12.1 Instructional Design Based on Learning Theories

Instructional design based on learning theories is crucial for effective education. It involves using models like ADDIE and backward design to create structured, goal-oriented learning experiences. These approaches help align objectives, activities, and assessments for optimal student engagement and outcomes.

Cognitive load theory and Bloom's taxonomy guide the creation of learning objectives and strategies. By considering learners' cognitive limitations and targeting different levels of thinking, instructors can design lessons that promote deep understanding and accommodate diverse learner needs.

Instructional Design Models and Frameworks

Systematic Approaches to Instructional Design

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• ADDIE model breaks down instructional design process into 5 phases: Analysis, Design, Development, Implementation, and Evaluation
• ADDIE model provides a structured, iterative approach to designing effective instruction
• Constructive alignment emphasizes aligning learning objectives, instructional activities, and assessments to create a cohesive learning experience
• Constructive alignment helps ensure that students are actively engaged in learning activities that support the desired learning outcomes

Designing Instruction with the Learner in Mind

• Backward design starts with identifying desired learning outcomes, then determining acceptable evidence of learning, and finally planning learning experiences and instruction
• Backward design prioritizes the end goal of student learning and works backwards to create instruction that supports those goals
• Cognitive load theory considers the limitations of working memory and aims to manage cognitive load during learning
• Cognitive load theory distinguishes between intrinsic (inherent complexity of the material), extraneous (presentation of the material), and germane (processing and constructing schemas) cognitive loads
• Instructional designers can use strategies like chunking information, providing worked examples, and using multimedia principles to manage cognitive load (worked example effect, modality principle)

Learning Objectives and Taxonomies

Defining Learning Objectives

• Learning objectives clearly state what students should know or be able to do by the end of a lesson, module, or course
• Well-written learning objectives are specific, measurable, achievable, relevant, and time-bound (SMART criteria)
• Learning objectives help guide instructional design decisions and communicate expectations to students
• Effective learning objectives use action verbs to describe observable and measurable behaviors (explain, analyze, create)

Classifying Learning Objectives with Taxonomies

• Bloom's taxonomy is a framework for classifying learning objectives into levels of complexity and specificity
• Bloom's taxonomy includes six levels: remembering, understanding, applying, analyzing, evaluating, and creating
• The revised Bloom's taxonomy uses action verbs to describe each level (remember, understand, apply, analyze, evaluate, create)
• Instructional designers can use Bloom's taxonomy to create learning objectives that target different levels of cognitive processing
• Aligning learning objectives with appropriate levels of Bloom's taxonomy helps ensure that instruction and assessment are designed to support the desired level of learning (lower-order thinking skills vs. higher-order thinking skills)

Instructional Strategies

Selecting Appropriate Instructional Strategies

• Instructional strategies are techniques used to facilitate learning and support students in achieving learning objectives
• Effective instructional strategies are based on learning theories, consider learner characteristics and needs, and align with learning objectives
• Examples of instructional strategies include direct instruction, problem-based learning, cooperative learning, and experiential learning
• Instructional designers should select strategies that actively engage students, provide opportunities for practice and feedback, and promote deep understanding

Accommodating Diverse Learners

• Scaffolding involves providing temporary support structures to help students progress towards mastery of a skill or concept
• Instructional scaffolding can include techniques like modeling, providing prompts or cues, and gradually releasing responsibility to the learner
• Differentiated instruction involves tailoring instruction to meet the diverse needs, interests, and abilities of individual learners
• Differentiation can involve modifying content (what students learn), process (how students learn), product (how students demonstrate their learning), or learning environment
• Strategies for differentiation include using flexible grouping, providing choice in assignments or products, and using tiered assignments that vary in complexity (learning contracts, choice boards)