Section 2: Theories and Models of Learning and Instruction

Schema theory (information organized schematically by relationship): develop a schematic illustrating how each packet of content relates to a desirable goal, creating a mental connection. Situated learning (learning by doing or being in a particular situation): learn by experience and failure.

Whole-task approach: teaching students that knowledge retention alone doesn't make someone a successful professional. Having a poor attitude or work ethic will surely decrease opportunities for success, despite their intelligence. Scaffolding: teaching students that skills are built upon others. Not learned, practiced, and forgotten. For instance in teaching students to sketch, we start with straight lines. However, during the next lesson, boxes, some revert to their 'old' style of drawing lines which is not preffered. Mathemagenic: training students using random practice problems yields less efficiency, but greater transferred results. Teaching to the test is a poor assessment of learning. As learning can be confused with memorization.

1. perceptual arousal: show a short video clip with action and audio
2. inquiry arousal: ask students to recall personal experiences related to the content
3. variability: use various sources of information, such as: written text, verbal cues, visual imagery, and video
4. goal orientation: understand students goals and motivation to learn content
5. motive matching:
6. familiarity: choose an example that most students can relate to
7. learning requirements: ensure success is attainable at different levels and methods to meet various learning styles
8. success opportunities: provide opportunities for the student to exhibit their knowledge; giving praise and positive critique where appropriate
9. personal control: communicate expectations prior, and provide individual feedback after learning has occurred and been exhibited
10. intrinsic reinforcement: provide opportunities for students to practice their newly acquired knowledge
11. extrinsic rewards: provide meaningful examples of how the new skill or knowledge will benefit them outside of the learning environment
12. equity: provide praise for successful learning accomplishments and encouragement where more work is needed

A benefit of engaging in design research is that as an instructional designer you have first hand knowledge of current and emerging studies in the field, and can practice such in your work.