1. COGNITISM & BEHAVIORISM: Theoretical Underpinnings for Instructional Design Decisions James Marshall San Diego State University

2. A theory for education/training  Admission of value of ad hocery (Toffler, 1985)  Eclecticism, informed by a menu or tool box of options  According to Wilson (1999), good ID practice is informed by theory but not enslaved by it. The problem or opportunity is at the center of the effort, not the theory

3. Turning theory into practice  Guidelines and rules of thumb (heuristics) based primarily on educational psychology  We want theory because we are charged with figuring out how to build products and systems that result in learning. We and our customers want some certainty of results.  Challenges: analysis of work, worker, workplace; theories relating to human learning and performance; linking theory to practice

4. Which is the best theory?  No answer. Can’t afford to limit ourselves.  My advice: increase your flexibility and mindfulness.  Tonight, two options in particular and a preview of more that are to come  Much overlap between 1. behaviorism and 2.cognitivism, but the distinctions are fertile for us

5. Overview of Two Theories Behaviorism

6.  Learning = change in behavior  Observable performance in response to a stimulus (2+2=?)  Focus on environment, on the stimuli arranged to enhance learning and performance (Skinner box; PI; Mager books)  Basis for AV (WWII, Cleaning Your Gun) and early learning product design

7. Behaviorism  Task analysis is based on behaviorism  Emphasis on mastering early, small steps prior to moving on to next steps  Reliance upon use of reinforcements to encourage learning  ID wants to set up circumstances so the learner will ‘do it’ to receive reinforcements  Most potent for learning facts, for recall. Less effective to explain problem solving and creativity

8. Cognitivism  Began to emerge as the dominant learning theory in the late 1950s, as educators and psychologists began to de-emphasize overt behavior in favor of mental processes and language and concept formation, higher order learning  Recently, some ID preference for cognitivism, particularly in those situations enabled by new media (WWW)

9. Cognitivism  Emphasis on readiness, confidence, feelings, goal setting, mental rehearsal, memory  Emphasis on active participation of the learner through mental engagement with learning environment  Focus on how learners think about and rehearse materials in order to learn, ie, shift material from short term to long term memory. Forgetting is the inability to retrieve

10. Cognitivism  Both cognitivists and behaviorists believe that learning is most likely to occur if material is simplified, standardized, made accessible and organized  Both also agree on importance of feedback, but for different reasons? How might each see it?  Cognitivists are interested in outlining, summarizing, advance organizers, mneumonics

11. Cognitivism: A Closer Look Behaviorism

12. Cognitivism: Objectivist  IDs, historically, have believed that optimals and objectives were knowable and achievable  Some cognitivists-- the objectivists- agree. While their objectives would be different (more about knowing and understanding and summarizing), they think establishing and even trumpeting intentions are critical to our efforts

13. Cognitivism: Constructivist  On the other hand, constructivists vehemently disagree  No preestablished outcomes  Since reality changes and knowledge must be constructed, no point in articulating it  Emphasis on individual construction of meaning, on authentic processes and experiences, on rich and real engagement