Section 2 - Learning Theories and Principles

1.      Learning goal incorporating two learning theories.

The learners in this scenario are corporate assistants. The learning goal is to learn how to set up corporate training sessions. The two learning theories used in this learning goal are behavioral learning theory and cognitive information processing theory.

The first theory used is the behavioral learning theory. The course setting will be comfortable and the instructor will be friendly to encourage an instant rapport with the learners. The instruction will include an overview of the course, allow time for questions, and be open to questions, and encourage feedback and will provide assessment instruments for assessment of the course. The learners will be provided (rewarded) with a certificate of completion for the course.

The second theory used in the learning goal is cognitive information processing theory. Pairing with the behavioral learning theory properties, the goal is to remain aware more or less of the culture, business, and organization’s traditional and accepted way of presenting education and ideas to learners. Therefore, this course will furnish learners with an overload of information beginning with a list of objectives, a list of course expectations, contact and further research areas for more explanation of course material, and as part of the assessment mentioned in the first theory, learners will be encouraged to take the next level of the course and other courses in this area that interest them.

2. Compare and contrast Gagne’s 9 events of instruction in Chapter 7 tables and charts with GNEOI articles of other source and describe how you would apply each of the first principles to the learning goal developed in 1.

First Principles - 5 (from Reiser Book, Chapter 7)	Gagnes 9 Principles (Kruse, Kevin. Gagne’s Nine Events of Instruction: An Introduction http://www.e-learningguru.com/articles/art3 3.htm Retrieved 11/4/11)	Compare and Contrast First & Gagnes (link and overlap)
First Principle 1: Problem Centered (let me do the whole task)	Gagnes Principles 1 & 2: Gain attention Inform learner of objectives	First Principles 1 and Gagnes Principles 1 & 2: Problem centered is linked to gaining attention. Adult learners need to know what they are learning is important and whey the course will help they learn and solve a problem. Informing the learner of the objectives will lay the foundation of what they will learn.
First Principle 2: Activation (where do I start)	Gagnes Principles 3 & 4: Stimulate recall of prior learning Present stimulus material	First Principles 2 and Gagnes Principles 3 & 4: Inform learners of what will be covered in course, present an example of a similar problem and how it was addressed and what the outcome was. Start the course with animation or a video or interesting PowerPoint.
First Principle 3: Demonstration  (don’t just tell me, show me)	Gagnes Principles 5: Provide learner guidance	First Principles 3 and Gagnes Principles 5: Use whatever media is available, i.e. video, PowerPoint, Adobe Presenter, to induce learners senses and keep them engaged in the instruction; give examples, present findings from case studies, and other information to cause learner to link and connect to prior learning or initiate new learning.
First Principle 4: Application (let me do it)	Gagnes Principles 6 & 7: Elicit performance Provide feedback	First Principles 4 and Gagnes Principles 6 & 7: Give short tests to gage learners understanding of course learning; let learners correct tests and discuss questions and answers to trigger more understanding. Allow study/discussion groups if possible.
First Principle 5: Integration (Watch me)	Gagnes Principles 8 & 9: Assess performance Enhance retention and transfer to the job	First Principles 5 and Gagnes Principles 8 & 9: Give post tests/surveys to assess what learners have learned. Give learners opportunity to discuss any questions or concerns they may have and assure learners know how the information learned in the course can be applied or used on job. Make sure learners know where they can get information/answers if there are problems/questions after course is finished.

The First Principles would be applied to the course learning goal by: 1) Presenting objectives of the course and presenting a problem (scenario) and material that will convey to the learner, that the course instruction and material may help the learner to solve; 2) The instructor would share an example of a similar or linked situation that would cause the learner to recall or link the course material to activate learning; 3) Use whatever media is available, i.e. video, PowerPoint, Adobe Presenter, to induce learners senses and keep them engaged in the instruction; 4) Present examples, then ask learners questions and engage learners in conversation/debate to simulate ideas and links to information learners already possess; 5) Assure learners know how the course will link to their needs and know how they can use the course information. Provide assessments and provide outcomes of what learners should know from the course material.

3.      Develop a new goal or using the 1^st one briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help student learn to perform a task.

Using whole-task approach method: The course would present real life tasks such as computer instruction which uses a real life scenario. For exam, if Joe is an engineer and leaves a step out when planning a bridge, the bridge may not hold up. Basing course material on real life situations helps the learner to relate the material.

Using scaffolding method: The course would begin with the simple material and then graduate level by level to the most complex material.

Using mathemagenic method: The course would offer differing learning tasks to cause the learner to think and therefore learn different ways to learn and perform the task. Also, random courses that vary in complexity to incite learner to think.

4.      You have been asked to design a course for a topic in your area of specialization. Using table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

Table 9.2 ARCS Model Categories	My subcategory additions to motivate learners for corporate training.
Attention (sub: perceptual arousal, inquiry arousal, variability)	Perceptual arousal – Start the course with a video of the course highlights or course benefits. Inquiry arousal – Encourage learners to ask questions. Variability – Use media, such as PowerPoint to keep learners attention.
Relevance (sub: goal orientation, motive matching, familiarity)	Goal orientation – Assure course objectives and goals match Learners needs. Motive matching – Course objectives and course content should match learners needs. Familiarity – Encourage learners to connect the course with past experiences, or provide examples of similar courses for learner familiarity and link to the present course.
Confidence (sub: learning requirements, success opportunities, personal control)	Learning requirements – Assure learners of course relevance and course connection to outcomes. Success opportunities – Match objectives with learners outcomes. Personal control – Clear learners assessments with assessment results and outcomes.
Satisfaction (sub: intrinsic reinforcement, extrinsic rewards, equity)	Intrinsic reinforcement – Link areas learners will be able to use course information. Extrinsic rewards – Course completion and suggestions of areas that will benefit from course completion. Equity – Suggesting course contents and learning will enhance their knowledge of the subject area.

5.       Discuss the benefits of engaging in design research. Design research is beneficial and absolutely necessary in today’s changing education, business, and global economy. Workers are in constant need of continuing education to keep up with technology and changing jobs, politics, global economy, and discoveries in medicine, education, and business. Design research, education, and instruction is more important today than ever before, therefore keeping up with best way to teach and learn is needed to assure every learner is reached and with the most efficient tools and learning models. Hopefully, numerous empirical research studies will be conducted to assure the instructional design field is investigated, studied, and kept current for new and developing instructional designs and technology.