Comp K | Instructional Design & Learning Theories

Design collaborative or individual learning experiences

based on learning principles and theories

Section A | Definition of Competency

Competency K requires demonstration of collaborative or individual learning experiences base don learning principles and theories. INFO 298 Peer Mentoring is centred around andragogy and learning theories that relate to designing learning environments for adults, the INFO 203 Online Learning students. Learning principles and theories is defined through this special studies application and readings.

The four theories found in course readings are defined in detail and presented as evidence, and are the following:

o Behaviourism - “providing positive reinforcement for correct answers” and “clear learning targets” (Booth, 2011)

o Constructivism - “learning [as] contextual and social” (Booth, 2011)

o Cognitivism – “explores the capacities of human memory” (Booth, 2011)

o Andragogy – adult learners, highlighted in Knowles four principles

For the adult learners, behaviourism application is not highly recommended since we prefer more involvement than dependency. Constructivism is applied as a peer mentor, we “are collectively figuring out technical, grading and resources through the weekly discussion boards” (Buchanan, 2018). This collective and relative learning with other peers as well as discussion posts with fellow students creates that constructivist environment. Cognitivism is important for adult learners to build new experiences through memory applied in quizzes, discussions, and other activities for the INFO 203 learner.

Bates (2011) highlights the Knowles 4 Principles of Andragogy as follows:

1. Involved adult learners, including planning and evaluation of instruction

2. Adult learners experience

3. Relevance of impact to learners’ lives, jobs or personal

4. Problem oriented, rather than content oriented

As a peer mentor, learning about learning with fellow students through a program already completed, principles 1 and 2 apply to that experience of adult learning, planning and evaluation. Application of principle 3 were developed through completing a reflection assignment along with student feedback for the course to understand the relevance of impact. And problem-oriented content is the experience of this library information science study with persistent discovery through coursework.

Section B | Background to the Competency

Competency K is satisfied through defining learning theories and demonstrating understanding and application of relevant theories in the online academic environment. INFO 298 Peer Mentoring is as suggested, a support and guidance role for fellow students in the starting stages of their masters study in INFO 203 Online Learning. This mandatory introductory course is designed for students to familiarize and improve success in the Canvas online learning environment, with awareness of resources and tools. Therefore, K is the main learning component for INFO 298 syllabus.

Section C | Discussion of Evidence

298 | Andragogy

Document available to Academic Advisor only

Andragogy is presented as detailed evidence of understanding the learning theories and applying them for INFO 203 students as discussed in the definition section.

298 | Get Connected

Video available to Academic Advisor only

Get Connected: Professional Associations and Student Groups presented with fellow peer members for INFO 203 learners via Zoom. This Zoom presentation is evidence for of applying a constructivist presentation through collaborating with peers as well as Q&A to encourage attendees’ participation.

Section D | Conclusion

Competency K in relation to designing collaborative and individual learning experiences based on learning principles and theories is verified through my role in INFO 298 Peer Mentoring including course reading definitions, assignments, and presentations. As information professionals, we are in a position to build effective learning experiences with clients through understanding principles and theories, that are invaluable and engaging experience for all participants.

Section E | References

Booth, C. (2011). In Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association.

Bates, C. (2009). Malcolm Knowles (1913 – 1997). Retrieved from http://web.utk.edu/~start6/knowles/malcolm_knowles.html

Buchanan, K. (2018). Andragogy. Info Prose. Retrieved from https://ischoolblogs.sjsu.edu/info/kejobuchanan/andragogy/

Buchanan, K., Clark, J. & Howard, O. (2021) Get connected: Professional Association and students groups [Video]. YouTube. Private video available through invitation only.