WEEK 2:Activity-Behaviourism

1.Overview of Behaviorism

Behaviorism is one of the learning theories emphasized on observable behavior as the primary focus of study, however rejected internal mental processes and emotions. Because according to behaviorists, learning occurs through the interaction of individuals with their environment are primarily driven by external stimuli and reinforcement. Behaviorism study of human behavior methods of the physical sciences therefore concentrates an attention on those aspects of behavior that are capable of direct observation and measurement.

Education sector areas including instructional strategies, classroom management techniques, and even behavior modification therapies have been influenced by behaviorism learning theory. Behaviorists recommended that by understanding the principles of behaviorism, human behiours can gain valuable insights into the mechanics of learning and improve their ability to facilitate meaningful and lasting learning experiences for themselves and others.

In sum, behaviorism as an area of psychological study focused on observing and analyzing how controlled environmental changes affect behavior. The goal of its teaching methods is to manipulate the environment of a subject — a human or an animal — in an effort to change the subject’s observable behavior.

2.Dates, Key researchers, and connections to teaching and learning

Ivan Pavlov (1887) was most well-known for his work in conditioning dogs to salivate at the sound of a tone after pairing food with the sound over time. His research is considered as the first to explore the theory of classical conditioning that stimuli cause responses and that the brain can associate stimuli together to learn new responses.

His research and experiments demonstrated three major tenets of the field of behaviorism:

Behavior is learned from the environment. The dogs learned to salivate at the sound of a tone after their environment presented the tone along with food multiple times.
Behavior must be observable. Pavlov concluded that learning was taking place because he observed the dogs salivating in response to the sound of a tone.
All behaviors are a product of the formula stimulus-response. The sound of a tone caused no response until it was associated with the presentation of food, to which the dogs naturally responded with increased saliva production.

In his 1913 article “Psychology as the Behaviorist Views It”, John B. Watson defined behaviorism as “a purely objective experimental branch of natural science” that “recognize no dividing line between man and brute.” The sole focus of Watson’s behaviorism is observing and predicting how subjects outwardly respond to external stimuli.

In 1938, B.F.Skinner published The Behavior of Organisms, a book that introduces the principles of operant conditioning and their application to human and animal behavior.

Skinner expounded on Thorndike’s law of effect by breaking down reinforcement and punishment into five discrete categories:

Positive reinforcement is adding a positive stimulus to encourage behavior.
Escape is removing a negative stimulus to encourage behavior.
Active avoidance is preventing a negative stimulus to encourage behavior.
Positive punishment is adding a negative stimulus to discourage behavior.
Negative punishment is removing a positive stimulus to discourage behavior.

Moreover, Psychologist Edward L. Thorndike (1874-1949) was the first scientist to systematically study operant conditioning. In his research Thorndike (1898) observed cats who had been placed in a “puzzle box” from which they tried to escape (“Video Clip: Thorndike’s Puzzle Box”).Finally, changes in the cats’ behavior led Thorndike to develop his law of effect.

3.Implications of behaviorism for instructional (learning) design.

Behaviorism became a valuable framework in the instructional design field by guiding the creation of effective and engaging learning experiences in various educational contexts including K-12 education, higher education, and corporate/workforce training.
During the COVID-19 pandemic period, instructional designers focused on leveraging technology to deliver dynamic content, integrating multimedia elements, and employing behaviorist strategies to provide immediate feedback and rewards, ultimately reshaping the landscape of instructional design in K-12 education and accelerating the adoption of online learning methods.
By setting clear learning objectives and utilizing behaviorist principles like reinforcement and positive feedback, instructional designers can create adaptive online courses that cater to individual student needs and the pace of learning.
In the corporate/workforce training and learning & development landscape, behaviorism can be a powerful tool for driving employee performance and skill development. By using behaviorist principles, such as providing instant feedback and offering performance-based rewards, instructional designers can design interactive simulations and micro-learning modules that encourage learners to practice and reinforce desired behaviors.
Robert Gagné's eight types or conditions of learning, mostly all based on S-R learning (stimulus-response learning) and resulted in Nine Events of Instruction provided strategic guidance in the instructional design process.

"Gagne’s Nine Events of Instruction" by CourseArc is licensed under Creative Commons CC BY-NC-ND 4.0

4.The Strengths and Limitations of behaviorism in education

The Strengths

Principles of behaviorism can help human-beings to understand how humans are affected by associated stimuli, rewards, and punishments.
While outdated, behaviorism still has the potential to enhance the online learning experience in K-12 education (primary & secondary), higher education, and corporate/workforce training.
Its application can promote active engagement, self-regulation, and skill acquisition, leading to improved learning outcomes and performance in diverse educational contexts.
By incorporating behaviorist principles into instructional design, educators and instructional designers can create effective and impactful online learning experiences that cater to the unique needs of their learners.
It is also the underlying methodology of social media such as Facebook for influencing behavior, through ‘likes’, number of hits and connections, and other ‘status’ rewards.

Limitations

Behaviorism oversimplified the complexity of human learning. Because, behaviorism assumes humans are like animals, ignores the internal cognitive processes that underlie behavior, and focuses solely on changes in observable behavior.
Ignores the significance of critical thinking, problem-solving, personal experience, or emotions.
Behaviorism also ignores internal cognitive processes, such as thoughts and feelings.
It also ignored the thoughts, emotions, conscious state, social interactions, prior knowledge, past experiences, and moral code of the student.

IDT 100X: Learning Theories

5.Learning Scenario

It is apparent that instructional design is the process of “architecting” learning experiences and it aim is to determine the most palatable and digestible way to serve educational content. It is the science of creating effective and engaging learning. Hence, the behaviorist instructional designer gives an emphasis to an observable behavior from the learners.

As an instructional designer, I will going to engage learners on Teachers’ professional development in virtual training to be designed via various platforms including Telegrams, Whatsapps,webinar…etc for teachers.

In addition, as an instructional designer, to understand or to know whether someone learned from my Instructional design or not, I will employ the micro-learning types the “6 Ps” as presented by Karl Kapp,Professor of instructional technology at Bloomsburg University so as to promote and practice the instructional design for my teachers’ professional development. The ‘’6 Ps’’ microlearning are :

Pensive microlearning aims to inspire reflection and critical thinking through pointed questions.
Performance-based microlearning which provides a just-in-time or immediate solution that can be applied in a hands-on manner to a relevant context. In other words, it provides prompts that allow the learner to reflect on relevant experience.
Persuasive microlearning aims to alter behavior, and therefore, is highly goal-oriented for learners.
Post-instruction microlearning is augmentative and reinforcing by nature which aims to supplement a larger training program by providing a “refresher” of sorts on a very specific concept (bite-sized chunks).
Practice is a microlearning technique that involves honing/improving skills via reminders for practice, feedback, and a mode of monitoring progress.
Preparatory microlearning which entails bite-sized lessons to prepare for a larger learning event which might include refresher, brand new, or general content design .In nut shell, as a instructional designer, I will provide or employ timely feedbacks, encouragements and rewards as positive reinforcement for learners performances.

week 3-Activity:Cognitivism

1.OVerview

Unlike behaviourism, the Cognitivist theory focuses on what is going on in the mind of humans as learning occurs. So that, in the 1950s, psychologists rejected behaviourism for its lack of attendance to the mind's inner workings that is, cognition sought to recognize and explore the ways memory, thought, knowledge, and problem-solving impacted learning.

Then, cognitive theorists proposed that new learning could occur only when learners could connect new information or concepts to previously understood/learned ideas and that humans experience a pattern of development from simplistic to more sophisticated thought processes.

The theory’s most significant application has been in solving problems in anomalous psychology, including nervousness disorders and depressive disarray according to Chica et al (2013).

In sum, cognitivists including Jean Piaget,Lev Vygotsky,J.Bruner,A.Bandura…..have contributed cognitive child development stages, Social Development Theory,Zone of Proximal Development, Social Cognitive Theory for concept of agency and self-effacy respectively have contributed for development of learning.

