Overview: This module serves to expand on the foundations of instructional design by surveying several important learning theories including connectivism, informal learning, problem-based learning, the first principles of instruction, and contextualizing these in the post-industrial age of learning.
Objectives:
Compare and contrast connectivism to the other leading learning theories (Behaviorism, Cognitivism and Constructivism)
Define informal learning and problem-based learning
Define post-industrial roles of students and teachers
Apply the First Principles of Instruction
Part 1: Revisit your Venn diagram from Module 3. Select two of the three learning theories (behaviorism, cognitivism, constructivism) from Module 3 to compare and contrast to Connectivism. Make a revised Venn diagram, and include the following:
Upload an image of the diagram in your initial post
Describe the connection between these major learning theories
Briefly relate postindustrial instruction and the idea of Connectivism as the theory for the digital age
Give an example of how post-industrial learning differs from industrial learning for both the student and the teacher
Part 2: The second activity involves designing a mini-lesson which is grounded in one of the learning theories. Identify the learning theory elements used in your scenario.
Scenario 1: Choose a topic of interest that you would like to learn more about. It could be a hobby, work-related, faith-based, etc. It should be a topic you’re not able to learn about in a formal classroom setting. Create a plan for yourself to learn more about this topic. Describe in detail your informal learning process. Answer the following questions: How will you establish foundational topic knowledge? Where will you get your resources (be specific)? What resources are available? How do the tenets of Connectivism factor into your approach to learning?
Reflection
Within this activity, I explored connectivism, constructivism, and behaviorism, focusing on their relation to the post-industrial revolution. In addition, I researched the differences between post-industrial and industrial instruction, analyzing the roles of teachers and students within both scenarios. The opportunity to connect these learning theories practically by looking at how I learn a new skill that may not directly have to do with “education.” Thinking about how I taught myself to use a Cricut device through online platforms and modes brought a realization that instructional design is ingrained in all things around us.
Relation to Course Objectives
Define the area of LDT as it relates to teaching and learning theory and practice.