IDT100x
This exploratory portfolio tours various Learning Design Theories, which impact Instructional Design. From behaviorism to constructivism to andragogy, each week we uncover different approaches to learning along the continuum of individual vs. social approaches to learning or teacher vs. peer-led learning.
Week 1
Introduction, Copyright,
& the Creative Commons
I chose Creative Commons Attribution 4.0 International License because I would like to share and distribute my learning and analysis for others to adapt and reuse as needed.
Attribution requires that the user provides proper credit. This is important for fact checking and ensuring the accuracy of sources. Further indicating if changes were made is important since the information out of context, might be misrepresented.
Photo by Yoko Ichikawa, Tokyo Scramble Building. Shibuya
Week 2
Learning Theory: Behaviorism
Behaviorism is an early learning theory that evolved from psychologist Pavlov's experiments with dogs. Pavlov harnessed the dogs' natural reflexes to train them to respond to alternative stimuli. Subsequent behaviorists concluded that learned behaviors can be reinforced and shaped toward desired outcomes. Behavior, according to this theory, is a result of conditioning that a person acquires from their interaction with their environment.
The mind is a black box: Behaviorist gurus and their research themes
Photo by Vlado Paunovic
Week 3
Learning Theory: Cognitivism
In contrast to, and as a reaction to Behaviorism, practitioners of Cognitivism emphasize the learner's internal process and learning capacity as central to knowledge acquisition. Cognitivism emphasizes the learning dynamic necessary for optimal cognition.
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The mind is a computer processor: Cognitivist founders and their search for the inner workings of the learning mind
Silhouette photo by Ron Lach and coral photo by Quang Nguyen Vinh
Week 4
Learning Theory: Constructivism
Constructivism shifts the emphasis from mental processes to motivation and free will. To constructivists, knowledge is subjective. Learners restructure knowledge in a manner based on their own experiences and perceptions of the world.
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The mind seeks meaningful connections and operates under broader parameters – free will, motivation, emotion, and the senses
Wonderland Sculpture. Calgary by Bernard Spragg,
background photo by Scott Webb
Week 5
Learning Theory: Connectivism
Knowledge becomes decentralized in the rapidly evolving digital world of social media and technology, according to Connectivism. Learning is active engagement with and connection to a global network, continuously deciphering its signals and refining what’s essential knowledge.
The mind is a network node in a vast landscape of shared knowledge via technological platforms.
Texture photo by Scott Webb
Photo by Yoko Ichikawa, Jack London Square, Oakland, California
Week 6
Learning Theory: Andragogy
Leading adults in adult learning, or andragogy, has its own unique characteristics unlike pedagogy, or leading children. According to Malcolm Knowles, adults require agency and authorship of their own learning. They carry varied experiences that provide context and purpose for learning. And they can choose what they learn, unlike children, who are required to follow adult-chosen curriculum considered foundational to learning.
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The mature mind requires purpose and real world context for learning.
Silhouette photo by Ron Loch, Stairwell photo by Henry & Co
Week 7
Assessment &
Learning Models
Assessments are essential to gauge how much students have learned. For educators, assessments are a metric for how effective their instructional design was. Formative assessments provide timely feedback along the learning journey; whereas, summative assessments evaluate the student's overall achievement through judgement.
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Learning models package these learning theories (above) into practical applications. Explore different models...
Photo by Todd Trapani
Week 8
Microlearning & Signature Assignment Submission
Based on Hermann Ebbinghaus's forgetting curve, microlearning delivers learning in small chunks for easier acquisition. Information is focused on one specific topic and meant for mobile output for learning on the go. Delivery can take multiple forms: video, audio, transcript, simulation, games.
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For the Signature Assignment, I'd like to present a bilingual English-Japanese cooking minicourse on Japanese bento staples. Through this I hope to address the knowledge gap on traditional Japanese health food staples which are simple, inexpensive, and accessible menu options to add variety to breakfast and lunch palettes. Also, there's a gap in language learning videos that provide you with practical knowledge alongside learning the language itself.
Photo by Wix