Instructional design refers to a systematic process used to develop training and seminar programs, used to ensure high quality, relevant training that meets the organization's needs. Learn about various instructional design models.
By Ruth Colvin Clark
- Instructional design for knowledge workers based on psychological principles of cognition. Includes a section on six ways to make ISD more effective. Adobe Acrobat format.
(Added: 21-Feb-2005 Hits: 197
)
By na
- Bloom's Taxonomy is a classic text on the various domains of learning. Helpful in organizing training objectives and strategies in instructional design.
(Added: 21-Feb-2005 Hits: 180
)
By ennifer Brill, Beaumie Kim, and Chad Galloway
- Cognitive apprenticeship practices, along with anchored instruction, learning communities, and in-situ assessment, are educational approaches derived from Situated Learning Theory. These practices strive, first and foremost, to place teaching and learning practices within a rich and varied context that is meaningful and authentic to students. An apprenticeship is distinguished from tutoring, mentoring, coaching, and volunteerism by its focus on interaction that is a specific socially and culturally valued activity at which the adult is more skilled. Learn more.
(Added: 21-Feb-2005 Hits: 108
)
By na
- Constructionism (Papert, 1993) is both a theory of learning and a strategy for education. It builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners don't get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created ideas when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others. Papert (1991) differentiated between constructivism and constructionism
(Added: 21-Feb-2005 Hits: 186
)
By Chris Oxendine, James Robinson, and Ginger Willson
- Experiential Learning Theory "provides a holistic model of the learning process and a multilinear model of adult development" (Baker, Jensen, Kolb, 2002, p. 51). In other words, this is an inclusive model of adult learning that intends to explain the complexities of and differences between adult learners within a single framework. The focus of this theory is experience, which serves as the main driving force in learning, as knowledge is constructed through the transformative reflection on one's experience (Baker, Jensen, Kolb, 2002).
(Added: 21-Feb-2005 Hits: 149
)
