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MITE 6330-Learning Design and Technology-Individual Assignment by Mind Map: MITE
Design and
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MITE 6330-Learning Design and Technology-Individual Assignment

Key learning theories applied to instructional design

Main source: Tennyson, Robert D. (2010), Historical Reflection on Learning Theories and Instructional Design, Contemporary Educational Technology, University of Minnesota, pp. 1-16.


Impact on instructional design not until the 1960s-Emphasis on external behaviour

States learning objectives in specified, quantifiable, terminal behaviours summed up in ABCD-Behavioural Objectives Movement, A-Audience-the student, B-Behaviour-Answer Correctly, C-Condition, D-Degree of success

Taxonomic Analysis of Learning Behaviours, Bloom's Taxonomy of Learning, 1956, Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Gagne's taxonomy, Verbal information, Intellectual skill, Cognitive strategy, Attitude, Motor skill, Gagne's Nine Events of Instruction, Gain attention, Inform learner, Stimulate recall of previous learning, Present stimulus material, Provide learner guidance, Elicit performance, Provide feedback, Assess performance, Enhance retention transfer

Mastery learning developed by Morrison in the 1930s, Lower level of learning as demonstrated by Bloom in his taxonomy, It assumes all students can master the materials presented in the lesson

Constructivism-More open-ended learning experience

Merrill's First Principles of Instruction-Effective learning environments are problem-based, Problem, Activation, Demonstration of skills, Aplication, Integration

Jerold Kemp's instructional design model, Identify instructional problems and goals for designing, Examine learners' characteristics, Identify subject content, State instructional objectives for the learner, Sequence content, Design instructional strategies, Plan the instructional message and its delivery, Develop assessment strategies, Select resources to support learning

Bruner's constructivist theory, learning as an active process, Learners go beyond instruction to discover the key principles by themselves

Cognitivism-Based on schema and mental operations

Impact on instructional design in the late 70s- It focuses on the internal process of the mind and their impact on learning

Advanced organisers

Mnemonic devices

Computer based instruction

Vygotsky's theory of social cognitve development

Social interaction as a key element in the development of cognition

Cognitive theory on multimedia learning and design.

Mayer and Moreno's (1996) cognitive theory on multimedia learning and design. It is based on three key cognitive processes-selecting, organising and integrating

Multiple representation principle

Contiguity principle

Split attention principle

Individual differences principle

Coherence principle

Definition of instructional design

It focuses on the process and needs of the learner

It refers to the practice to maximise the effectiveness of the learning experience

Web 2.0 Based Learning Technology

Daniel Churchill (2007)

Metaphor for a spectrum of emerging novel internet applications

Paradigm shift on the understanding on how the internet works. Constructivist approach, focused on the learner and collaboration

Application, uses and examples

Read-Write Web, Blogs, Wikis

Subscribing for information, RSS

Social spaces and network, My Space, Facebook, You Tube

Internet as a platform for collaboration, Google Applications

Social bookmarking, RISAL, Diigo, Delicious

Educational and work impact-Reflection

Authentic learning


It enables learners and educators around the world to work together breaking space barriers

Promotes innovation and higher order thinking skills

Promotion of internationalism and understanding of global issues

Instructional design theory and learning objects

Wiley's Preliminary Taxonomy of Learning Objects

Wiley's Conclusion

ADDIE Model-Group work for this module-Stages

Dick and Carey's (2005) model as one of the most widely used


Instructional goals and objectives


Learning objectives

Assessment instruments


Subject matter analysis

Lesson planning

Media selection






Formative assessment

Summative assessment


Conclusion and reflections


My focus on the creation of this mindmap is to establish a relationship between theory and practice on instructional design. Therefore, and in order to avoid repetition, the process gone through when approaching the group work had not been included in the individual assignment, only outlined.

Mobile learning devices

Recent study on the potential and development of mobile devices

Devices other than phone

Wide range of applications

Limitations due to their size solved by the use of tablets


Text, e-books


Internet connection and access to Web 2.0 tools


Analytical and capture tools

Representational tools