Assignment

Think about the instructional design models that we have studied thus far in this course (i.e., ADDIE, Dick and Carey, ELM, ARCS, or Gerlach and Ely). Write a 4-page paper that applies the concepts of behaviorism, cognitivism, and constructivism to one or more of these ID models.

Note:
First, remember that behaviorism concentrates on the study of overt behaviors that can be observed and measured. As part of your discussion, give an example of how behaviorism may be used with one of the ID models above to strengthen a learning activity.
Second, cognitivism concentrates on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner’s mind. Use Bloom’s taxonomy with one of the ID models above to illustrate how higher-order thinking may be facilitated during a learning activity.
Third, constructivism concentrates on the premise that we all construct our own perspective of the world, through individual experiences. Constructivism focuses on preparing the learner to problem solve in ambiguous situations. Discuss how one of the ID models above may be used to facilitate learners arriving at their own conclusions following a learning activity.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style (Strong Introduction, Subheaders and Conclusion.

Required Reading

Big Dog & Little Dog’s Performance Juxtaposition. Constructivism and Instructional. Retrieved February2014 from Design http://www.nwlink.com/~donclark/hrd/learning/id/constructivism.html
Brooks, M.G. (1999). The courage to be constructivist. Educational Leadership, 57(3), 18-24.
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105-134. Retrieved March 2013 from ProQuest.
Karagiorgi, Y. & Symeou L. (2005) Translating constructivism into instructional design: Potential and limitations. Journal of Educational Technology & Society 8.1 ProQuest
Lane, A. (2007) Comparison of teacher educators’ instructional methods with the constructivist ideal. The Teacher Educator, Winter: 157-184. ProQuest
Learning Theories Knowledgebase (2009, September). Design Theories & Models at Learning-Theories.com. Retrieved March 2013 from Learning Theories.
Pelligrino, J.W. (2006). Rethinking and redesigning curriculum, instruction, and assessment: What contemporary research and theory suggests. National Center on Education and the Economy. Retrieved from http://www.psycholosphere.com/Pellegrino-Rethinking-and-Redesigning.pdf
Sun, L. & Williams, S. (N.D.) An Instructional Design Model for Constructivist Learning; Department of Computer Science, The University of Reading Retrieved February 2014 from http://www.ais.reading.ac.uk/papers/con50-An%20Intructional%20design.pdf
Willis, J. (2009). Pedagogical ID versus process ID: Two perspectives in contemporary instructional design theory. International Journal of Technology in Teaching and Learning, 5(2), 93-105. Retrieved March 2013 from EBSCO.