This document provides an overview of the topics that will be covered in a course on learning theory for PhD students in Information Systems and Operations Management (ISOM). The course will introduce various learning theories and discuss how they can inform course design. Students will analyze theories and theorists, complete learning activities, and develop their own personal learning theory focused on ISOM teaching. The document defines key terms and discusses assumptions about learning, the role of theory, and how theories are developed and evaluated based on different epistemological perspectives. It emphasizes that no single theory can fully explain learning and that theories should guide but not dictate instructional design.

1. Module 1: Theory of
Learning for ISOM Ph.D.
Students
Dr. Aprille Black
Spring 2012

2. Spring 2012 2
Overview
• Introduction
– Background, assumptions, expectations
• Review of syllabus
• Intro to learning theories
• Learning theories and Course Design
• Exercise
• Q&A

3. Spring 2012 3
Introduction
• Background
– What brings you to this course?
• Assumptions
– What are your thoughts about learning,
theory, and instruction
• Expectations
– What do you want out of this course?

4. Spring 2012 4
Review of syllabus
• Questions and Comments
• Readings
• Activities

5. Spring 2012 5
Beliefs & Assumptions
• Scientific approaches to the study of learning
and cognition
• No single learning theory is adequate to
account for all aspects of learning
• A theory does not necessarily prescribe the
best instructional methodology
• What people learn through formal instruction
is only a small subset of what they know

6. 6
Course Deliverables
• Summary of Theory and Associated
Theorist(s)
• Learning activities
• Personal theory of learning

7. 7
Personal Learning
Theory
• Focus on inputs, means, results
• Take a stand on the merits and
limitations of one or more particular
theories
• Determine applicability to the ISOM
teaching area.

8. 8
Driscoll (2005), p.1

9. 9
Definitions
• Learning: A persisting change in
performance (or performance
potential) that results from experience
and interaction
• Cognition: Processes by which sensory
input is transformed, reduced,
elaborated, stored, recovered, & used

10. 10
• Theory: Set of interrelated constructs,
definitions, and propositions that present a
systematic view of phenomena for the
purpose of explaining, predicting, and
controlling
• Learning theory: A set of constructs linking
observed changes in performance with what
is thought to bring about those changes

11. 11
• Theories originate with questions or counter
evidence
• Motivation leads to conducting systematic
observations, on the basis of which plausible
answers can be constructed
• Theories don't give us "the truth of the matter,"
only a conceptual framework for making sense of
the data collected so far
• A particular theory stems from a particular
perspective; therefore, theories carry
"worldviews"

12. 12
• Different paradigms approach phenomena
with different assumptions and beliefs
– Behaviorism: quasi-experimental, a priori
– Cognitivism: quasi-experimental, emergent
– Constructivism: emergent, naturalistic
• Two apparently competing theories may not
even be directed at the same phenomena

13. 13
Epistemology & Theory
Driscoll (2005), p.15

14. 14
Theory Building
• Questions Addressed in the theory-building
process:
– What kinds of assumptions and beliefs will you bring to the
question?
– What specific questions would you start with?
– What sort of observations or data collection would you use?
– How would the results of your data collection help you in
the next step of building your "theory"?

15. 15
Theory Building
Driscoll (2005), p.5

16. 16
Learning Theory and
Teaching
• Assumption: Effective instruction is informed by
theories of learning
• Goal is to identify conditions for learning and
then design instruction
• But:
– Theory is descriptive
– Instruction is prescriptive
• Consequently, it is difficult to convert
descriptive understandings to prescriptive
intentions for change…