Learning Theories and Learner Analysis in Learning Design

Unit 2 explores key figures behind Behaviorism learning theories including the works of Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. This assignment explores three objectives:

• Overview of behaviorism with dates, key researchers, and connections to teaching and learning.
• Implications of behaviorism for instructional (learning) design.
• Strengths and limitations of behaviorism in the instructional design context of K-12 education, more specifically for my context, 9–12 education.

Unit 3 explores key figures behind Cognitivism learning theories including the studies of Jean Piaget, Lev Vygotsky, Jerome Bruner, and Albert Bandura. This assignment explores three objectives:

• Overview of cognitivism with dates, key researchers, and connections to teaching and learning.
• Implications of cognitivism for instructional (learning) design.
• Strengths and limitations of cognitivism in an instructional design context, more specifically, my context of business coaching for entrepreneurs.
• Examination of instructional material to assess cognitive load.

Unit 4 explores key figures behind Constructivism learning theories including the studies of Jean Piaget, Lev Vygotsky, and John Dewey. This assignment explores three objectives:

• Overview of constructivism with dates, key researchers, and connections to teaching and learning.
• Implications of constructivism for instructional (learning) design.
• Strengths and limitations of constructivism in an instructional design context, more specifically, my context of business coaching for entrepreneurs.

Unit 5 explores the Connectivism learning theory developed by George Siemens and Stephen Downes. This assignment has three objectives:

• Provide an overview of connectivism with dates, key researchers, and connections to teaching and learning. 
• Discuss the implications of connectivism for instructional (learning) design. 
• Share your opinion on the strengths and limitations of connectivism in your chosen instructional design context. Examples include education (K–12 or higher education), corporate training, non-profits, government/military, or another professional context you are interested in.

Unit 6 explores Andragogy, a learning theory for teaching adult learners developed by Malcolm Knowles.  This assignment is split into two tasks:

Part I: Andragogy Overview

• Provide an overview of andragogy with dates, key researchers, and connections to teaching and learning.
• Discuss the implications of andragogy for instructional (learning) design.
• Share your opinion on the strengths and limitations of andragogy in your chosen instructional design context. Examples include education (K–12 or higher education), corporate training, non-profits, government/military, or another professional context you are interested in.

Part II: Prior Learning Experiences and PLN Influence

• Choose a learning experience from adulthood, either formal or informal, and briefly reflect on what made the experience memorable, considering the factors that contributed to the learning being successful or unsuccessful.

• Apply key aspects of adult learning theory to your chosen experience to articulate why it was successful or unsuccessful. 

• Discuss ways in which your preference for formal, informal, or non-formal learning informs how you seek out learning experiences related to your PLN. 

For this discussion, we reviewed formative and summative assessments and their effective utilization in various learning models—problem-based, case-based, project-based, and inquiry-based. Our reflection includes the following: 

• Describe the learning scenario to be taught within the context of one of the learning models. I’m using my Senior Capstone Journey Roadmap (High School) as a model for case-based learning. I will be drawing on and reflecting from first-hand experience.
• Describe a formative or summative assessment that could be used to assess the learning scenario.
• Describe an authentic assessment that could be used to assess the learning scenario. Be sure it is clear how this assessment is student-centered and authentic and ties to the model discussed this week.
• Describe or include connections to the learning theory or theories best represented by your learning scenario.

This reflection synthesizes my understanding of learning theories and their practical applications, preparing me to expand on my ideas in LDTC 605’s Instructional Design Document (IDD) in LDTC 605 addressing the following:

• A Social Media Branding Minicourse for Solopreneurs: Social media is consistently a muddy point for solopreneurs who often aren’t sure where to start and are overwhelmed by the time commitment, or aren’t social media literate and apprehensive about using the platforms for business. This minicourse addresses this challenge. 
• Andragogy, Connectivism, and Behaviorism learning theories heavily influence the design of this minicourse.
  • Strengths and limitations of each learning theory within the context of your minicourse. 
  • Ways in which the chosen learning theories could be applied to the instructional design of your minicourse.