2.Dates, Key researchers, and connections to teaching and learning

2.1.Jean Piaget (1896 – 1980) set out to understand how infants and children develop their understanding of their world, and how they become able to use reason and thought to develop hypotheses. His theory states that, as children grow, they construct an understanding of the world around them, experience discrepancies between their understanding and their experiences, then correct those discrepancies through reorganizing their mental processes.Piaget developed the concept of ‘schemas,’ which he defined as units of knowledge, the basic building blocks that allow humans to organize knowledge and understand complex concepts. He defined a schema as “a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning.”

2.2.Lev Vygotsky (1896 - 1934), believed that social interaction plays a crucial role in the development of thinking skills and asserted that cognitive development is contingent upon social engagement, and eventually led to the formulation of his influential Social Development Theory.Furthermore,Vygotsky contended that children's play serves as a precursor or practice for later actions and cognitive growth. One of Vygotsky's most notable contributions to educational psychology is the concept of the Zone of Proximal Development (ZPD), which spans from "what the learner can accomplish independently" to "what the learner can achieve with guidance or assistance from a more competent individual" (often a teacher or parent) to "learning that is currently beyond the child's grasp" (being overly challenging and potentially demotivating). Vygotsky posited that the most efficient and beneficial learning occurs within the middle zone of this scale activities that challenge learners but are still attainable, propelling them forward cognitively. This idea gave rise to the concept of scaffolding, which involves providing appropriate supports to learners as they tackle challenging tasks. In practical terms, scaffolding entails offering guidance and assistance tailored to the learners’ specific needs, encouraging them to expand their abilities and knowledge. It acknowledges that learners may need varying levels of support to thrive in their learning journey.

2.3.Jerome Bruner (1915 - 2016) followed Piaget and influenced curriculum and educational policy. His works explained how children are "active problem-solvers" yearning to explore challenging subjects and that schooling is only one piece of a broader concept of cultural education. Throughout his career spanning over 60 years, Bruner emphasized that learning encompasses not only the assimilation and processing of information but also the ability to predict, create, and invent. One of Bruner's early studies shed light on how past experiences shape our mental processes and cognition. He, alongside Leo Postman, conducted a study titled on the Perception of Incongruity: A Paradigm (1949), published in the Journal of Personality. The study demonstrated that our social environment significantly influences our perceptions and cognitive functioning. Moreover, Bruner's research revealed that cognition can change, sometimes slowing down, when information is presented differently from our prior perceptual training. This study provides a fascinating glimpse into the interplay between our experiences, perceptions, and cognitive responses, highlighting the dynamic nature of learning. In exploring Bruner's work, one cannot overlook his emphasis on the role of active engagement in the learning process. He believed that learners should not merely be passive recipients of information but active participants who construct meaning through their interactions with the subject matter. Bruner’s "spiral curriculum" concept therefore aligns with this perspective, suggesting that learning should unfold in a progressive and interconnected manner, building upon previously acquired knowledge. This approach encourages learners to revisit topics from different angles, reinforcing their understanding and promoting a deeper grasp of the subject matter. Furthermore, Bruner's contributions extend to the concept of "scaffolding," which resonates with Vygotsky's Zone of Proximal Development as scaffolding involves providing appropriate support and guidance to learners as they tackle challenging tasks, facilitating their cognitive growth and skill development.

2.4.Albert Bandura's (1925 - 2021) social cognitive theory presents a compelling integration of cognition and interpersonal interactions in the learning process. Unlike traditional theories that focus solely on individual internal processes, Bandura emphasizes that learning occurs through observation, imitation, and social experiences. In his theory, Bandura introduces the concept of agency, which underscores the idea that individuals are active participants in their own learning journey. This notion of agency implies that learners continuously monitor and adjust their behaviors based on outcomes, demonstrating a sense of mastery over their actions and results. Central to Bandura's social cognitive theory is the concept of self-efficacy, referring to an individual's belief in their capacity to accomplish specific tasks. Self-efficacy plays a fundamental role in learning as it influences one's motivation, effort, and persistence. Bandura argues that self-efficacy can be enhanced through various means, but significant experiences of mastering challenging tasks, often supported by others, are particularly influential. This idea of social support contributing to self-efficacy aligns with the bridge between learning theory and behavior change used in psychotherapy and counseling.

Bandura's exploration of self-efficacy and agency intertwines seamlessly with the notion of active participation in the learning process. For instance, in a classroom setting; students may imitate the behavior of their peers who excel in certain subjects, boosting their own self-efficacy to achieve similar success. Additionally, mentorship programs or group learning experiences can provide opportunities for individuals to witness others' mastery, fostering a sense of agency and motivation to attain similar levels of proficiency.

3.Implication of Cognitivism in Instructional (Learning) Design

Cognitivists used concepts called cognitive load to adapt instruction to the learner's mental processes.

Bloom, et al., (1956), widely used theories of Cognitivism in education based on Bloom’s taxonomies of learning objectives which are related to the development of different kinds of learning skills, or ways of learning. Hence, Bloom and his colleagues claimed that there are three important domains of learning:

cognitive (thinking)
Affective (feeling)
Psycho-motor (doing)

Cognitive theory approaches to learning cover a very wide range. At the objectivist end, cognitivists consider basic mental processes to be genetic or hard-wired, but can be programmed or modified by external factors, such as new experiences.

Early cognitivists in particular were interested in the concept of mind as computer, and more recently brain research has led to a search for linking cognition to the development and reinforcement of neural networks in the brain. Based on all these reasons, cognitive approach focuses on teaching learners how to learn, on developing stronger or new mental processes for future learning, and on developing deeper and constantly changing understanding of concepts and ideas.

As far as implication of instructional cognitive learning/design in practice is concerned, Bruner’s model requires the teacher to be actively involved in lessons; providing cognitive scaffolding which will facilitate learning on the part of the student. On the one hand, this involves the selection and design of appropriate stimulus materials and activities which the student can understand and complete. Bruner also advocated that the teacher should circulate the classroom and work with individual students, performing six core “functions” (Wood, Bruner and Ross: 1976):

Recruitment: ensuring that the student is interested in the task, and understands what is required of them.
Reducing degrees of freedom: helping the student make sense of the material by eliminating irrelevant directions and thus reducing the “trial and error” aspect of learning.
Direction Maintenance: ensuring that the learner is on-task and interest is maintained – often by breaking the ultimate aim of the task into “sub-aims” which are more readily understood and achieved.
Marking critical features: highlighting relevant concepts or processes and pointing out errors.
Frustration Control: stopping students from “giving up” on the task.
Demonstration: providing models for imitation or possible (partial solution).

Cognitivists acknowledged that the cognitive approach to learning fit much better with higher education and in school/k-12 education with a focus on comprehension, abstraction, analysis, synthesis, generalization, evaluation, decision-making, problem-solving and creative thinking.

In terms of practice in relation to the instructional learning/designing, the concept of cognitive learning has led to several technology based developments in teaching, including:

•Intelligent tutoring systems, a more refined version of teaching machines, based on breaking down learning into a series of manageable steps, and analyzing learners’responses to direct them to the most appropriate next step. For instance, adaptive learning is the latest extension of such developments.

• Artificial intelligence, which seeks to represent in computer software the mental processes used in human learning (which of course if successful would result in computers replacing many human activities such as teaching, if learning is considered in an objectivist framework).

•Pre-determined learning outcomes, based on an analysis and development of different kinds of cognitive activities, such as comprehension, analysis, synthesis, and evaluation;

•Problem-based learning, based on an analysis of the thinking processes successful problem-solvers use to solve problems;

•Instructional design approaches that attempt to manage the design of teaching to ensure successful achievement of pre-determined learning outcomes or objectives.

Cognitivists have increased our understanding of how humans process and make sense of new information, how we access, interpret, integrate, process, organize and manage knowledge, and have given us a better understanding of the conditions that affect learners’ mental states.

4.Strengths and Limitations of Cognitive Theory.

Strengths

Scientific Rigor: The cognitive approach is highly scientific and emphasizes empirical research. It employs controlled experiments and precise measurements to study mental processes objectively.
: Cognitive psychologists use brain imaging techniques like fMRI to observe brain activity while subjects engage in tasks, providing concrete evidence of cognitive functions.

