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Instructional Design |
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Your Roadmap to Successful Teaching |
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Below you will find information on some of the early experts in the field of Learning Theory and Instructional Design. These men laid the foundation in this field. |
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BF Skinner is best known for the radical behaviorism approach to learning. He believed that learning could only be determined by observable changes in behavior. Because it is impossible to see what is happening inside the brain, the learner is like a black box. However, through behavioral observations one can determine if behavior is changing as a result of instruction. |
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One of the pioneers of learning theory. Did extensive research using nonsense syllables on the role of repetition and association in the learning process. Authored the Classic Forgetting Curve, or J curve, to illustrate that forgetting happens quickly at first, then levels off as time goes by. |
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Pavlov’s studies of dogs and their reflexive responses developed the theory of classical conditioning. By using a neutral stimulus in conjunction with an unconditioned, or natural, stimulus, a conditioned response can be produced. Over time, the natural stimulus is no longer necessary to produce the desired response. Example: ringing of a bell produces salivation in a dog. |
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Gestalt theory proponent. His studies with chimpanzees led him to argue that memory was more than simple associations; that one can modify their behavior by looking at things in new ways. He termed these creative was of problem solving as “insight.” He realized that learners can apply what they know in new ways. Gestalt psychologists focused on organizational processes and their relationship to perception, learning and problem solving (Driscoll 73). |
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David P. Ausubel is known as a cognitive theorist. He posited that learning must be meaningful to be effective. His theory of subsumption indicated that new learning must be integrated with what one already knows. He advanced the idea of advance organizers to help link new knowledge with prior knowledge, thus increasing learning. He was most active in his field in the 1950’s and 1970’s. |
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Jean Piaget (1896-1980) |
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Identified developmental stages that humans experience, from birth through adulthood. Instruction must meet the developmental needs of the person for it to be effective. |
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Vygotsky is remembered for his work in the Interactional Theories of Cognitive Development. One of his lasting legacies is the idea of a “Zone of Proximal Development.” He also believed that learning is culturally influenced and socially constructed. Finally, he believed in the importance of metacognition, or thinking about one’s own thinking. |
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One of the leading voices in education today, Robert Mager stressed the importance of writing learning objectives that were criterion referenced, in other words, described the criteria of performance required of the learner. They must be observable and measurable, using strong action verbs in the description. |
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Published Conditions of Learning in 1965, which outlined five key categories of learning: Verbal Information, Intellectual Skills, Cognitive Strategies, Attitudes, and Motor Skills. Co-developer of “Instructional Systems Design” |
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Developed the Instructional Systems Design Model. Comprehensive in nature, it builds upon the ADDIE model. Bases it on breaking down instruction into subskills. Instruction is then specifically taught to build those subskills in order to achieve the learning outcomes. |
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