​INSTRUCTIONAL DESIGN AND THE THREE ADULT LEARNING THEORIES ON BEHAVIORISM, COGNITIVISM, CONSTRUCTIVISM:
Let us now understand how the Adult learning theory will impact Instructional Design:
Theory 1. Behavioristic Approach:
This approach works well when there are specific goals to meet and a clear path to achieve them. The instructional designer will often choose to follow a behavioristic system when the training or coaching goals are clear and pre-determined. For example, employees need to pass a specific test with a minimum designated score to get promoted or get accreditation. The designer should analyze the situation and develop clear and precise learning objectives and the training's scope. Ertmer & Newby suggest using a pre-assessment to plan where instruction should begin. When you adopt pre-assessment, this emphasizes mastering early steps before progressing to more advanced levels of performance. In this approach, the tasks given to participants should be manageable and precisely defined. The evaluation should consist of measuring the objectives, whether they were met or not. Tools in this this approach include:
Theory 2. Cognitivism Approach
The theory of Cognitivism focuses on inner activity and mental programming. It almost compares the human mind to a computer. Designers who work with a cognitive approach remove all distractions and irrelevant information and virtually practice with corrective feedback and information which is precise and with exact meaning as much as possible.
Rather than only focusing on measurable tasks, sometimes the instructional designer can measure non-observable tasks such as decision making and problem-solving. Here are some of the techniques cognitive designers use:
Theory 3. Constructivism Approach in Instructional Design:
Here, the tutor needs to understand their learner, needs, a context where skills are enhanced, and the learner's content. Constructivism will empower the learner while improving their real-life, problem-solving skills. This theory focuses on inquiry-based, active learning, where the learners individually construct knowledge based on their past and present experiences. Critical perspectives here are collaboration and Constructivism because they are essential in helping conceptual growth. Based on the fact that the development of self-knowledge is continually changing, self-reflection is critical here too. In this context, learners will be actively thinking, collaborating, analyzing, and synthesizing. Goals will be progressively and gradually more precise as the training progresses; learning will be non-linear and open-ended. Assessment and evaluation of learning using Constructivism, is tricky and not easily measured. It is because each learner is different and is evaluated on an individual basis.
Constructivism has altered the way we manage instructional design. The most prominent concepts in this theory that would impact the design process are:
References:
Theory 1. Behavioristic Approach:
This approach works well when there are specific goals to meet and a clear path to achieve them. The instructional designer will often choose to follow a behavioristic system when the training or coaching goals are clear and pre-determined. For example, employees need to pass a specific test with a minimum designated score to get promoted or get accreditation. The designer should analyze the situation and develop clear and precise learning objectives and the training's scope. Ertmer & Newby suggest using a pre-assessment to plan where instruction should begin. When you adopt pre-assessment, this emphasizes mastering early steps before progressing to more advanced levels of performance. In this approach, the tasks given to participants should be manageable and precisely defined. The evaluation should consist of measuring the objectives, whether they were met or not. Tools in this this approach include:
- Instructor Led Learning
- Repetition, drills, and practice
- Pre and post assessments
- Question-answer (stimulus-response) with instant feedback
Theory 2. Cognitivism Approach
The theory of Cognitivism focuses on inner activity and mental programming. It almost compares the human mind to a computer. Designers who work with a cognitive approach remove all distractions and irrelevant information and virtually practice with corrective feedback and information which is precise and with exact meaning as much as possible.
Rather than only focusing on measurable tasks, sometimes the instructional designer can measure non-observable tasks such as decision making and problem-solving. Here are some of the techniques cognitive designers use:
- Information processing model: Utilizes short and long-term memory in the human mind to influence behavior or action through storage processing and retrieval (like how the computer works).
- Chunking methods: It is a technique that can improve your participant's memory by categorizing pieces of information into "chunks," then grouping them with other relevant information one would typically or easily remember.
- Mnemonics: A mnemonic device, or memory device, is any learning technique that aids information retention or retrieval in human memory. Mnemonics use elaborative encoding, retrieval cues, and imagery as specific tools to encode any given information in a way that allows for efficient storage and retrieval.
- Graphics
Theory 3. Constructivism Approach in Instructional Design:
Here, the tutor needs to understand their learner, needs, a context where skills are enhanced, and the learner's content. Constructivism will empower the learner while improving their real-life, problem-solving skills. This theory focuses on inquiry-based, active learning, where the learners individually construct knowledge based on their past and present experiences. Critical perspectives here are collaboration and Constructivism because they are essential in helping conceptual growth. Based on the fact that the development of self-knowledge is continually changing, self-reflection is critical here too. In this context, learners will be actively thinking, collaborating, analyzing, and synthesizing. Goals will be progressively and gradually more precise as the training progresses; learning will be non-linear and open-ended. Assessment and evaluation of learning using Constructivism, is tricky and not easily measured. It is because each learner is different and is evaluated on an individual basis.