Understanding Complex Processes: This approach delves into intricate mental processes like memory, problem-solving, and decision-making, providing insights into how humans process information and make sense of the world

: Cognitive studies have revealed cognitive biases that influence decision-making, such as the confirmation bias leading individuals to seek information that confirms their existing beliefs.

Practical Applications: Cognitive research has practical implications, guiding therapies like cognitive-behavioral therapy (CBT) to treat various mental disorders by addressing distorted thought patterns.
: CBT helps individuals with anxiety identify irrational thought patterns and replace them with more rational ones, resulting in improved mental well-being.

Apart from its strength, cognitive theory Psychologists and researchers have found out the following major positive effects of cognitive learning:

Enhances learning: Cognitive learning theory enhances lifelong learning. Workers can build upon previous ideas and apply new concepts to already existing knowledge

Boosts confidence: Employees become more confident in approaching tasks as they get a deeper understanding of new topics and learn new skills.

Enhances Comprehension: Cognitive learning improves learners’ comprehension of acquiring new information. They can develop a deeper understanding of new learning materials.

Improves problem-solving skills: Cognitive learning equips employees and learners with the skills they need to learn effectively. They are thereby able to develop problem-solving skills they can apply under challenging tasks.

Help learn new things faster:

Through the experience of learning, the employee will be able to recycle and use the same learning methods that worked previously. This will help them learn new things a lot faster as they already know what works for them when it comes to obtaining new knowledge.

Teaches to form concept formation (think abstract): Cognitive learning can also teach learners or employees to form a range of different concepts such as easily perceiving and interpreting information that could boost creativity and lead to innovations at the workplace.

Limitations of Cognitive Theory

Simplification of Complex Processes: Critics argue that the cognitive approach oversimplifies the complexity of mental processes by breaking them down into discrete components, potentially missing the holistic nature of cognition.
: Emotional experiences involve a combination of cognitive, physiological, and emotional elements that may not be fully captured by a purely cognitive analysis.
Lack of Emotion Emphasis: The cognitive approach tends to focus on rational thought processes, often overlooking the role of emotions in shaping behavior and decision-making.
: Emotions can heavily influence decision-making, as seen in instances where individuals make choices based on strong emotional reactions rather than logical analysis.
Limited Insight into Unconscious Processes: The cognitive approach is criticized for not adequately addressing unconscious mental processes, as it primarily focuses on conscious thought.
: Freud's psychoanalytic theory highlights the importance of the unconscious mind in shaping behavior and psychological disorders, an aspect less explored in the cognitive approach.
Underestimation of Individual Differences: Cognitive theories often generalize cognitive processes, assuming that everyone thinks and processes information in similar ways, which might not consider individual variations.
: Cognitive development theories might not fully account for cultural influences on thinking and problem-solving strategies across diverse populations.

5.Cognitive Load Activity

Material: 6Reasons Your eLearning Courses Might be Failing.

https://blog.commlabindia.com/elearning-design/elearning-failure-reasons

Overview:

Online material/blog
Produced as a material for Instructional Designers
Very Chunked material
Used narrations, Links,Infographs
Bite-sized video links
Various font sizes

Principles to address Cognitive Load

To address Cognitive Load, various principles would be employed.

First, ask questions of learners to ascertain where their knowledge level is to ensure you are not teaching at an inappropriate level.
Second, try to focus on one piece of information or task at a time for a learner. Consider the amount of time that you can give learners for the task. Being clear about how long something may take can help reduce the overload (think of a time estimate for reading materials).
Third, working on the three types of cognitive load: intrinsic, extraneous, and germane is very imperative. Because, intrinsic load refers to the inherent difficulty in processing information, regardless of how it is presented. Intrinsic load remains constant regardless of the influence of extraneous and germane load. Extraneous load refers to the way information is presented and how easy or difficult it is for a given learner to process it. Germane load refers to the effort needed to use memory and intelligence to process information into schemas. Germane load is thus how we process new information into long-term memory.
Increasing working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding is another solution too.

Week 4-Activity:Constructivism

According to Mascolo & Fischer (2005), constructivism is defined as a learning theory which holds that knowledge is best gained through a process of reflection and active construction in the mind of the learner, and knowledge is an intersubjective interpretation. Constructivism is split into two main camps: radical and social. The first form radical (or cognitive) constructivism proposes that the process of constructing knowledge is dependent on the individual's subjective interpretation of their active experience while the second form social constructivism affirms that human development is socially situated and that knowledge is constructed through interaction with others.

As far as constructivism is considered, renowned cognitive psychologists such as Piaget and Vygotsky have contributed significantly to this theory.

The Zone of Proximal Development (ZPD) and the concept of scaffolding are closely related concepts with constructivism for learning, as they emphasize the active role of learners in constructing knowledge and the importance of social interactions in the learning process. The Zone of Proximal Development represents the range of tasks that learners can perform with the assistance and guidance of a more knowledgeable individual, such as a teacher or a peer. Whereas scaffolding is combination of the activities provided by the educator, or more competent peer, to support the student as he or she is led through the zone of proximal development.

2.Dates, Key researchers, and connections to teaching and learning

Jean Piaget (1896–1980) influence on teaching practice on about learning and development have influenced constructivist theories of learning as well as child-centered pedagogies, and particularly a tendency for passive, background roles for teachers in children’s education.Piaget suggested the teacher’s role involved providing appropriate learning experiences and materials that stimulate students to advance their thinking. His theory has influenced concepts of individual and student-centered learning, formative assessment, active learning, discovery learning, and peer interaction.

Piaget’s theory is also associated with the concept of ‘discovery learning’ in which students are invited to explore carefully planned activities and experiences that are designed to help them realize key observations and ideas. It is important to note that, although Piaget thought that students could discover some things for themselves, most of the time their development requires reflection and making connections to construct knowledge. In other words, teachers’ structuring of students’ discoveries are important.

John Dewey (1859-1952), an American philosopher and educator developed theories of childhood development and education, what we now call Progressive Education, which led to the evolution of constructivism.

Jerome Bruner (1915–2016), identified four significant aspects of effective teaching and learning: (1) attitude towards learning, (2) knowledge presented in a way that accommodates the student's learning ability, (3) material presented in effective sequences, and (4) carefully considered and paced rewards and punishments. He holds that knowledge instruction should progress from simple concepts to formulating new propositions and the manipulation of information.

Lev Vygotsky (1896 – 1934), Russian Psychologist who developed the zone of proximal development and social constructivism. His zone of proximal development (ZPD) has been defined as:

“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86).

Vygotsky believed that when a student is in the zone of proximal development for a particular task, providing the appropriate assistance will give the student enough of a “boost” to achieve the task. Vygotsky highlighted the significant impact of social interaction in learning environments. Because in his theory, learning is a social process that requires interaction with other, more knowledgeable individuals, like teachers, mentors, or Subject Matter Experts (SMEs). Through regular interaction with these experts, learners can acquire experience, knowledge, and skills that they wouldn't be able to cultivate on their own.

Keller, J. M. (2010), is the founder of the ARCS Model of Motivation, which is based upon the idea that there are four key elements in the learning process which can encourage and sustain learners’ motivation. These four elements form the acronym ARCS of the model and stand for Attention, Relevance, Confidence and Satisfaction (ARCS). In this article, he described each one of them and shared some of the eLearning strategies that eLearning professionals need to know in order to develop really engaging eLearning courses.

D. Wood (1976) named certain processes that aid effective scaffolding for a learning including:

Gaining and maintaining the learner’s interest in the task.
Making the task simple.’
Emphasizing certain aspects that will help with the solution.
Control the child’s level of frustration.
Demonstrate the task.

3.Implication of Constructivism in Instructional (Learning) Design

Constructivists recommend many educators the social context as a critical for learning. This is because ideas are tested not just on the teacher, but with fellow students, friends, families and colleagues. Furthermore, knowledge is mainly acquired through social processes or institutions that are socially constructed: schools, universities, and increasingly these days, online communities. Thus what is taken to be ‘valued’ knowledge is also socially constructed.

