Unit 2: Theories and Models of Learning and Instruction

Specific learning goal:

The employee will learn how to create a table of contents (TOC) in Word.

If the delivery of the instruction was an online, Blackboard method I would incorporate the Schema Theory and Cognitive Load Theory because from my experience with professional development, the learners need the lessons broken down into manageable segments. The Schema Theory illustrates the tasks a learner is asked to perform are limited by their processing ability. The learners would need to have the foundation laid of working with styles in Word since a table of contents is based on styles. The knowledge of styles needs to already be in their long term memory as a packet of information they can draw on for the next task.

I would use the Cognitive Load Theory to help design the lesson. I would produce video instructions showing the steps involved in creating a TOC. The narration would be voice so the learner is not distracted by two visual inputs. The sequencing of the task oriented modules would lessen the cognitive load of the learner by not providing a large amount of instruction all at once.

Gagne’s 9 Events of Instruction	First Principles of Instructional Design
Gain Attention	You can use the First Principle of activating prior knowledge to gain attention. The student will become interested when they realize they already are familiar with the topic. Describe the goal can also be incorporated in the First Principle where you use prior knowledge to describe what you will build upon in the lesson. You can stimulate recall of prior knowledge by using the first two of Gagne’s events this is also incorporated in the First Principle.
Describe the Goal
Stimulate recall of prior knowledge
Present the material to be learned	Using the Second Principle, the material can be presented in a demonstration of what is to be learned rather than just telling them what you want them to learn.
Provide guidance for learning	Using the Third Principle, you can make yourself available for guidance while the students are engaged in an application of the knowledge they are learning. Elicit performance “practice” is where they are practicing the new knowledge.
Elicit performance “practice”
Provide informative Feedback	Informative feedback would also take place when applying the Third Principle. The instructor would give feedback on the exercise where the students are practicing the knowledge learned.
Assess performance test	The Fourth Principle would incorporate both assess performance and enhance retention by requiring a real world application of the newly acquired knowledge.
Enhance retention and transfer

When applying the First Principle of Instructional Design to the goal of learning to create a TOC in Word I would do the following:

·         Review the user on how to use Styles in Word.

·         Demonstrate on a sample file how to create a Table of Contents.

·         Have the students use a sample file to create a Table of Contents.

·         Have the students create a simple file relevant to their job, set up styles and create a TOC.

I could apply the whole-task approach to the above learning goal by having the student develop a file relevant to their job and creating a TOC. This would integrate the new skill with what they already know how to do reinforcing the practical application of the new skill.

Scaffolding can be applied to the learning goal by allowing the student to decide on appropriate titles that will be included in the TOC. This will help later when they have to apply the knowledge to a real situation.

Incorporating the mathemagenic method I could build into the learning goal discussion and practice of identifying levels of the TOC. The students could be shown examples of effective TOCs and asked to discuss why the levels are appropriate and what they would do instead. This would be better than delaying design of structure levels until the last project of creating a file relevant to their jobs.

Sample Course: Transitioning to Office 2010

ARCS Model Applied to Transitioning to Office 2010
Attention
Perceptual Arousal	I would build into the introduction an atmosphere of excitement about the new features Office 2010 has to offer the employee for productivity.
Inquiry Arousal	I could conduct a pre-course survey to find out the topics of most interest to the participants and tailor their training towards the topics of interest.
Variability	I would present the material with presentation, print, and offer a website with videos and written manuals for after class reinforcement.
Relevance
Goal Orientation	The pre-course survey would insure the learners are having the class targeted to their needs.
Motive Matching	The learners can be given their choice of assignment that best matches their interest so all learners are not forced into a box.
Familiarity	The reinforcement assignments can be tailored to the type of work the learners are already performing. This information would be gained in the pre-course survey.
Confidence
Learning Requirements	I would build into the course the pre-requisite that the learners are already proficient in an earlier version of Office. There would be other classes tailored to beginners.
Success Opportunities	The learner would experience support and confidence by practicing the new skills with the instructor available for support.
Personal Control	By choosing practice assignments that mirror their current job duties the learner will gain the confidence to use the new version when they return to their desk.
Satisfaction
Intrinsic Reinforcement	The practice exercises would reinforce the knowledge gained in the lesson.
Extrinsic Rewards	Reinforcement would be gained with the learner given the URL of the tutorial website and also a contact phone number with the helpdesk department.
Equity	Since the exercises are tailored to their job, the learner will have a positive experience that they can use the new software effectively.

Design Research in Instructional Design is a very new science. While a lot of research has already been accomplished, there is always an opportunity to develop new learning models and theories. When creating courses, the instructional designer will gain experience and develop new ideas concerning better ways to deliver instruction and motivate learning which is why engagement in design research is beneficial.