Applying Theory to Instructional Design: Part 2
In this three part series, I plan to explain how to take learning theories and apply them to the work that we do as practitioners. Check out parts one and three to learn how to apply behavioral and social theories.
The first concept is critical to the planning phase of a project. Cognitive task analysis is the process of identifying what process happens within the brain while performing a task. Essentially, it is the why behind an action. Behaviorist based theories focus on what is observable, while the cognitive based theories are more interested in what is happening within the mind. When an instructional designer is planning a course, they might collect the thought processes of a high performing barista such as why they complete task in a specific order, why they make certain suggestions to customers when they are confused about what to order, or how to solve a problem such as substituting ingredients if you should happen to run out through think alouds. This front-end task will give the designer the ability to explain the reasoning behind learner performance.
Another important part of design and development is the art of formatting and message design. Message design is the order and organization of content when presented. This is where graphic design can play a role in your products. Continuing with our coffee shop scenario, you might structure the lesson to begin with basic coffee orders and techniques and move towards custom orders and advance techniques. If you were designing this for an elearning module one might create levels of a game with identifying colors, or have learners recognize codes based on types of orders. Message design also impacts instructor-led courses because of the format or animations of presentation slides used along with supplementary visuals.
In addition to message design, an instructional designer might use an advanced organizer to introduce material from a high-level perspective. Advanced organizers are used prior to instruction to generalize concepts and allow the learner to make connections between what they know and what they will learn. For example, the learner could be presented with an organization of ingredients in the drinks. It’s important that the organizer be clear, easy to read, and focused on the goals of the training.
Based on the systems approach, designers should always do some type of learner analysis. What do the learners already know, what demographic is the typical student, and are their any motivators for taking this course? Identifying their prior knowledge will help with rehearsal. This means pulling information stored from long-term memory to connect it with new knowledge and skills. Examples of this in our coffee shop course could be repetition of information or facts, and summarizing information before moving onto the next level or topic.
Another concept that instructional designers can easily put into practice to help learners increase retention is chunking. Chunking means to group content based on similar attributes for increasing the amount of information within the working memory. Our barista course might chunk how to make drinks based on the ingredients or group similar processes together i.e. making a latte vs a Frappuccino.
COGNITIVE LEARNING THEORIES
Cognitive learning is defined as what connections and processes are going on inside one’s head. These are not observable, but explain the actions a person takes to complete a task. Concepts related to cognitive learning focus on the structure of content and how the brain receives and recalls information.The first concept is critical to the planning phase of a project. Cognitive task analysis is the process of identifying what process happens within the brain while performing a task. Essentially, it is the why behind an action. Behaviorist based theories focus on what is observable, while the cognitive based theories are more interested in what is happening within the mind. When an instructional designer is planning a course, they might collect the thought processes of a high performing barista such as why they complete task in a specific order, why they make certain suggestions to customers when they are confused about what to order, or how to solve a problem such as substituting ingredients if you should happen to run out through think alouds. This front-end task will give the designer the ability to explain the reasoning behind learner performance.
Another important part of design and development is the art of formatting and message design. Message design is the order and organization of content when presented. This is where graphic design can play a role in your products. Continuing with our coffee shop scenario, you might structure the lesson to begin with basic coffee orders and techniques and move towards custom orders and advance techniques. If you were designing this for an elearning module one might create levels of a game with identifying colors, or have learners recognize codes based on types of orders. Message design also impacts instructor-led courses because of the format or animations of presentation slides used along with supplementary visuals.
In addition to message design, an instructional designer might use an advanced organizer to introduce material from a high-level perspective. Advanced organizers are used prior to instruction to generalize concepts and allow the learner to make connections between what they know and what they will learn. For example, the learner could be presented with an organization of ingredients in the drinks. It’s important that the organizer be clear, easy to read, and focused on the goals of the training.
Based on the systems approach, designers should always do some type of learner analysis. What do the learners already know, what demographic is the typical student, and are their any motivators for taking this course? Identifying their prior knowledge will help with rehearsal. This means pulling information stored from long-term memory to connect it with new knowledge and skills. Examples of this in our coffee shop course could be repetition of information or facts, and summarizing information before moving onto the next level or topic.
Another concept that instructional designers can easily put into practice to help learners increase retention is chunking. Chunking means to group content based on similar attributes for increasing the amount of information within the working memory. Our barista course might chunk how to make drinks based on the ingredients or group similar processes together i.e. making a latte vs a Frappuccino.
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