While implementing constructivism in the classrooms, a reimagining of traditional instructional practices is necessitated.
Learning objectives and outcomes for learners should be designed around the core principle of constructivism, emphasizing self-construction or co-construction of knowledge through student interaction.
Teachers should not impose knowledge on students, rather the learning environment should foster real-life exploratory activities, problem-solving, and meaningful dialogue. To facilitate this, scholars have developed frameworks like the 5E model, which encompasses stages like Engage, Explore, Explain, Extend, and Evaluate, guiding students through an inquiry-based learning cycle that aligns seamlessly with constructivist principles.
Constructivism encourages learning by emphasizing student-centered environments, collaboration, and meaningful application learners to actively construct their understanding of the world.
An educator and/or a teacher should play a goal or a role to identify and provide appropriate scaffolding within each learner's ZPD to stimulate cognitive growth without causing frustration. Because by doing so, learners are encouraged to push their boundaries, build upon their existing knowledge, and develop higher-order thinking skills, ultimately fostering a deeper and more meaningful learning experience.
To assist a learner to move through the zone of proximal development, educators or teachers are encouraged to focus on three important components which aid the learning process:
1. The presence of someone with knowledge and skills beyond that of the learner (a more knowledgeable other).
2. Social interactions with a skillful tutor that allow the learner to observe and practice their skills
3. Scaffolding, or supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD.
Constructivist teachers are expected to focus more on learning through activity, rather than learning from textbooks. The teacher will make an effort to understand their students' preexisting conceptions and use active techniques, such as real-world problem solving and experiments, to address the students' conceptions and build on them.
In a constructivist classroom, teachers encourage students to question themselves, their strategies and assess how the various activities are enriching their understanding, and to become expert learners in actively constructing knowledge instead of reproducing a series of facts.
Educators should adopt various strategies to enhance motivation in a constructivist learning environment. Providing students with authentic and challenging tasks that align with their Zone of Proximal Development (ZPD) can stimulate intrinsic motivation and encourage learners to take ownership of their learning journey. Offering choice and autonomy in learning activities allows learners to feel in control of their learning process, which can lead to increased motivation and engagement.
Applying Dr John Keller’s motivational design model, known as the ARCS model, comprised of four major factors that influence the motivation to learn: Attention, Relevance, Confidence and Satisfaction along with sub-categories along with process questions to consider when designing eLearning (or any kind of learning).

4.The strengths and limitations of constructivism in education (K 12 or Higher Education), corporate training, or another professional environment

Strengths

While some of that still occurs in classrooms, more and more educators are learning that students need to be fully involved in the learning process, using all of their senses, not just their eyes and ears.
Learners aren’t just passive participants in the classroom; they need to be actively involved in “the bigger picture” of the world around them.
Constructing learning is quite effective for those students who have special needs like sensory processing disorder or those on the Autistic spectrum. Some of these students have brilliant minds, but simply can’t be reached through traditional methods.
Constructivism gives students ownership of what they learn, since learning is based on students' questions and explorations, and often the students have a hand in designing the assessments as well. Constructivist assessment engages the students' initiatives and personal investments in their journals, research reports, physical models, and artistic representations. Engaging the creative instincts develops students' abilities to express knowledge through a variety of ways. The students are also more likely to retain and transfer the new knowledge to real life.
By grounding learning activities in an authentic, real-world context, constructivism stimulates and engages students. Students in constructivist classrooms learn to question things and to apply their natural curiousity to the world.
Constructivism promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Students must learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects. Students must therefore exchange ideas and so must learn to "negotiate" with others and to evaluate their contributions in a socially acceptable manner. This is essential to success in the real world, since they will always be exposed to a variety of experiences in which they will have to cooperate and navigate among the ideas of others.

Limitations

Despite much strength, the constructivism theory however has been criticized for its focus on individual knowledge construction, which may not fully account for the social and cultural dimensions of learning.
The biggest disadvantage is its lack of structure. Some students require highly structured environments in order to be able to excel.
Constructivism calls for the teacher to discard standardized curriculum in favor or a more personalized course of study based on what the student already knows. This could lead some students to fall behind of others.
It also removes grading in the traditional way and instead places more value on students evaluating their own progress, which may lead to students falling behind but without standardized grading and evaluations teachers may not know that the student is struggling. Since there is no evaluation in the traditional sense, the student may not be creating knowledge as the theory asserts, but just be copying what other students are doing.
Another limitation is that it can actually lead students to be confused and frustrated because they may not have the ability to form relationships and abstracts between the knowledge they already have and the knowledge they are learning for themselves.
Constructivism can have its place in the learning system, but as an absolute learning system it has some flaws. Students may benefit with some constructivism principles integrated into the classroom setting, however, most students need more structure and evaluation to succeed.

5. Learning Scenarios

In the learning scenario on constructivism theory, I will create an online learning on Teachers’ Continuous Professional and English language Improvement Development for English teachers.

To implement an online learning on teachers ‘continuous professional and English language improvement development, all online learners will be given an opportunity to research on Teachers’ Continuous Professional and English Improvement Development, and each of a learner to indicate his or her learning objective. All online learners (teachers) will also explain or present their current level of knowledge, experiences and their zone of proximal development.

Based on learners’ presentation, as Instructional Designer I will do assessment as baseline bench marking exam on pedagogical skills,Classrom English, Language Proficiency and the identification of learners’ specific objectives and their learning outcomes. The learners will be given with opportunities of working on comments and feedbacks among each other on their presentations for learning purpose.

Then, learners will also be given with details of the zone of proximal development principles for learning. As instructional learning designer, I will do facilitation and supporting learners to associate and link the ZPD principle with their prior experiences, current roles and with their future learning plans.

From on line learning learners’ scenarios, their learning skills for zone of proximal development (ZPD) would be:

Teaching methodology(pedagogical skills)
Classroom English practices
English language proficiency improvement

Scaffolding and Social Constructivist Strategies

Encourage peer-to-peer interaction: In online learning for teachers’ continuous professional and English Language Improvement development, learning experiences that promote active engagement, reflection and collaboration as scaffolding strategies will be employed. For example, case studies that allow learners to explore complex problems and develop critical thinking skills.

Additionally, online discussion forums and peer review activities that allow learners to receive feedback from others and engage in collaborative learning.

Providing tailored tasks and allocate problems: Intentionally providing tasks and problem-solving activities specifically tailored to individual learners' ZPD to further aid in the successful implementation and bring in expected learning outcomes.

Social constructivism promotes an active and socially situated approach to learning for learners to construct knowledge enriched by multiple perspectives and experiences through actively engaging in discussions, sharing ideas, and collaborating. Social interactions play a crucial role in the learning process, fostering a deeper understanding and supporting the construction of new ideas and knowledge. This learner-centered approach empowers individuals to take ownership of their learning journey and contribute to a collaborative and dynamic learning community.

For teachers’ online learning on continuous professional and English language improvement development, I would employ Cooperative Learning as effective strategy so as to encourage learners to work together in small groups or pairs. In online settings, the cooperative learning can play a crucial role by offering guidance and assistance tailored to the ZPD of less mature learners via peer experts. This form of peer support and collaboration helps bridge the gap between learners' current understanding and their potential level of competence, promoting constructive learning experiences.

In addition, I will create Reciprocal teaching as a strategy for teachers’ online learning on continuous professional and English language improvement development by forming collaborative groups of two to four students who take turns leading dialogues on a given topic. Because, within these dialogues group members can apply cognitive strategies such as questioning, summarizing, clarifying, and predicting which collaborative process creates a zone of proximal development (ZPD), allowing learners to gradually assume more responsibility for the material and develop high-level thinking skills vital for learning success.

Week 5:Connectivism

Connectivism is a learning theory developed by George Siemens in 2004,and Stephen Downes in 2005 further emphasizes the importance of social networks and technology in the learning process. Connectivism suggests that knowledge is distributed across networks and that learning involves the ability to recognize and navigate those networks. Connectivism posits that knowledge is not only acquired through traditional means such as textbooks or lectures but also through online communities, social media, and other technological platforms. According to the theory, learning is an ongoing process of exploration and discovery, and it occurs both within and outside formal educational institutions. Connectivism also suggests that learners must be able to critically evaluate the information they encounter in order to discern what is reliable and relevant. The ability to make connections between different sources of information and knowledge is also critical, as it enables learners to construct new knowledge and adapt to new situations.

