1.2. Because short-term memory is limited, learning experiences should be designed to reduce working memory load in order to promote schema acquisition.
1.3. Schemas are acquired over a lifetime of learning, and may have other schemas contained within themselves.
1.4. Information processing has three main parts: sensory memory, working memory, and long-term memory.
1.5. Helps teachers design training that reduces the demands on learners' working memory, so that they learn more effectively.
1.6. Learning must be held in your working memory until it has been processed sufficiently to pass into your long-term memory.
2. Gagne's Theory of Instruction
2.1. Different instruction is required for different learning outcomes.
2.2. Five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes.
2.3. Focus of the theory is on intellectual skills.
2.4. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.
2.5. Events of learning operate on the learner in ways that constitute the conditions of learning.
2.6. Robert M. Gagne introduced this theory in 1965 with the publication of "Conditions of Learning."
3. Constructivism
3.1. People actively construct their own knowledge and reality is determined by the experiences of the learner.
3.2. Meaning is influenced by the interaction of prior knowledge and new events.
3.3. Learning is personal, and learners build new knowledge upon the foundations of previous learning and experiences.
3.4. Learning is an active process.
3.5. Learning is a social activity.
3.6. Knowledge can only exist within the mind and does not have to match any real world reality.
3.7. Three main types: cognitive, social, and radical.
4. New Theorist in Instructional Design
4.1. Joreon J.G. van Merrienboer published an article in 1992 introducing a four-component instructional design model. His most recent publication, "The Four-Component Instructional Design Model: An Overview of its Main Design Principles" was published in 2019.
4.2. Addresses how knowledge can be applied to real-world problems.
4.3. The 4C-ID model is characterized by four components: learning tasks, supportive information, procedural information, and part-task practice.
4.4. Learning should be based around real-life situations.
4.5. Media should only be used if it supports the real-life environment.
4.6. Teachers use scaffolding; they provide a lot of support in the beginning of the learning process and then gradually phases out the support as skills progress.
5. Behavioral Learning Theory
5.1. Behaviors are learned through conditioning.
5.2. Emphasizes the role of environmental factors in influencing behavior.
5.3. Primarily concerned with observable and measurable behavior.
5.4. Positive reinforcement and repetition are the key to conditioning the desired behaviors.
5.5. Movement began in 1913 with John Watson's "Psychology as the behaviorist views it."
5.6. In 1897 Pavlov published the results of his experiment on conditioning.
6. Cognitive Information Processing Theory
6.1. Information is processed in the brain like a computer.
6.2. Includes sensory memory, short-term memory, and long-term memory.
6.3. Focuses on what happens between the input and output.
6.4. Learners are viewed as active seekers and processors of information.
6.5. George A. Miller presented his concept of "chunking" in 1956. In 1960, Miller, Galanter, and Pribram proposed the concept of TOTE.
7. Connectivism
7.1. Explains how internet technologies have created new opportunities for people to learn and share information.
7.2. Much learning can happen across peer networks that take place online.
7.3. Teacher guides students to information and answers key questions as needed, in order to support students learning and sharing on their own.
7.4. Knowledge is a network and learning as a process of pattern recoginition.
7.5. Introduced in 2005 by George Siemens' "Connectivism: Learning as Network Creation and Steven Downes' "An Introduction to Connective Knowledge."
