Knowledge Base - Learning and Instructional Design Theories

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PROJECT SUMMARY

This project was completed during the Fall 2020 Semester as a requirement of the IDE 621-principles of Instruction and Learning course within Syracuse University's Master of Science in Instructional Design, Development, and Evaluation (IDD&E) Program.  The purpose of this project was to explore behaviorism, cognitivism, and social learning theories and their associated instructional design theories.  This project was multi-faceted and included the creation and utilization of infographics, learning scenarios, and observational learning checklists to display student understanding of the theories, theorists, and the application of the theories within a classroom.  

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AUTHOR AND CONTRIBUTORS

AUTHOR:

Donald A. Petrie, Student, Syracuse University, M.S. IDD&E

CONTRIBUTORS:

None

IDD&E PHASE

This project involved designing and developing an interactive website to house and display the knowledge base products.  These products  convey the students understanding of learning and instructional design (ID) theories and principles.  As such, this project may be described as pertaining to the design and development phases of IDD&E.

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REFLECTION

This project served as an exploration of learning theorists such as Ivan Pavlov, B.F. Skinner, Lev Vygotsky,  Jean Piaget, Julian Rotter, and Albert Bandura.  Beginning with behaviorism, the terminology and definitions associated with the psychological study of behaviorism can be quite confusing and become very difficult to comprehend when combined with the ideas of learning and instructional design.  Considering these challenges, by using the very theories of behaviorism, one can come to understand and appreciate them. I struggled much more with cognitivism than I did with behaviorism, as the observability of behaviorism seemed to resonate a bit more with me.  Cognitivism, along with all of its specificity and intricacy, forced me to step outside of my comfort zone. Lastly, my studies of social learning theory exposed me to a seemingly incontrovertible fact; the three theories focused upon for this knowledge base (linked below) are intricately intertwined and support one another while simultaneously arguing against each other.

 

SELF-ASSESMENT

This project, completed as a final project during the Fall semester of the IDD&E M.S. Program, greatly enhanced my understanding of the principles associated with instruction and learning.  Having developed my knowledge regarding learning and ID theories, I am much better prepared to grow and enhance my proficiencies in correlation with the IDD&E Standards of Practice.  The research, construction of learning materials, graphic design, and web design aspects required to construct this knowledge base are invaluable assets regarding my knowledge and skills and will surely serve me well in my future as a  an aspiring instructional designer.  

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