In Summary connectivism is one of the newest educational learning theories focuses on the idea that people learn and grow when they form connections. This can be connections with each other or connections with their roles and obligations in their lives.

Connectivism provides a valuable perspective on learning in the digital age,highlighting the importance of social networks and technological tools in the learning process.By embracing the principles of Connectivism, learners can acquire the skills and knowledge they need to navigate a rapidly changing world and continue to learn throughout their lives.

2,Dates, Key researchers, and connections to teaching and learning

Siemens,G.( 2005) conducted study on Connectivism: A Learning Theory for the Digital Age. This study by George Siemens, one of the pioneers of Connectivist Learning, provides an overview of the theory and its application in online learning environments. The author argues that Connectivist Learning 0represents a shift from traditional instructional models to a more flexible and collaborative approach that leverages the power of networks and technology.He developed connectivism for the first time and he put the following eight principles for Connectivism learning:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Kop and Hill (2008) examined the effectiveness of Connectivism as an approach to learning in a professional development context through study.

Their study also found that Connectivism was effective in promoting the acquisition of new knowledge and skills, and was also effective in promoting the development of professional networks. They noted in the research that Connectivism was particularly effective in helping learners overcome the barriers of time and space, and in enabling them to learn at their own pace.

Siemens and Tittenberger (2009) conducted studies to examine the efficacy of Connectivism as an approach to learning.Their study hence, examined the effectiveness of a Massive Open Online Course (MOOC) designed using Connectivism principles. The results of the study showed that participants who completed the course were able to acquire new knowledge and skills, and were also able to apply this knowledge in real-world situations.

Mackness, Mak, and Williams (2010) conducted study and they examined the effectiveness of Connectivism as an approach to learning in a MOOC context. The study found that Connectivism was effective in promoting collaborative learning, in helping learners develop their networking skills, and in promoting acquisition of new knowledge and skills. The researchers also noted that Connectivism was particularly effective in promoting learner autonomy, which is an important skill in the modern workforce.

Kop, R. (2011) administered study on The challenges to connectivist learning on open online networks to examine the challenges and opportunities of Connectivist Learning in the context of a Massive Open Online Course

(MOOC). The author analyzed the experiences of participants in a course on digital storytelling and identified several key themes related to networked learning, including the importance of community, the need for self-directed learning, and the challenges of managing information overload.

De Waard, I., Abajian, S., Gallagher, M. S., Hogue, R., Keskin, N. Ö., Koutropoulos, A., & Rodríguez, O. C. (2011) conducted a study to examine the use of mobile learning and MOOCs (Massive Open Online Courses) as tools for promoting Connectivist Learning. The authors argued that these technologies provide opportunities for learners to connect and collaborate in new and innovative ways, and can help to foster a deeper understanding of complex concepts.

Downes, S. (2012) collected and wrote essays on Connectivism and connective knowledge: meaning and learning networks.

The author argued that Connectivist Learning represents a paradigm shift from traditional instructional models to a more decentralized and learner-centric approach that emphasizes the importance of networks and connections.

Hill, P., & Wang, V. (2013) explored and developed report on.MOOCs and Open Education: Implications for Higher Education,University of Pennsylvania, USA. The report explores the potential impact of MOOCs and other forms of open education on higher education. The authors argue that Connectivist Learning represents a significant challenge to traditional models of education, and that it has the potential to transform the way that learning is delivered and assessed.

Dron and Anderson (2014) conducted study to examine the effectiveness of Connectivism as an approach to learning in a blended learning environment. The study found that Connectivism was effective in promoting collaborative learning and in helping learners develop their social and networking skills. The researchers also noted that Connectivism was particularly effective in promoting self-directed learning, which is an important skill in the modern workforce.

Kim and Bonk (2017) conducted study focused on the use of Connectivism principles in online learning environments. The study found that Connectivism was effective in enhancing learners' motivation and engagement, and also in promoting the development of critical thinking skills. The researchers also noted that Connectivism was particularly effective in helping learners acquire new knowledge in complex and rapidly changing fields.

3.Implication of Connectivism in Teaching and Learning, and in Instructional (Learning) Design

3.1.Implication of Connectivism in Teaching and Learning

Teachers can utilize connectivism in their classrooms to help students make connections to things that excite them, helping them learn. Teachers can use digital media to make good, positive connections to learning. They can help to create connections and relationships with their students and with their peer groups to help students feel motivated about learning.

Unlike traditional teaching methods and other theories like constructivism or cognitivism, the educator’s job is to guide students to become effective agents for their own learning and personal development. In other words, it’s up to the learner to create their own learning experience, engage in decision making, and enhance their learning networks.

Therefore, there is no need for formal institutions to support this kind of learning, especially since such learning often depends heavily on social media readily available to all participants.

3.2.Implication of Connectivism in Instructional Design

According to connectivists, learning is a process that occurs within nebulous environments of shifting core elements:not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves(within an organization or a database), is focused on connecting specialized Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual.

In connectivism theory, two terms:’nodes’ and ‘links’,have been commonly used to describe how learners gain and connect information in a network,and engaged in learning processes.

In connectivism, students/learners are seen as “nodes” in a network. A node refers to any object that can be connected to another object, like a book, webpage, person, etc. Connectivism is based on the theory that we learn when we make connections, or “links,” between various "nodes" of information, and we continue to make and maintain connections to form knowledge.

Connectivism relies heavily on technology, so the first step that instructional designer needs to consider while creating a connectivist classroom is to introduce more opportunities for digital learning like online courses, webinars, social networks, and blogs.

Here are more ways to incorporate connectivism in the classroom for instructional designer:

Social media: One way teachers implement connectivism is through the use of classroom social media. For example, classes Twitter account can be used to share information, engage in discussion or announce homework tasks. This can help boost class engagement and open the lines of discussion among students and teachers.

Gamification:Gamification takes assignments and activities and puts them into a competitive game to make learning more of an interactive experience. There are many learning-based apps and instructional technologies teachers can use to add an element of gamification to the classroom. One example is DuoLingo, an online learning tool that helps students learn languages through fun, game-like lessons. Teachers can track students' progress while students can earn “points” for progressing through lessons. Other examples include apps like Brainscape, Virtual Reality House, and Gimkit, just to name a few.

Simulations:Simulations engage students in deep learning that empowers understanding as opposed to surface learning that only requires memorization. They also add interest and fun to a classroom setting. Take, for example, a physics class where students create an electric circuit with an online program. Instead of being instructed via a book or classroom lecture, they’re learning about physics by simulating an actual physical setup.

Incorporating some or all of these examples is a great way to allow your students more control over the pacing and content of their learning. It also provides opportunities for individualized learning to match each student’s unique needs and strengths.

In nut shell, when educators or teachers are designing instructional learning to adopt connectivism can follow the following steps:

Follow the blogs of those who innovate with educational technologies
Experiment (within your comfort zone) with web services and tools that might enrich teaching and learning in your practice.
Use, publish and share resources through blogs, wikis, photo and video sharing sites.
Encourage students to use the web for scholarly resources – being critical and selective, and attributing sources.
Assign student activities that enable effective use of media to report process and, where appropriate, outcomes.
Make explicit the concept of connectivism in student support activities so that they can exploit it in their own independent learning

4.The strengths and limitations of connectivism in education (K 12 or Higher Education), corporate training, or another professional environment

Strengths/Pros of Connectivism

Connectivism represents new and innovative approaches to learning that acknowledges the changing nature of knowledge and the importance of technology in contemporary society.
Overall, Connectivism provides a valuable perspective on learning in the digital age,highlighting the importance of social networks and technological tools in the learning process.
By embracing the principles of Connectivism, learners can acquire the skills and knowledge they need to navigate a rapidly changing world and continue to learn throughout their lives.
Connectivism shifts the role of instructional designer from a centralized teacher to each individual learner. It is the responsibility of the learner to create their own learning experience.
The theory embraces individual perspectives and diversity of opinions, theoretically providing for no hierarchy in the value of shared knowledge.
Connectivism seems to integrate advances in neuroscience and learning.
It takes into account the behaviors of learners in the "digital age" in an explicit way that is absent in other theories.

