The document provides an overview of learning theories and strategies for applying them in eLearning design. It discusses several major learning theory "buckets": behaviorism, cognitivism, constructivism, and social learning theory. For each bucket, it outlines key characteristics and examples of influential theorists. It then provides strategies for applying each theory through eLearning design elements like feedback mechanisms, contextualization, reflection opportunities, and simulating real-world experiences. The document concludes with scenarios asking how different learning theories could inform the design of eLearning in specific organizational contexts.

1. Janet Gregory
Kenneth King
August 20, 2013

2.  Explains what has happened in the past
 Predicts what will happen in the future
 Implies ways to control or respond to what is happening
in the present
Theory Modelvs.
Descriptive Prescriptive
Things to attend to Framework of things to do
Mind Map Process Diagram

3.  Background & the three Ah Ha’s
 Organizing theories into categories
 Key characteristics and learning strategies for each
category
 Practice applying learning theory to scenarios
◦ You’ll learn:
 A practical framework for considering a broad range of
learning theories in your design work
 Potential learning strategies that you can apply to
elearning design based on learning theories

4. More practical to think
in terms of “buckets”
of theories, not
individual theories
Pedagogy-Androgogy
Understanding has
changed over the years
Learning theories are
delivery method
independent

5.  http://www.learning-theories.com
 http://www.instructionaldesign.org/theories/index.html
 http://en.wikipedia.org/wiki/Learning_theory_(education)
 http://infed.org/mobi
 http://www.funderstanding.com/learning/
 Others?

7.  Characteristics
◦ Achieve “correct” response
through stimulation of the
senses (responding to
stimuli)
◦ Reinforce desired behavior;
Discourage undesired
behavior
◦ Start with a clean slate
(traditional view) (people
tend to make connections to
what they already know)
 eLearning Strategies
◦ Provide stimulation that is
truly representative of the
task to be performed
◦ Provide reinforcing and
remedial feedback (more
than correct/incorrect)
◦ Games (e.g., earn points or
badges)
◦ Progress charts
B.F. Skinner;
Ivan Pavlov

8.  Characteristics
◦ Use the situation as the
focalpoint of the learning
◦ Knowing is intertwined with
doing
◦ Is often informal learning;
cognitive apprenticeships
 eLearning Strategies
◦ Present content (and
practice) in the context of
the work
◦ Problem-based
◦ Story-telling, vignettes,
cases
◦ YouTube videos, podcasts
◦ Just-in-Time training
Jean Lave; Etienne
Wenger

9.  Characteristics
◦ Learners grow up/live in
particular social/cultural
contexts
◦ Colors and images have
different meanings in
different cultural settings
◦ People learn from
interactions with others
◦ People have emotional
reactions to situations and
content
 eLearning Strategies
◦ Reflect learners’ core values
◦ Interface design (colors,
style, graphics)
◦ Terminology, language &
writing style
◦ Enhance ability to relate to
the content (e.g., voice of
the expert, friendly advisor,
leader)
◦ Text vs. media usage
(videos or avatars)
Lev
Vygotsky; Jean
Lave; Etienne Wenger;
Belenky/Clinchy/Goldberger/Tarule

10.  Characteristics
◦ Based on how the mind
works (sensory input →
working memory → long-term
memory)
◦ Mental mapping; building
schema to put information in
proper relationships
◦ Learn by building strong
synapse connections with
repetition or intense emotions
(use it or lose it)
◦ Manage cognitive load
 eLearning Strategies
◦ Explain relationships and
provide strong transitions;
Keep the learner oriented to
where they are in the bigger
picture
◦ Move from simple to complex
◦ Use an ‘accomplishment-
based’ writing style
◦ Provide multiple
opportunities to practice;
Scaffolding
◦ More ‘pulling’ of content (not
‘pushing’ content); Avoid
sensory overloadJean Piaget; James
Zull; Ruth Clark

11.  Characteristics
◦ Making your own meaning;
making your own
associations
◦ Learning from experience
(individual and social)
◦ Pulls together elements
from other ‘buckets’
◦ Reflection = training
 eLearning Strategies
◦ Organizing content into
building blocks; Scaffolding
◦ Comparing and contrasting
to other content or
processes from prior
experience
◦ Opportunities to pause and
reflect; Allow time for the
associations to be built,
solidified & tested
◦ Working through cases
◦ Full-functioning simulations,
Second Life
Lev Vygotsky;
Jerome Bruner; David Kolb;
James Zull

12.  Scenario
◦ Large company; mostly knowledge workers
◦ About to implement an upgrade to a computer system used
by hundreds of employees
 A few new features
 Easier to navigate
 A process change being made at same time
◦ You are designing elearning for existing system users

13.  Scenario
◦ Neighborhood non-profit organization
◦ Provides after school programs and runs a teen center in a
low-income neighborhood
◦ Attempting to educate low-income teenagers (pregnant and
not pregnant) about childbirth
◦ You are helping them design elearning as one element of
the education program

14.  Scenario
◦ A work process redesign is being implemented in a major
division of a large corporation
◦ The new process involves implementing new equipment
◦ A reorganization is taking place at the same time and many
employees will be performing different parts of the process
on the new equipment
◦ You are design an elearning overview to introduce division
personnel to the process, equipment and organization

16. Please take the time to provide us with your session feedback using
any of the following methods.
QR Code
1.Download a QR reader to your Smartphone
or tablet
2.Scan the QR code from this slide, your
session evaluation sign, or your program
3.Launch and complete the evaluation
URL Address
1.Locate the URL for this session from this slide, you session evaluation
sign, or your program.
2.Enter the URL Code for this session into the browser of your laptop,
Smartphone or tablet
3.Launch and complete the evaluation
URL: https://www.questionmark.com/cets09