This presentation was used for the JOT2 Task 2 assignment in the Learning Technology Masters program at WGU.

1. LEARNER THEORIES AND ANALYSIS
Erika Boney

2. PART I
 Discuss situations in which the three learning theories would be
appropriate and beneficial for learners.
Learning
theories Cognitivism
Behaviorism
Constructivism

3. CONSTRUCTIVISM
Practicum
Exploration of learning in a real
world setting or on the job.
Collaborative Learning
Working with co-workers to
solve an issue.
Simulations
VR/AR simulations of real world
processes.
con stru tiv ism
Constructing your learning from
experiences.
Examples

4. BEHAVIORISM
Reinforcement Activities
Online games, puzzles, where
there is a clear correct answer.
Repetitive Practice
Repeatedly completing a task
that must be followed using a
clear process.
Establishing Expectations
This can be done by holding
learners accountable to the
objectives, or syllabus.
be hav or ism
Observation, imitation, and modeling
Examples

5. COGNITIVISM
Allowing learners to problem
solve scenarios that connect the
real world.
Discussions
Attaining new insights from
other learners.
Activating Prior Knowledge
Asking about the learners
previous knowledge of the
content.
cog ni tiv ism
Receiving, organizing and storing
information.
Real world examples
Examples

6. PART II
 Discuss the learning theory used in the original lesson plan.
Cognitivism
Behaviorism
Constructivism
Learning
theories

7. EXAMPLES OF COGNITIVISM INTHE
LESSON
The lesson begins with an icebreaker
called “TheWay It’s Done” to connect
learner’s prior knowledge to the
content.
Upon completion of the activity,
learners then connected the content
to prior real world experiences
through discussion.

8. EXAMPLES OF COGNITIVISM INTHE
LESSON
Another example of cognitivism
would be discussions.
In the activity Common Barriers
toTrust, learners are asked to
discuss real world issues that
they are having with instilling
trust with their direct reports.

9. EXAMPLES OF COGNITIVISM INTHE
LESSON
The lesson also systematically
breaks up instruction into
processes for the learners.
This demonstrates one example
of the process participants cold
take to lead effective results that
are measureable Nation
Performance Scorecards
.

10. EXAMPLES OF CONSTRUCTIVISM INTHE
LESSON
The lesson incorporates constructivism with the
use of real world examples by connecting the
instruction to the learner’s experience.

11. EXAMPLES OF CONSTRUCTIVISM INTHE
LESSON
The final activity incorporates
constructivism by allowing
participants to collaboratively
discuss and problem solve a real
world issue.

12. SMALL GROUP DISCUSSION
Turn to a person next to you and discuss any other examples of
the learning theories that you see in the lesson plan.

13. PART III
 Explain how you would adapt the original lesson plan (e.g.,
activities, assessment) to reflect a different learning theory.
Cognitivism
Behaviorism
Constructivism
Learning
theories

14. WHAT IFTHE LESSON USED
BEHAVIORISM…..
Behaviorism
The lesson can be changed to incorporate
behaviorism by providing the expectations
and giving reinforcement when the
expectations are met.

15. WHAT IFTHE LESSON USED
BEHAVIORISM…..
Behaviorism
This activity can be modified to incorporate
behaviorism by changing the collaborative activity
into a game where repetitive matching game.

16. PART IV
 Justify which version of the lesson plan would be most beneficial
in your instructional setting.
Cognitivism
Behaviorism
Constructivism
Learning
theories

17. WHICHTHEORY WORKS BEST?
Behaviorism Cognitivism Constructivism

18. PARTV
 Justify which version of the lesson plan would be most beneficial
in your instructional setting.
Analysis Design
DevelopmentImplementation

19. WHY USE A DESIGNTHEORY
An instructional design model is a
tool or framework used to develop
instructional materials.
Benefit to using DesignTheories
Saving time, and maximizing ROI.
Provides a researched based systematic
process that has been proven to get
results.
Allows you to make learning experiences
meaningful to a variety of learners.

20. WHY USE A DESIGNTHEORY
Backward
Design
Teaching for
Understanding
9 events of
Instruction
Design with the End in Mind. Internal and external factors
that lead to learning.
Determining understanding and
creating meaningful
experiences.

21. BACKWARD DESIGN LIMITATIONS
Benefit to using DesignTheories
• In order for this theory to be successful it
must be used along with another theory.
• Course design can be completed in a short
time with this strategy.
• Making revisions after the initial design has
been completed is not time consuming or
costly.
• Instruction drive learners to essential
understanding.

22. BACKWARD DESIGN STRENGTHS
Identify
Desired
Results
Determine
Acceptable
Evidence
Plan
Learning
Experiences
No support given to help learners understand the
content.
Could lead to a misunderstanding regarding the
big ideas in the content.
Desired outcomes may underestimate student
potential.
Weaknesses

23. GAGNE’S NINE EVENTS
Benefits
Provide a systematic framework for quality
instruction.
Flexible enough to be adapted to suit the needs
of varied learners.
Provides opportunities for learners to feel
confident achieving the desired outcome

24. GAGNE’S NINE EVENTS
Weaknesses
Not a lot of opportunities for independent
exploration.This could lead to the learner not being
able to apply learning to real world settings.
This learning theory allow many opportunities for
guided assistance.This may only be suitable for
learning new skills and not suitable for expanding on
existing knowledge.
Inflexible because the framework requires all events
to yield the highest results.

25. TEACHING FOR UNDERSTANDING
GenerativeTopics
Understanding Goals
Collaborative community
Performances of Understanding
Ongoing Assessment
• Integrates preexisting experiences with new
information.
• Incorporates cognitive approaches to teaching
and learning
• Encourages collaborations during the learning
process.
• Emphasis on meaning making and knowledge
transfer.
Benefits:
(McDaniel)

26. TEACHING FOR UNDERSTANDING
GenerativeTopics
Understanding Goals
Collaborative community
Performances of Understanding
Ongoing Assessment
• Not suitable for teaching factual basic skills.
• Incorporates cognitive approaches to
teaching and learning.
• Generative topics can be found out later to
be irrelevant to the learner.
Weaknesses
(McDaniel)

27. VII
 Justify which design theory/process best suits your content, learners, and
instructional setting.

28. G. MOST APPROPRIATE DESIGN THEORY FOR MY
INSTRUCTIONAL SETTING
The focus is on what I would like learners to accomplish, the type
of assessment that will be used and create learning experience
based on initial goals.
Backward
Design

29. REFERENCES
 Cognitivism. (n.d.). Retrieved December 30, 2017, from
https://edtechtheory.weebly.com/cognitivism.html
 McDaniel, R. (1979,June 10). Understanding by Design. Retrieved December 30,
2017, from https://cft/Vanderbilt.edu/guides-subpages/understanding-by-design/