Limitations/Cons of Connectivism

Critics of Connectivism have argued that the theory places too much emphasis on technology and social networks and overlooks the importance of other factors such as motivation, individual differences in learning styles, and the role of the teacher.
Critics (such as Verhagen in his article Connectivism: A New Learning Theory argue that Connectivism is a pedagogical approach rather than a learning theory
If a Connectivist learning network is decentralized and learners choose their own learning path, how do you create a centralized learning outcome? If a centralized outcome is not important, how do you assess learning or plan instruction?
Connectivism is still in the process of being defined. As a result the theory can appear vague.
It is unclear how educators who design instruction around this theory would address content-specific requirements of the current standardized testing system.

5.Top 9 LinkedIn Groups for L&D Leaders for elearning Solutions : Link and description

Top 9 LinkedIn Groups for L&D Leaders for elearning Solutions

Link:https://www.linkedin.com/pulse/top-9-linkedin-groups-ld-leaders-elearning-solutions-thinkdom/

Description

The link “Top 9 LinkedIn Groups for L&D Leaders for elearning Solutions” is a great learning resource and gives an opportunity in accessing resources, eexpertise in various sectors,gives guidance and an assistance with the latest trends and practices by facilitating the exchange of industry trends and best practices, and helps to uncover new elearning solutions for both today's and tomorrow's challenges by using LinkedIn, as the leading professional networking platform and learning.

These 9 top LinkedIn groups for L&D Leaders for elearning Solutions have regularly posted insights on different eLearning topics, share job postings, and take part in discussions on trends, issues and opportunities in different sectors or fields.

Following these linkedIn groups can help us stay up to date with the latest eLearning trends and opportunities. We can also learn from their posts, experiences and insights a lot.The following for instances are some of benefits we can have these LinkedIn groups:

Being a part of industry-specific LinkedIn groups allows you to connect with like-minded professionals who are passionate about L&D,
They provide us a platform to exchange elearning solutions,insights, and experiences.
They share with us insights and discover innovative elearning solutions
Network with eLearning professionals, share your ideas and learn from others.
Access to a plethora of resources such as webinars, articles, and discussions to improve your eLearning strategies.
Access to a vast collection of resources and discussions.
Stay updated with the latest trends and innovations in elearning.
Engagement in meaningful discussions about elearning solutions & strategies.
In the ever-evolving world of Learning & Development (L&D), networking and continuous learning with LinkedIn groups are vital to staying ahead of the curve for us.

Apart from aforementioned benefits that these top LinkedIn groups for L&D leaders for elearning solutions, all of the groups have clear information for those who are interested to join their group, number of members and their years of establishment. Tips for Active Participation in LinkedIn Groups and networking for L&D leaders are clearly stipulated as well.

Personal Learning Network (PLN) and LinkedIn Groups

In the field of instructional design and learning, a Personal Learning Network (PLN) is a powerful tool for continuous growth and development. So that the PLN with these 9 top linkedIn Groups for L&D Leaders for elearning Solutions can have lots purposes and benefits for me.The PLN with these LinkedIn groups are an opportunities to:

Interact with a mix of academics and professionals on various areas.
Engage in a rich exchange of ideas and feedback on various training and development topics.
Interact with a mix of academics and professionals.
Engage in a rich exchange of ideas and feedback on various training and development topics.
Connect with a community of trainers and educators who are passionate about improving learning experiences.
Get access to resources, webinars, and workshops focused on creative training techniques.

Week 6:Andragogy

As coined by Malcolm Knowles, andragogy is a learning theory specifically focused on adult learners and their unique characteristics and needs. From this realization, Knowles developed his theory of andragogy, which can be seen as the "art and science" of assisting adults in their learning journey. Andragogy is the study and practice of teaching and facilitating learning experiences specifically tailored to the needs and characteristics of adult learners. The term "andragogy" itself signifies "adult leading" and emphasizes that adults should play an active role in directing their own learning process. To effectively apply andragogy learning theory to adults, there are 5 assumptions and 6 principles to be adhered by instructional designers. It is because of these reasons that applying andragogy to instructional design involves recognition of adult learners’ interests, experiences and their preferences to take an active role in their learning process. Adult learners are more motivated when they understand the relevance of the content and can immediately apply it to real-life situations.

In sum, andragogy is suited for:

Problem solving
Structured formal learning
Learners with a defined need to know

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2.Andragogy with dates, key researchers, and connections to teaching and learning.

Malcolm Shepherd Knowles (1913-1997) introduced and popularized the term andragogy into the modern world of education and learning system as adults centered learning theory.
According to Malcolm Knowles, andragogy is the art and science of adult learning. He posited a set of assumptions about adult learners namely, that the adult learner:

Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning.
Draws on his/her accumulated reservoir of life experiences to aid learning;
Is ready to learn when he/she assumes new social or life roles.
Is problem-centered and wants to apply new learning immediately, and
Is motivated to learn by internal, rather than external, factors.

Garrison, D.R’s. (1997) Self-directed learning (SDL) is rooted in Malcolm Knowles’ theory of adult learning, added elements of self-management to the model as:

SDL is a process where individuals take the initiative to diagnose learning needs, form learning goals, identify resources, implement a learning plan, and assess their own results.
SDL often occurs with the help of teachers, mentors, resources, and peers.
Requires the learner to be able to access and select appropriate learning programs.
The learner exercises control over all learning decisions.

The SDL is suited for:

Process based updates or knowledge
Self-motivated learners
Technology and software skills
Massive open online course ( MOOCs)

Jack Mazirow (1978) introduced transformative learning theory and he posits the concept that all learners use different assumptions, expectations, and beliefs to make sense of the world around them. According to Mazirow:

Transformative learning attempts to help learners change or transform their existing frames of reference through a process of problem solving, procedural tasks, and self-reflection.
Learning transformations occur when individuals face a “disorienting dilemma” that challenges their existing beliefs and critically reflect upon what has taken place.
It’s considered one of the “stickiest” types of learning because it can shift an individual’s perspective on how to behave, interact, or problem solve.

The transformational learning is suited for:

Personal change and a growth mindset
Complex analytical process
Situational evaluation and analysis

3.Implications of Andragogy for Instructional (learning) design.

Instructional design is an outstanding technique that makes big difference in audience lives by creating courses that motivate, inspire, and streamline the learning process.

As an instructional designer, one must invoke in understanding the curriculum of learner, because, here learners are adults with previous knowledge and fixed goals, and andragogy focuses on collection of learning material along with development, implementation, and execution of course to facilitate the adult learning experience. The best part of andragogy is, learner needs to know why they are learning to meet their needs, achieve their goals, be relevant and organized.

In short, the following principles involved in Adult-learning theory where the instructional designers are expected to understand.

1.Learner’s self- concept-Adult learners are more convenient when they are self-directed. As maturity increases, they are likely want to be independent rather than dependent personality.
Adult learners need to be self-authorized to make their own decisions, find their own way, manage the life situation, and this is where they get motivated and self-directed.

2.Learner experience and knowledge-No doubt, adult learners are well-experienced with diverse knowledge that greatly aids the learning process. They should be provided with an opportunity to make use of their learning experience which improves their job status and even stubborn themselves.

3.Problem-solver and task-centered-Adult learners are keen in problem-solving as they are managing life situations. They can be best problem solver, only when they are offered with an opportunity to handle the task.

4.Motivation-Adult learners are motivated by two factors- extrinsic factor i.e., job satisfaction, promotion, etc., and Intrinsic factors- better quality of life, self-esteem, etc. These factors can either make or break the personal and professional life based on their usage.

In conclusion, in Adult-learning there is no one-size-fits-all, rather it considers multiple techniques (Flexibility, Scalability, Consistency, etc.,) to engage adult learners with the course. These instructional design strategies have greatly followed by instructional designers to meet audience needs and impart them with best of their requirements. Therefore instructional designers play excellent role in adult-learning theory.

Additionally, adult learning theory is a combination of different theories where all of them have one definite goal to streamline adult learning process-(Andragogy, experiential learning, transformational learning, and self-directed learning).