Constructivism has altered the way we manage instructional design. The most prominent concepts in this theory that would impact the design process are:
- There is no standardized curriculum
- The tutor only serves as a facilitator, not a director, of learning
- It needs to be very relevant and realistic from the perspective of the learners
- It needs to involve a high degree of collaboration and cooperation
- Learning gets built according to previous experiences and knowledge
- It will involve active learning and reflection questions
- It will rely on building guidelines, not steps
- It is more of a project -based type of learning
References:
- Ertmer & Newby: Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective
- Richey, Klein & Tracy: The instructional design knowledge base: theory, research, and practice
- Brenda Mergel: Instructional Design & Learning Theory
Other Adult LEarning Theories
SELF DIRECTED LEARNING: BY ALLEN TUFT
This study mode is all about readiness to learn, setting learning goals, engaging in the learning process, and evaluating learning.
Self-directed learning may be a way to reduce the effort and cost of building unnecessary training by helping people to acquire the skills that they need. It is why self-directed learning could add significant value to the learners on an individual and an organizational level.
Basic concepts in self-directed learning involve:
1. Have a Clear Focus on What You Need in Life. You will know what you need to focus on when you envision yourself three years from now. 'Focus' here encompasses everything that will make your participant's goal happen.
2. "Recreate Yourself all the Time" (Quoted from Ronald McIntyre, Leadership Anthropologist, business puzzle innovator & proactive executive coach). Being ready to learn every day is a mindset for your learners. It is the ability to take every experience as a lesson learned and then connect it with your learner's focus. Applying this mindset is easier said than done: When practiced, your participants will observe everything differently and build a sense of sharp observation to all what is beneficial and relevant around them.
3. Schedule Learning Slots. Participants have a wide variety of options to choose from here: They can receive all the needed information for training through listening to a podcast, reading blogs, watching videos, etc. Learners will need to mark out times in their calendars for self-enhancement and commit to these hours.
4. Take Massive Action. It becomes exhilarating for our brains to learn something new. But soon after this, knowledge without action will not take anybody in a better place; if nothing happens with this information -which is very relevant to taking one to their goals- our mind starts doubting its potential. Some people get stuck in the "Analysis Paralysis" for a long time, and you will not believe how learning more without action can become psychologically debilitating. When education does not lead to better performance or a positive change in life, people will struggle with anxiety levels. Therefore to avoid this, your learners will need to balance their "Production Time" with their "Consumption Time" with the 80/20 rule; for example, make a conscious effort that they will write, create, sell, solve problems, practice their primary skills from 7.30 am till 7.30 pm then start consuming from 7.30 pm - 10.30 pm (by, for example, reading articles, engaging on social media, watching You Tubes, Etc.)
Disadvantages of Self Directed Learning
Self-directed learning may be a way to reduce the effort and cost of building unnecessary training by helping people to acquire the skills that they need. It is why self-directed learning could add significant value to the learners on an individual and an organizational level.
Basic concepts in self-directed learning involve:
1. Have a Clear Focus on What You Need in Life. You will know what you need to focus on when you envision yourself three years from now. 'Focus' here encompasses everything that will make your participant's goal happen.
2. "Recreate Yourself all the Time" (Quoted from Ronald McIntyre, Leadership Anthropologist, business puzzle innovator & proactive executive coach). Being ready to learn every day is a mindset for your learners. It is the ability to take every experience as a lesson learned and then connect it with your learner's focus. Applying this mindset is easier said than done: When practiced, your participants will observe everything differently and build a sense of sharp observation to all what is beneficial and relevant around them.
3. Schedule Learning Slots. Participants have a wide variety of options to choose from here: They can receive all the needed information for training through listening to a podcast, reading blogs, watching videos, etc. Learners will need to mark out times in their calendars for self-enhancement and commit to these hours.
4. Take Massive Action. It becomes exhilarating for our brains to learn something new. But soon after this, knowledge without action will not take anybody in a better place; if nothing happens with this information -which is very relevant to taking one to their goals- our mind starts doubting its potential. Some people get stuck in the "Analysis Paralysis" for a long time, and you will not believe how learning more without action can become psychologically debilitating. When education does not lead to better performance or a positive change in life, people will struggle with anxiety levels. Therefore to avoid this, your learners will need to balance their "Production Time" with their "Consumption Time" with the 80/20 rule; for example, make a conscious effort that they will write, create, sell, solve problems, practice their primary skills from 7.30 am till 7.30 pm then start consuming from 7.30 pm - 10.30 pm (by, for example, reading articles, engaging on social media, watching You Tubes, Etc.)
