, the resident subject matter expert (SME) within the organisation typically provides the learner with a programmed sequence of knowledge, carefully scaffolding their learning and – to adopt a cognitivist view – construct a basic framework of knowledge in the learner’s mind.
As a novice in the domain, the learner is unlikely to know what it is they need to know. The SME transmits this necessary information quickly and efficiently.
Next, a constructivist approach empowers the learner to expand and deepen their knowledge at their discretion. For example:
- Discussion forums (synchronous or asynchronous) allow the learner to ask questions, clarify concepts and share experiences.
- Wikis act as non-linear knowledge banks to be mined as necessary.
- Search engines allow the learner to follow their own trails of inquiry.
No longer a novice, the learner has the tools to drive further learning in the context of their existing knowledge.
As the learner acquires expertise, we must recognise that in this digital age, no one person can ever be expected to know it all. At this point, a connectivist approach empowers the learner to extend their knowledge by proxy.
In a previous article, I provided the following examples of potential information sources that the learner could incorporate into their personal learning network:
- Social bookmarks
- News feeds, podcasts, blogs, wikis and discussion forums
- Social and professional networks such as Facebook and Twitter
- Industry conferences and other external events
In today’s environment, I see an expert as one who couples a rich foundation of knowledge with the capability to connect to new knowledge at a moment’s notice.
A new representation
In the workplace, it’s clear that instructivism, constructivism and connectivism are not necessarily mutually exclusive.
The astute e-learning practitioner will apply principles of all three, as circumstances change and their respective relevancies rise and fall. As I have suggested, this may align to the learner’s transition from novice to expert in a particular domain.
From a practical perspective then, is the popular “evolution” of instructional design from instructivism through constructivism to connectivism a furphy? All three pedagogies build on one another to provide a rounded theoretical toolset for the modern professional to exploit.
Therefore, I propose to replace the traditional left-to-right gradient with a new representation:
This diagram acknowledges the chronology of instructional design theory, with the earliest pedagogy occupying the centre circle, and the later pedagogies occupying the outer rings. Yet it does not suggest that one pedagogy supersedes the other; instead, they complement one another.
Balancing act
It’s important to point out that in any organisation, different employees will be at different stages of learning across multiple domains. The instructional designer will need to balance all three pedagogical approaches to support everyone.
For example, while an online course may be purposefully instructivist to support novice learners, it’s important that a learner-centered approach be adopted to serve others who may also use the course (or parts thereof).
Conclusion
In short, if someone asks me “Instructivism, constructivism or connectivism?”, I say “All three, where relevant”.

If you would like to reference this article, you
may prefer to cite my book in which it appears:
E-Learning Provocateur: Volume 1