When designing a learning experience, it is crucial to provide opportunities for learners to draw on their prior experiences and knowledge and connect new information to their existing understanding. Finally, andragogy emphasizes the importance of creating a supportive and respectful learning environment that values the learners' autonomy and fosters collaboration among peers. By incorporating all principles of andragogy into instructional design, educators can engage and empower adult learners, leading to more meaningful and impactful learning outcomes.

4.Strengths and Limitations of andragogy in education (K 12 or Higher Education), corporate training

Strengths of Andragogy

Allows learners to take control and be more independent
Focuses on learner’s experiences and prior knowledge
Encourages problem-solving
Promotes flexibility and independence in learning. One of the most important ideas behind andragogy is that adult learners usually want to take ownership of their own learning journeys.
Provides readily applicable lessons. In Adult Learning Theory, the experiences of the learner are put into consideration when it comes to the mode of teaching and learning.
Focuses on quick and problem solving centered learning. One common thing about adults is that they might all busy. They might be too preoccupied with work to spend the bulk of their time in training.

Limitations of Andragogy

May be too open-ended for some learners
Can be difficult to assess progress
As Brookfield (2003) called the theory is “culture blind," stating that the concept of self-directed learning and the concept of student are establishing a non-threatening relationship with the teacher as facilitator of learning may neglect cultures that value the teacher as the primary source of knowledge and direction.

5.Opinions on Andragogy Experiences

5.1. Experiences on Formal and Informal Learning

In andragogy of formal learning, my learning experience was when I pursued my post graduate program on Gender and Development from 2007 and 2009.For this post graduate program on Gender and Development, there were three types students including government sponsored learners only for learning, self sponsored learners (who were not working), and self-sponsored learners but employed or working to lead the life. That government sponsored learners were individuals with many years of work experiences, government officials who assumed decision making and leadership positions at different government ministries and agencies. Where as those self sponsored learners were learners with few years or no experiences including my self. I was one of self sponsored and employed learner, spent some time to attend classes and some time on the organizational work to lead my family. The individual and group projects provided by Instructors, individual and group presentations in the class, discussions and reflections, feedback mechanisms and grading systems have imparted our learning skills a lot.

As I had been a self sponsored plus working, I were absent from classes, my organization was not allowed me a time to attend classes. Instructors took an attendances, and my absenteeism from classes had impacted my learning, and after completing one semester I decided to withdraw, and delayed one semester from the batch. However, I came back to University after one semester by changing another organization for work, and completed my post graduate Degree in Gender and Development in 2009.

For Informal learning, my practical experience which was indeed very successful was coaching. After completing the 4 months eLearning course on Supervisory Skills: Managing People and Performances with UNSSC, I managed to get a well renewed Executive Coach/Team Coach/Career Coach who has over 14 years of experiences in UN system. Her coaching delivery for 2 months for about 1hour on every Monday specifically focusing on goal setting, team development and management, and career opportunities have totally supported and improved my team management during project implementation and management. Finally, this renewed coach has written me a recommendation letter as posted on my LinkedIn profile.

Another my practical experience and which I utilized/learned a lot as informal learning is that my personal learning networks (PLN) through LinkedIn with various scholars and expertise.

5.2. Key past Adult Learning Experiences

As far as my past adult learning experiences are concerned, I can mention that the elearning experiences on professional personal development with my previous and current organizations are worth mentioning. Those professional personal developments schemes opportunities by my organizations greatly helped my career and professional development, and my elearning experiences are definitely linked with principles of adult learning theory. The adult learning theory principles that grabbed my decisions include:

Readiness to Learn-I took all online courses with adults who had various work experiences for the reason to develop my professional personal and career development. I was very curious and wanted to develop my professional and career goal.

Self-Concept-For all online learning courses I managed to identify those courses directly related to my roles and responsibilities plus with my career goal. They were self-directed courses; I learned all courses on at my own pace and at the day of time convenient for me. My online courses coordinators gave me a constructive feedback timely and I managed all courses with great achievements too.

Adult Learner Experiences-During online courses learning, all courses had a forum discussions with participants from different countries of the world, backgrounds, walks of work experiences which gave us an opportunities to learn among each other.

Motivation to Learn-This was during when I decided to pursue MA Degree on Gender and Development Study where my other 5 classmates were very motivated to further education. We all 5 classmates were on the same batch during undergraduate education from the same University, no one has motivated us, it was we ourselves decided to continue further education for professional development purpose.

5.3. Andragogy and Principle for Designing Future Learning Experiences

Definitely, understanding the principles of adult learning and the "Learner Experience" would significantly shape my perspective on designing future learning experiences.

It is apparent that my purpose in instructional design is to support learners with effective teaching methods for teachers and teacher educators. I would design the learning by considering the APIE principles of learners and support them with resources that ask to draw upon their past experiences, even using case studies or problem-solving scenarios rooted in usual challenges they face.

In short, as adults need I will design and support learners to apply the APIE learning principles:

Application………………………….. with practices

Problem-solving...............with scenarios

Involvement.........................on activities

Experience.............................with discussions.

References:

Knowles,M.S.(1950) Informal Adult Education, New York: Association Press. Guide for educators based on the writer’s experience as a programme organizer in the YMCA.
Knowles,M.S.(1962) A History of the Adult Education Movement in the USA, New York: Krieger. A revised edition was published in 1977.
Knowles,M.(1975).Self-Directed Learning. Chicago: Follet.
Knowles,M.(1984).The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.
Knowles,M.(1984). Andragogy in Action. San Francisco: Jossey-Bass.
Kearsley,G.(2010).Andragogy(M.Knowles).The theory Into practice database. Retrieved from http://tip.psychology.org
Pappas,Christopher.“The Adult Learning Theory - Andragogy - of Malcolm Knowles.” Elearningindustry.com. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles (accessed September, 2023)
Russell, Linda.“The Fundamentals of Adult Learning.”Td.org. https://www.td.org/newsletters/atd-links/the-fundamentals-of-adult-learning (accessed September, 2023)

Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International license.

Week 7:Assessment & Learning Models

Learning Scenario and Activity

The USA based PM4DEV.COM company has planned instructor led an online training or learning for 30 students or learners from different parts of the world on Effective Project Management (EPM) for 25 days. The company wanted or explained the online learners one major deliverable,i.e, Project logframe to be developed and submitted during online learning processes.

Activity: Three modules focused and instructor led ‘Effective Project Management’ online training is provided to online learners for three consecutive weeks whereby learners are actively engaged and participated in completing each modules with weekly assignments for assessments and grading. The 25 days online training happened through training modalities including instructor-led highlights and presentations on each modules or key topics, discussion forums among online learners, modules end assessments and assignments on weekly basis.

2.Learning Model

For this online EPM training, I selected the experiential learning model due to the fact that learners from different countries of the world, with different education backgrounds and with various walks of work have interacted and shared their skills and practical work experiences for different scenarios on development projects. In addition, the experiential learning engages students in hands-on experiences and reflection; it gives them an opportunity better able to connect theories and knowledge learned in the classroom to real-world situations.

For EPM learning scenario, the experiential learning model gave the online learners to understand and complete the training and the training became a learner-centered and the instructor has been a facilitator. The following learning approaches were employed during training:

Instructor Instruction-This was an instructor highlights and various scenarios presentation and post for online learners throughout the training processes.

Discussions Forum-This approach gave learners the strategic and active engagement of opportunities to learn through doing, and reflection on those activities or scenarios provided by instructor, which also empowered them to apply their theoretical knowledge to practical endeavors in a multitude of settings to real world situations.

Reflections and feedbacks-This gave an opportunity of interactions, reflections and feedback mechanisms with various expertise and experiences of online learners, and instructor on posts for discussions form and assignments across training modules.

3.Learning Assessment

The above online learning scenario (EPM) has employed various learning assessments to measure learners’ learning outcomes as explained below.

3.1.Formative Assessment – this assessment was happened as ongoing and continuous evaluation throughout the learning journey for online learners through provision of various scenarios on development project. It gave learners an opportunity to get timely feedbacks, helped them to identify areas of improvement and adjust their learning strategies accordingly. Continuous quizzes and discussions forms on various scenarios became types of formative assessment employed for above learning scenario.

