-
Recent Posts
Recent Comments
- certificate iv in business on About This Site
- Patrick Sanchez on The Analyze Phase of the ADDIE Instructional Design Model
- Brenda Robles on The ADDIE Instructional Design Process
- Tiffany Cruz on The Analyze Phase of the ADDIE Instructional Design Model
- eAdultEducation on About This Site
Archives
Category Archives: Instructional Strategies
The ADDIE Instructional Design Model: Discussion of the Design, Develop, Implement, and Evaluate Phases
This video discusses the events that take place during the Design, Develop, Implement, and Evaluate phases of the ADDIE Instructional Design Model. For more information on the ADDIE Model, please click the following link: http://www.eadulteducation.org/adult-learning/the-addie-instructional-design-process/
Instructional Strategies for Teaching Adults
The counterpart of pedagogy is “Andragogy” which is “the art and science of helping adults learn” (Knowles, 1984, p. 13). Wit its process-based methodology, andragogy is theoretically more appropriate for adults. It is assumed that adults have capabilities to take responsibility for learning so that there is more independence from the educator or instructor.
The Social and Situation Theory of Learning
The social orientation theory emphasizes on the social environment depicting the relevance of the education model to both the learner and the society. The social orientating theory sees the learning process as that which moves from the individual to the community. Therefore it sees the learning process as of more relevance to society and the individual person.
The Cognitivist Theory as An Adult Learning Model
The cognitivist theory views the purpose of education as being to develop the capacity and skill to learn better by creating the necessary environment for internalization of what is learned. This is the basis of any learning process since what is learned must be understood and internalized even before it is practiced. The role of educator is seen as purely to structure the learning process and contents in a way that it can be understood easily by the learning group. This is a very essential concept in adult learning since what is being learned must be presented in a way related to what the learners are facing. Learning content must be relevant in order to draw their attention. The learning model used must take into consideration the needs of the learning group and consider how the content will help them. This is because adult learning is focused. In the adult learning process, this theory insists on the cognitive development of the learners. The content of learning must not be too difficult for the learners to understand. Adults easily learn how to learn by themselves and the learning model used should facilitate their self-directed learning.
The Behaviorist Theory as An Adult Learning Model
Adult education is especially driven by the need of people to solve the problems that surround them. The problem becomes the stimuli that stimulate people to learning. This theory views the purpose of education as bringing about a behavioral change. Most of the challenges that people face are as a result of their actions. Therefore it is their behavior that brings the challenges that confront them.
The Synectics Approach to Creative Thinking
Synectics is a set of process tools which can be used in an explicit order or individually according to the requirements of the situation. Synectics incorporates the brainstorming principle of suspending judgment and broadens it to defining problems, objectives and needs. It uses metaphorical processes to stimulate thinking. Continue reading
Instructional Approaches to Teaching Cognitive Learning Strategies
Learning strategies are generated by contrasting the new strategy with strategies the learner already knows. Assessment of performance should be ongoing and is based on the learners’ ability to apply the strategy to appropriate learning tasks.
Learning Strategies and Assessment of Psychomotor Skills
The distinctiveness of the beginning and end points of psychomotor skills can be categorized as discrete (a single step or few steps) and continuous (having subtle beginning and ending points). Closed skills (no active influence from the environment) and open skills (influenced by the environment) are another means of categorizing psychomotor skills (Smith and Ragan, 2005). Learners can be assisted in acquiring the new psychomotor skills by employing learning strategies such as visualization of performance, mnemonics, and analogies.
Adults Are Problem-Centered in Their Learning Orientation
Adult learners are problem-centered in their learning orientation. They are motivated to learn to the extent that learning will help them perform tasks or deal with real-life problems. Problem solving yields new learning as learners are able to combine prior knowledge of principles, procedures, declarative knowledge, and cognitive strategies. Learning strategies are generated by the learners (constructivism) and checked for their success by the instructor. The instructor may offer learning strategies such as analogies and mental imagery to assist instruction.
Activities Common to All Declarative Knowledge Learning
Linking prior knowledge to new knowledge brings meaning to the new information and allows the learner to store the incoming information in long-term memory.
Continue reading
