Learning
Theory and Design

This Interactive Learning Resource is founded on not one but three learning theories that span across the stages of a learner’s experience. These theories include Behaviouralism, Cognitivism, and Constructivism. We engage with these three theories, as this resource is designed for those who have little to no knowledge of OpenAI and ChatGPT in early modules and then builds upon those foundational skills to support self direction, critical thinking, active engagement, and the development of problem-solving skills.

___________________________ Learning Theory ____________________________

Behaviouralism

Behaviouralism is the idea that learners provide desired responses over time by the prompting of stimuli. Learners recognize the importance of consequences to their responses as it is followed by either a positive or negative response (getting an answer correct or not). “Learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus” (Ertmer, 2013). 

Behaviouralism Rationale

This learning resource is based off of behaviouralist approaches in its early modules. We decided this, as Ertmer stated, because “a behavioural approach can effectively facilitate mastery of the content of a profession (knowing what)” (2013). In essence, the early modules provide clear instructions and reinforce correct responses. The content includes video lectures, readings, and assessments that primarily involve quizzes or tests to measure knowledge acquisition. The instructor engages with positive reinforcement and constructive feedback to encourage desired learning outcomes. 

Cognitivism

After foundational skills are developed, our resource embraces cognitivism in the learning design. A cognitivist approach focuses on promoting the metal processes that are involved in learning. The learner is viewed as a very active participant in their own learning process. 

Cognitivism Rationale

Throughout this learning resource, there is an emphasis on the involvement of the learner in the process. This includes activities that involve problem-solving, planning, and information-processing and other complex forms of learning and concepts. The resources and guided activities focus on making knowledge meaningful and supporting learners to organize and relate previous learned material in earlier modules to new. This resource’s assessments are based on the knowledge that learners bring in previous experiences that inform their learning outcomes and that by tapping into this, we can create meaningful engagement in their learning experience. By placing an emphasis on practice with corrective feedback, new information is “effectively and efficiently assimilated and/or accommodated within the learner’s cognitive structure” (Ertmer, 2013). 

Constructivism

The constructivist approach is the learning theory that we want our learners to successfully navigate. After building fundamental skills and understanding mental processes, learners would then have the tools to build personal interpretations of the material based on previous experiences and knowledge. Constructivism believes that humans create meaning as opposed to simply acquiring it. For learning to be successful, meaningful, and lasting, learning must include all three of these crucial factors: activity (practice), concept (knowledge), and culture (context) (Brown et al., 1989).

Constructivism Rationale

We gradually shift to constructivism as introductory knowledge acquisition is better supported by behavioural and cognitive approaches. When learners transition to constructivist approaches they acquire knowledge while invoking the mental capacities that require them to handle open-ended problems through reflection. Learners are encouraged at the end of modules to construct their own understandings on an individual basis or in a pair or group. Some strategies that are used in this resource include the presentation of multiple perspectives (by ways of material and collaborative learning), social negotiation (peer and group discussions and activities), personal reflections, use of authentic learning practices, and by the instructor providing guidance. 

___________________________ Learning Design ____________________________

Direct Instruction

Based on the learning theory of behaviouralism, the direct instructional teaching approach provides clear explanations through explicit and structured content. This approach ensures that students acquire knowledge and skills effectively and efficiently by providing step-by-step procedures using reinforcements along the way such as grading such as grading. 

In this learning resource, we apply the direct instructional approach primarily to earlier modules. Since direct instruction provides a clear structure and guidance for students, it is helpful to begin first learning about ChatGTP. We incorporate targeted material in a systematic manner, as there is a significant amount of content to cover in this resource. By designing activities, keeping this learning design in mind, learners receive consistent and accurate feedback from the instructor which minimizes confusion and misconceptions. Learning of ChatGTP consists of learning how to speak with it which involves giving concise prompts in order to receive desirable responses. Through direct instruction, learners will be able to communicate effectively and efficiently with ChatGTP. 

However, we do not solely rely on direct instruction in the design of this interactive learning resource. Our goal is that learners are engaged in independent thinking and problem solving. That learners are able to explore concepts, compare them with experiences, and think critically about the material in an effort to gain a deeper understanding in order to transfer learning to real-world situations. In these areas, direct instruction falls short, so that is why we have combined this teaching approach with inquiry-based learning.

Inquiry Based Learning

Inquiry-based Learning is an approach to learning that emphasizes the student’s role in the learning process by encouraging them to take responsibility for their own learning and arrive at an understanding of concepts by themselves. This process is guided however, gradually increases independent investigation of questions and problems, often with no one answer.

This approach is based on John Dewey’s philosophy that “education begins with the curiosity of the learner”. Independent inquiry is culminated through experiential learning because it values the same concepts, which include engaging with the material in questioning as well as investigating and collaborating to make meaning. This is how inquiry-based learning stems from constructivism and reflects Vygotsky’s approach to constructivism.

This approach fosters critical thinking skills, curiosity and a sense of accomplishment in the learner by developing skills such as: asking good questions, identifying what needs to be learned and what resources that are needed, and how to share their learning or findings with others. Instructors encourage divergent thinking, allow students the freedom to ask their own questions, and to learn effective strategies for discovering the answers.

There are four key elements at the core of inquiry-based learning (Queens University):

Inquiry-based learning can be applied across many fields. It can be adapted to each individual’s learning experience and supports long-lasting core skills for student success. Some areas where inquiry-based learning can thrive include but are not limited to formats such as: fieldwork, case studies, investigations, individual and group projects, research projects and this interactive learning resource.

Our learning resource on ChatGTP puts the learner at the center as the activities, questions, and big ideas support the learners overall understanding of the topic. We focus on supporting learners to effectively engage with AI language models, critically evaluate their outputs, and to use them responsibly. The learners engage in demonstrations that are interactive and therefore, fosters critical thinking skills and curiosity. Throughout this resource, assessments are designed using constructivist approaches such as: group inquiry, evaluation, discussion, presentation of findings, self-reflection, and further inquiry. Once learners have completed this learning resource, they will be able to make informed decisions when interacting with AI language models in various domains by asking good questions, identifying what needs to be learned and what resources that are needed, and how to share their learning or findings with others.

_____________________________ References ______________________________

Bates, T. (2014). Learning Theories and Online Learning. [Blog post]. https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.

Lee, V. S., Greene, D. B., Odom, J., Schechter, E., & Slatta, R. W. (2004). What is inquiry guided learning. In V. S. Lee (Ed.), Teaching and learning through inquiry: A guidebook for institutions and instructors (pp. 3-15). Sterling, VA: Stylus Publishing.

(n.d.). Inquiry-Based Learning. Queens University. https://www.queensu.ca/ctl/resources/instructional-strategies/inquiry-based-learning