Disadvantages of Self Directed Learning
- The difficulty of self-discipline.
- Lack of face-to-face interaction with the tutor.
- Lack of input from trainers.
- Slow progress/evolution.
- Good e-learning without professional direction is generally not easy to apply.
Huetogogy: By Hase Kenyon
Heutagogy, is known as self-determined learning. It is a learner-centered instructional strategy that stresses the development of their autonomy, capacity, and capability. Heutagogy focuses on "Knowledge Sharing" instead of "Knowledge Hoarding". Heutagogy, as opposed to Pedagogy requires the most student maturity and the least instructor intervention.
The purpose here is to establish an atmosphere where learners can pin down their own goals, learning paths, processes, and outcomes. The learner is at the core of the learning process, rather than the tutor or content.
So if your learner or their company is considering practicing heutagogy, here are four essential rules required to facilitate this method:
The purpose here is to establish an atmosphere where learners can pin down their own goals, learning paths, processes, and outcomes. The learner is at the core of the learning process, rather than the tutor or content.
So if your learner or their company is considering practicing heutagogy, here are four essential rules required to facilitate this method:
- Assign Learner-Defined Contracts with a clear-cut scope. Contracts are so rewarding with implementing a heutagogical learning style because it defines what the participant will learn, what learning methods or activities they will use, and how they will assess their learning. The tutoring phase will begin when the learner and tutor work together to identify learning needs and intended outcomes of the learning process. Learning contracts help participants decide what they want to learn and shape their learning paths.
- Offer Flexible Curriculum and Options. In heutagogical learning styles, the curriculum needs to be flexible, considering what needs to change due to the training, the learners' questions, and what will motivate them to learn. Participants must be able to create a curriculum for themselves that can serve their unique needs.
- Learners expect to design their assessments instead of going through a fixed standard test. Once a participant completes their test, they will discuss with their tutor if they reached their training objectives.
- Learners are encouraged to work together, collaborate, share knowledge, and reflect on their progress.
Tranformational learning: by mezirow
The main idea in this theory is that learners can adjust their thinking based on new information, this is because research concluded that adults don’t apply their old understanding to new situations, instead they find they need to look with a new perspective in order to get fresh understanding of things when put in every new situation . Jack Mezirow - known as the founder of Transformative Learning - theorized that students will learn based on their past experiences. It was found that critical reflection and critical review could lead to a transformation of a learners mindset.
The phases of transformative learning include:
In conclusion, to be able to address adult learners effectively you may want to expose to them to a multitude of theories and see their reaction with which works best for them. The deeper you get into the training or coaching process- the clearer the vision will be on the ultimate pathway for your participants to escalate their skills and get to the tangible results they direly wanted to reach. You can also build a unique model with any learner still, as long as it helps them acquire the skills and potential they seek in your effective training program.
The phases of transformative learning include:
- Defining an irritating problem: When your learner has always believed in something in the past that may not be accurate. It's like an 'ah-ha' moment where the learners realize that some kind of change or transformation will most probably be needed. This is something they may not have understood before. This pressing awareness for the need for change can be uncomfortable or challenging at first, but is the necessary spark for transformational learning.
- Self-assessment: The next thing a learner will naturally do is a self-examination of their beliefs and understanding. They will think about how their behaviors actually helped them in their their past experiences and how they would relate this to the current problem. This will give them perspective and insights on where to begin.
- Critical thinking about old assumptions: where the learners will take a more comprehensive look at their past assumptions and reflect on them, critically. They will start to realize that some old assumptions are potentially wrong, and from here start to be more open to a new line of thought, or a transformation. This builds their ability to look with more unbiased vision at their own past.
- Creating an Action Plan: When the learners can filter which old assumptions work for them, versus which don't; this will help them determine what is area of knowledge they need to know about more at this point. In that sense, they will be able to know what kind of solution will probably solve their problem. This will help them build a strategy for learning new things, seeing new perspectives, building new connections, and so on. The plan will involve the acquisition of new skills to carry out the new plan. This may take massive work and effort before the real learning kicks in.
- Testing new roles and building new confidence: This is to enable the learners to make new decisions and move forward with the cycle of transformation.
In conclusion, to be able to address adult learners effectively you may want to expose to them to a multitude of theories and see their reaction with which works best for them. The deeper you get into the training or coaching process- the clearer the vision will be on the ultimate pathway for your participants to escalate their skills and get to the tangible results they direly wanted to reach. You can also build a unique model with any learner still, as long as it helps them acquire the skills and potential they seek in your effective training program.
