Good teaching produces effective learning. However, there is hardly any teaching method
which does not call for the use of an appropriately selected, carefully designed, creatively
produced and effectively applied learning materials. Just imagine, even the often
criticised “talk-n-chalk” method needs an organised and structured use of the chalkboard.
This assignment will focus on the theories closely related to design and production of
learning materials.
Learning materials" are a generic term used to describe the resources learners use.
Learning materials can support student learning and increase student success. Ideally, the
learning materials will be tailored to the content in which they're being used, to the
students in whose class they are being used, and the teacher. Learning materials come in
many shapes and sizes, but they all have in common the ability to support student
learning. Learning materials include text and multimedia on all areas of the curriculum.
Students can use them independently or as part of an in-class lesson, and teachers can use
them to supplement or replace a traditional textbook.
Design and Production of Learning Materials for Schools provides you with the rationale
establishing the need for the design and production of learning materials in schools
within the context of the new National Policy on Education and the demands of the
School Curriculum. It discusses the need for learning materials in school. It lists and
explains the main sources of different categories of learning materials available. It
follows the steps of the principles and theories of instructional design to explain the
production of learning materials in some subject areas. It describes the evaluation
guidelines for learning materials production.
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Getting into discussion, the assignment focuss on learning theory as this is the only
theory that will enable the discussion discuss theories relevant to design and oproduction
of learning materials.
Learning theories can be defined from different perspectives. However, we will want to
say that learning theories are a set of ideas, which help to explain learning concepts,
principles or laws on which learning or instruction is based. Learning of course is not
only the knowledge gained through study but all the experiences to which the learner is
exposed which may result in a positive change in behaviour or human performance as a
result of the learner‟s experience and interaction with the world (Driscoll, 2005).
Learning theories are important for the following reasons.
They help provide adequate guide within which learning can operate, they help the
achievement of learning aims and objectives and help learners to acquire new knowledge
and capabilities. They help /guide the planning, organising / implementing and evaluating
instructional processes as a whole, they attempt to describe how humans learn and also
they attempt to prescribe teaching methods and instructional materials.
Let‟s now consider some relevant learning theories based on the major classification
presented by Kemp and Dayton (1985). These are as follows.
Behaviourism, Cognitivism and Connectivism.
Behavioural Theory
How has behaviourism contributed to facilitating learning? Behaviourism (also referred
to as connectionism), interprets human behaviour as the Stimulus – Response (S-R) type
of learning. This theory was formulated by a psychologist called B.F. Skinner in the
1950s. The message or content of the subject, the instructional materials and all other
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elements that elicit response or reaction from the learner can be referred to as the
stimulus. The response is the new performance the learner is expected to acquire. The
learners‟ responses are rewarded or reinforced with perhaps a word of praise from the
teacher or other tangible reinforcers. B.F Skinner discovered from laboratory animals that
by manipulating the stimuli response and reinforcement, he could elicit complex new
behaviours from laboratory animals. Other researchers found that humans, too, responded
in similar ways to certain types of consequences or reinforcers (Robinson, Molenda and
Rezabek, 2008). B.F. Skinner also made the stimulus – response learning clearer in the
introduction of the „„programmed instruction‟‟ in which each sequence of learning is
broken down into smaller bits called frames, requiring an appropriate response to each
item followed by immediate knowledge of results known as feedback and every correct
response attracts reinforcement.
Cognitive Theory
What is cognitivism and how is it different from behaviourism? We shall get to know of
what cognitivism is and be able to compare it with behaviourism in this unit.
According to Robinson, Molenda and Rezabek (2008), cognitivism is diverse theories in
psychology that endeavor to explain internal functions through scientific methods.
Learners use their memory and mental or thought processes to generate strategies as well
as store and manipulate mental representations and ideas. Cognitive theories were
developed by Jean Piaget in the 1920s and 1930s.
Piaget discovered that there were periods called:
Assimilation dominated: where young children build up classification systems and try to
fit object and events of their everyday experiences into the existing framework and
Accommodation dominated: where the learners modify their mental structures when they
encounter contractions or experiences that cannot just fit.
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Cognitive theory can also be referred to as Gestalts theory in which the theorists believe
that transfer of learning involves both generalisation and identical elements fused
together (Ajelabi, 2000). The theorists recommended that in order to ensure transfer of
learning, there should be adequate practice on the significant elements that can be
generalized.
Constructive Theory
There are many views of constructive theory. It is also referred to as social
constructivism because of the social and cultural influences in the theory. It is a socio
cultural approach to learning. There were several authors holding divergent and
sometimes conflicting views such as Philips (1995); Bednar, Cunningham, Dufty and
Perry (1991); Dufty and Cunningham (1996); Dufty and Jonassen, 1992; etc. However,
Driscoll (2005) seems to conclude that knowledge is constructed by learners as they
attempt to make sense of their experiences.
Tehart (2003) suggested two solutions to the problem of constructivism as follows.
Moderate constructivism to refer to constructivist theories that accept the assumption of
cognitivists. Radical constructivist as constructivist theories and strategies that depend on
the subjectivist epistemology of Von Glasersfeld.
In conclusion, you have considered the importance of theories that are relevant to
instructional design and production. Learning theories are important because they provide
adequate guide within which learning can operate, the achievement of learning
objectives, evaluating the instructional materials and the instructional process as a whole.
The learning theories discussed are behavioural theory, cognitive theory and constructive
theory. The stimulus-response theory allows you to know when and how to utilise
instructional materials. Effective learning takes place under specific conducive conditions
which include readiness, motivation, practice, etc.
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REFERENCES
Ajelabi, Ayo. (2000). Essentials of Educational Technology. Lagos: Raytel
Communications Ltd.
Balogun, T.A. (1972). A System Approach to Education in Nigeria in West African
Journal of Education. XVL, (2), 205 – 219.
Dale, Edgar. (1969). Audio-Visual Methods in Teaching. New York: Holt, Rinehart and
Winston, Inc.
Dick, W., Carey, L. & Carey, J.O. (2005). The Systematic Design of Instruction.
Boston: Allyn and Bacon.
Gerlach, V.S. & Ely, D.P. (1971). Teaching and Media: a Systematic Approach. New
Jersey: Prentice Hall Incorporation.
Heinich, R.O., Molenda, M.M. & Russell J.D. (1982). Instructional Media and the New
Technologies of Instruction. New York: John Wiley & Sons.
Romiszowski, A.J. (1987). Designing Instructional Systems London: Kogan Page.
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