3.2. Summative Assessment- This learning assessment occurred at the end of each modules and learning experience to measure the overall achievement of students learning objectives. The modules end exams and assignments with various scenarios administered for online learners plus instructor’s feedbacks for modules end assignments were administered as summative assessment.

3.3. Authentic Assessment-the authentic assessment evaluates whether students or learners can successfully transfer the knowledge and skills gained in the classroom to various contexts, scenarios, and situations. In many ways, authentic assessment can be considered the difference between measuring what students know versus how they can apply that knowledge.

For above online EPM training, two major authentic assessments were employed. First, an assessment applied on students’ work,i.e, development of project logframe along project’s results chain or project management phases throughout the learning journey. This was production authentic assessment where students created a deliverable that demonstrate their ability to apply, analyze, and synthesize what they've learned.

Second, rubric was used to evaluate authentic assessment for EPM online learning by considering the course standards and objectives. Through rubric authentic assessment clear criteria for evaluating learners' performance and continuous provision of valuable feedbacks on learners’ strengths and areas for improvement were employed.

4.Connection to Learning Theories

The online EPM training learning scenario gave the learners various opportunities for their professional development and has direct linkages or connection to the following learning theories.

Constructivism

The instructor played facilitation roles by giving instructions and highlights on EPM training objectives and modules rather than the gatekeepers of knowledge.
Learners constructed their own understanding, and engagedin constructing or designing various scenarios for discussions forms on real situations
They were also actively engaged in the learning processes by themselves.

Connectivism

Internet or technology used to connect, evaluate, create, and communicate information among various online learners from different parts of the world.
Online learners are interacted and communicated online through discussions forums throughout learning journey.
Learners also got the opportunity to learning through personal learning networks (PLN) mainly LinkedIn.

Andragogy

The online scenario on EPM is also connected to the adult learning theory and has applied the following principles:

Readiness to Learn-All online learners selected this online course with various work experiences for the reason to develop their professional and career development. All online learners were very curious and wanted to develop their professional and career goal.

Self-Concept-For all online learning participants managed to identify this course directly related to their roles and responsibilities plus with their career goal. They were self-directed; they learned this course on at their own pace and at the day of time convenient for them.

Adult Learner Experiences-During online course learning, the course had discussions forum with participants from different countries of the world, backgrounds, and walks of work experiences which gave them an opportunities to learn among each other.

Intrinsic Motivation-It is apparent that all online learners knew the significance and value of the learning for their roles and responsibilities in their respective organizations as well as for future career growth. Nobody was in charge to convince them of the need for their professional development and improvement.

References

Buljan, M. (2021). Experiential learning in online courses

Dixon, D. D., & Worrell, F. C. (2016).Formative and summative assessment in the classroom. Theory into Practice.

Dolin, J., Black, P., Wynne, H., & Tiberghien, A. (2017). Exploring relations between formative and summative assessment. In J. Dolin & R. Evans (Eds.), Transforming assessment: Through an interplay between practice, research, and policy.

Kibble, J. D. (2017). Best practices in summative assessment. Advances in Physiology Education.

Shaw, A. (2019, March 26). Authentic assessment in the online classroom.

Types of Authentic Assessment.(2008, May 14).Retrieved from https://tccl.arcc.albany.edu/knilt/index.php/Unit_2:_Types_of_Authentic_Assessment

Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Practice.

Week 8:Microlearning & Signature Assignment Submission

Micro learning is a way of teaching and training employees in ways that take little time but ultimately reach the intended goal. One of the reasons why microlearning has become so popular at this time is because it allows creativity and engaging experiences. By targeting small objectives or chunking content, learners can quickly grasp essential information and apply it immediately. So that, a mini course is a short online course that takes or requires only a few minutes or hours from participants to complete.

English Programs in British Council lacked practices and culture of data collection and analysis on impacts, use of results for program improvement, data evidences for accountability purposes, to integrate gender and diversity during projects and programs designing,implentaion & evaluation processes, and putting future directions for programming and management.Based on these gaps, I determined to design my microlearning minicourse on’Monitoring,Evaluation,Accountability and Learning (MEAL) Framework training for British Council: English Programs since I am one of English Programs team members.

2,Audiences,Format and Emphasized areas for Minicourse

The audiences or target participants of MEAL framework training minicourse are Regional Program Directors, Country Directors, M&E Experts, Program and Project Managers. The minicourse training format for MEAL framework will be an online synchronous whereby all participants will be provided with modules on weekly basis.

Through this MEAL framework focused minicourse training, targeted participants will have understandings on the following major areas:

Shared understanding of MEAL framework on English Programs among staffs,
Used an evidence-based approach to strengthen English Programs for fund raising and future aspirations and programming,
Used monitoring and evaluations to learn and correct the course from experiences through reflections and be accountable to all stakeholders.

The minicourse training on MEAL framework for English programs will have four modules as stated below and will be completed in 4 weeks.

Module 1: Introduction and Importance of MEAL framework on English programs
Module 2:MEAL Standards and Principles
Module 3: Steps of M&E for MEAL framework in English Programs
Module 4: Accountability Mechanisms to ensure the MEAL Framework in English Programs

3.Learning Theories to be employed for Minicourse

Based on the last 7 weeks learning, I decided to employ two learning theories for my minicourse training on MEAL framework for English Programs staffs.They are:

Andragogy learning theory
Connectivism learning theory

Selected Learning Theories and Instructional Design Approach for Minicourse

As an instructional designer, I will apply the following Knowles’ principles for andragogy learning theory in order to create an engaging, participatory and interactive learning experiences on this minicourse of MEAL framework.

Learner experience and knowledge- as this minicourse training participants are all adult learners with diverse experiences and knowledge that greatly aids the learning process for application. They should be provided with an opportunity to make use of their learning experiences and knowledge to establish MEAL framework for English Programs.

Problem-solver and task-centered-Adult learners are keen in problem-solving they are facing and managing in their day to day life situations and works. The MEAL framework minicourse training participants would be best problem solver that English Program lacked on monitoring and evaluation.

The collaborative approach- online group discussions, reflections, experiences and knowledge sharing will be consolidated for experiential learning.

Opportunity of relating instruction with real-world relevance: this minicourse training will provide opportunities with participants to apply various case studies and practical scenarios in to English Programs MEAL framework.

As the minicourse training on MEAL framework will employ an online synchronous format, the connectivism learning theory will be used to engage participants actively as well. The resources sharing through various social Medias such blogs, LinkedIn, wikis, photo and video sharing sites will also encouraged for connectivism learning.

4.The Strengths and Limitations of selected Learning theories for Minicourse.

I have learned and understood that the selected learning theories have both strengths and limitation to be considered while working instructional design and I will employ for this minicourse as well.

Strengths:

Andragogy:

Allows learners to take control and be more independent
Focuses on learner’s experiences and prior knowledge
Encourages learners for problem-solving
Promotes flexibility and independence in learning. One of the most important ideas behind andragogy is that adult learners usually want to take ownership of their own learning journeys.

Connectivism:

Connectivism represents new and innovative approaches to learning that acknowledges the changing nature of knowledge and the importance of technology in contemporary society.
Overall, Connectivism provides a valuable perspective on learning in the digital age,highlighting the importance of social networks and technological tools in the learning process.

Limitations:

Andragogy:

May be too open-ended for some participants or learners
Can be difficult to assess progress

As an Instructional designer on this minicourse, I will inculcate and create sense of ownership among English Programs Regional Directors and Country Directors to ensure accountability in place for MEAL framework.

Connectivism:

Connectivism learning is network decentralized and learners choose their own learning path.

As an instructional designer for this minicourse on MEAL framework, emphasis will be given to create the centralized or English Programs audited accountability system for framework at leadership or senior management team members.

Finally, andragogy learning theory can support most to apply effectively this minisourse on MEAL framework for English programs since the theory is based on various principles and adult learners centered for ownership and accountability.

WEEK 2:Activity-Behaviourism

IDT 100X: Learning Theories

5.Learning Scenario

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week 3-Activity:Cognitivism

Week 4-Activity:Constructivism

Week 5:Connectivism

Strengths/Pros of Connectivism

Limitations/Cons of Connectivism

Week 6:Andragogy

Week 7:Assessment & Learning Models

Week 8:Microlearning & Signature Assignment Submission