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Assignment 4- Week 10

Chantal Curtis
Instructional Design Theories, Models & Strategies
EDID 6503
Dr. Laura Gray
November 10, 2018
My Concept Map of the Field

Figure 1 Concept Map #1


End of Course Concept Map

What should
be learned
and how
should it be
organized for
for teaching
while building
on prior
knowledge
and
experience?

Process of guides

Epistemology Formative
assessme nts
Backward
Design
example
Bases of
Dick and Instructional
Carey Evaluation guides Asse ssment
Type Instructional of Student
Instructional Technology Theory
ADDIE incorporates (weeks 2-10) Learning
Type Design (weeks1-10)
Type (weeks 1-10)
Instructional Creates
Models example
Cognitive
(weeks 8-9) Collaborative Information flexible
learning Processing methods Learners play develops Summative
Type an active role
technical assessments
Type Example Situated goal- in knowledge
directed Facilitates skills
Cognitive Method cognition construction
Type ARCS apprenticeship learning self-
ASSURE Example incorporates directed
Type Method
Rooted in learning
Determines Example Situated utilizes
Cognition Process Example learn from
encourages
Elaboration the
Influences Distance interaction
Theory Cognitivism Learning
Drill and web- (Weeks 1- and
Gagne's utilizes Example experience of
Practice based 10)
Theory of Method learning Advantages others
Instruction
method promotes
Instructional Direct type
Approach Instruction Example Example
(weeks 4-10) Behaviourism collaborative
Example learning type Example Hands-on
Example Example learning
Influences synchronous
Type Includes
Learning Type
Outcomes Radical
(weeks 6- Type Learning Example
Problem- Behaviourism
7) Theories Engage with
based (weeks asynchronous classma tes
Microworlds learning flexible
1-8) locally and study
Type internationally
schedules
Type
Goal-
Blooms Taxonomy based Example Operant
Learning method Method Conditioning Disadvantages

Method
Influences Domain Spiral
Curriculum Example
Psych omotor Example Bruner and Example
Student Vygotsky's
Example
Example assimilation learner
assessment Domain Domain interaction Constructivism
design theory Process must be
Merrill's and cultural
self-
Instructional First Piaget's
Building
emphasis Example directed
Principles Theory Cognitive
Theory Curriculum Affective Development
Cognitive of Zone of Process
Uses Design
Theory Instruction Proximal Spiro's
Development Example Cognitive accommodation learner
Flexibility Process must be
uses Theory disciplined
Instructional Process
Analysis example Influences Communities of
Creates disequilibrium
Theory Instructional Practice
Event Theory
Promotes
example Encourages
example equilibrium
Hypertexts
Instructional
Theories(weeks 2- advanced
10) Ill- learning
example Structured
Instructional Domains
Implementation example
Theory

Instructional
incorporates incorporates Planning
Theory

Practitioner- Methods- incorporates incorporates


Based based

Values- Data-
based based
Theory

Figure 2 Concept Map #2


Created using Inspiration® 9 International English Edition by Inspiration Software®, Inc.
Change in Knowledge

 New concepts were added which demonstrated an increase
in knowledge through instructional theories, design
models and learning outcomes
 Created links that incorporated knowledge gained in both
EDID 6501 and EDID 6503
 Map increased in complexity to facilitate the new concepts
and links between the two courses
Influencing Factors

 Course readings increased my awareness of instructional design
theories and models

 Learning café and group assignments deepened my understanding


of the field (cognitivism- learning as participation/social event)

 Self guided research and reading journal articles provided empirical


evidence of effectiveness of strategies

 Creating concept maps developed new skills

 Hands-on learning and active participation (constructivism)


Reflection on Change in Knowledge

The experience of creating the concept maps helped me to develop a

new skill and establish relationships between concepts. Additionally, it

provided a frame work on which I was able to build. The second

concept map, demonstrated my construction of new knowledge, by

building on the frame work of the first concept map which represented

prior knowledge. Finally the concept map provided a visual of the

teaching, learning and instruction process which provides a common

knowledge base.
Reference

Driscoll, M.P. (2005). Psychology of Learning for
Instruction (3rd Edition). Boston: Allyn and Bacon.

Reigeluth, M.C. and Carr-Chellman, A.A. (2009).


Instructional-Design Theories and Models Building a
Common Knowledge Base Volume III. New York
and London: Routledge Taylor & Francis Group.