Subject: Learning Objects, Adaptable? New Instructional Design Methodology
Maggiez99z@cs.com
Date: Fri 11 Feb 2000 - 20:39:54 MET
From: Maggiez99z@cs.com Date: Fri, 11 Feb 2000 14:39:54 EST Subject: Learning Objects, Adaptable? New Instructional Design Methodology
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An Important Question posed by Clark Quinn...
What about a new instructional design? This suggests a different approach to
instructional design....
Historically, cognitive-rich explanations have guided our instructional
design methodologies. They tended to underplay or overlook the dominant
impact of affective (emotions) and conative (intentions) factors on thinking
and learning and loosely relied on instructors in the classroom to supplement
learning with human interaction.
Recently, these dimensions have gained considerable importance as
contemporary multidisciplinary research (except in Education) has begun to
demonstrate how intentions and emotions can influence, guide, and, at times,
override our thinking and other cognitive processes. More importantly, recent
research suggests that intentions and emotions are a dominant, powerful
influence on learning and performance success.
Recognizing the dominant influence on learning, this
psychological/neurological research tends to flip contemporary cognitive
learning models upside down to provide a more whole-person view of learning.
My interests are in how to provide more sophisticated ISD methodologies that
recognize how online learning relationship are very different today and how
to use the technology to support individual learning differences. To do so,
we need theoretical foundations (emphasis on instructional psychology) for
adaptive learning--using whole-person learning models that represent human
learning variability more realistically--profiles for learning styles and
cognitive ability are not enough.
To make adaptive or personalized learning really work, I suggest that we (1)
provide whole-person theoretical foundations, standards, and methodologies,
(2) consider emotions and intentions in the design of learning objects and
use of adaptive learning technology, (3) individually identify and support
the influence of dominant psychological factors.
With more sophisticated theoretical foundations and design methodologies, we
can design learning objects and use the technology to develop real-life
conversations and online relationships with individuals in order to deliver
what the learner really wants and needs to succeed.
Would enjoy hearing from others pursuing similar interests.
Margaret Martinez, Ph.D.
Chief Learning Officer
The Training Place
(www.trainingplace.com)
List of Publications available upon request
520.877.3991 (Office)
520.400.0209 (cell)
520.877.3991 (Fax)
mmartinez@trainingplace.com (e-mail)
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