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A Learning Science Alternative to Bloom's Taxonomy by Brenda Sugrue : Learning Solutions Magazine
A Learning Science Alternative to Bloom's Taxonomy by Brenda Sugrue : Learning Solutions Magazine
Bloom's taxonomy sometimes creates unclear verb categorization and connection to assessments. This framework is focused on performance objectives and ties the type of knowledge to verbs, instructional strategies, and types of practice or assessment. This is partially drawn from Merrill's work. Procedural knowledge and declarative knowledge are handled differently.
Imported from Diigo#bloom#instructionaldesign#theory#learning
·learningsolutionsmag.com·
A Learning Science Alternative to Bloom's Taxonomy by Brenda Sugrue : Learning Solutions Magazine
Scenario-based-learning.pdf
Scenario-based-learning.pdf

"Scenario-based learning is based on the principles of situated learning theory (Lave & Wenger, 1991), which argues that learning best takes place in the context in which it is going to be used, and situated cognition, the idea that knowledge is best acquired and more fully understood when situated within its context (Kindley, 2002)."

"SBL usually works best when applied to tasks requiring decision-making and critical thinking in complex situations. Tasks that are routine to the students will require little critical thinking or decision-making, and may be better assessed using other methods. "

"Checklist: Is SBL the right option? (Clark, 2009)

  • Are the outcomes based on skills development or problem-solving?
  • Is it difficult or unsafe to provide real-world experience of the skills?
  • Do your students already have some relevant knowledge to aid decision-making?
  • Do you have time and resources to design, develop, and test an SBL approach?
  • Will the content and skills remain relevant for long enough to justify the development of SBL?"
Imported from Diigo#learning#theory#research#scenario
·quality4digitallearning.org·
Scenario-based-learning.pdf
Systems thinking and innovation | effectivedesign.org
Systems thinking and innovation | effectivedesign.org
Live blogged notes from AECT about systems thinking, innovation, and games for learning. Lots of side comments too, including some good connections to instructional design and getting too bogged down in multiple theories.
This is exactly what has happened to instructional design, and could by <a href="http://effectivedesign.org/2008/02/11/instructional-design-in-academia-where-theory-and-practice-rarely-meet/">why theory and practice don’t meet</a>. <strong>So much theory has been introduced that we can no longer see how instruction is actually designed.</strong> That’s why I think many times it has become easier for novice (in this case non-academically trained) designers can do it so often. They are not encumbered by the fog of theory.
Imported from Diigo#instructionaldesign#theory#change#games#scaffolding#education#elearning
·effectivedesign.org·
Systems thinking and innovation | effectivedesign.org
Social Networking: Learning Theory in Action
Social Networking: Learning Theory in Action
Exploring how social networking applications could be used to create a more social constructivist learning environment to support collaboration, creativity, and networking. (The author calls it "social learning theory" and contrasts it with "objectivist" learning, but never uses the phrase "social constructivism." Still, it seems like that's what she's describing.)
Imported from Diigo#socialnetworking#learning#theory#highered#education#collaboration#creativity#constructivism
·campustechnology.com·
Social Networking: Learning Theory in Action
Learnlets » Theory foundations for ISD?
Learnlets » Theory foundations for ISD?
Clark Quinn on the value of understanding the theories behind instructional design. He suggests that at least some exposure to the theories is necessary because you have to understand WHY you're doing what you're doing.
You don’t have to read Vygotsky in the original Russian, but what you can <strong><em>not</em></strong> do, and I see all too often, is follow a cookie-cutter approach which says “I have to have an introduction, concept, example, …”, and then write one of each without understanding what are the key principles behind each of those elements.
Note that Cammy is a ‘reflective practitioner’ to use Schön’s term, as she reads and <a href="http://learningvisions.blogspot.com/2007/05/humble-learning-moment.html" title="Cammy Bean's learning reflections" target="_blank">reflects</a> on what she does. That’s why she’s effectively done her own ‘masters’ in learning/ISD. So, I’m not comfortable with trusting experience over time to yield competent results, I think it takes someone being an ongoing learner. That’s easier in a well-designed program, though the caveat is that all programs are not necessarily well-designed.
Imported from Diigo#instructionaldesign#theory
·blog.learnlets.com·
Learnlets » Theory foundations for ISD?
Kapp Notes: Value of Instructional Designers
Kapp Notes: Value of Instructional Designers
Karl Kapp explains his view of the value of instructional designers in integrating multiple theories and making learning experiences more effective. If the delivery medium doesn't matter (and the research says it doesn't), then the quality of the design is what matters.
The discipline (and it is a discipline) borrows heavily from psychology, cognitive science, behavioral science, information design theory, and media design theory. However, it is the blending of these theories and ideas into the design of instruction that makes the difference between merely presenting information and creating an event in which learning actually occurs.
Imported from Diigo#instructionaldesign#theory
·karlkapp.blogspot.com·
Kapp Notes: Value of Instructional Designers