EDCI 5774-092203
Learning Theories for Instructional Design
Course Instructor: Dr. Michael A. Evans
Final Draft of Personal Learning Theory
December 14, 2006
By Yeonjeong Park ypark78@vt.edu
Virginia Tech
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Purposes of the Paper
When I have reviewed learning theories, I have found a valuable lesson. That is,
although one theory has gotten the criticism from other theories, at least every single
theory was internally consistent. This is especially important when we build the
personal learning theory based on existing theories and our own experience, because if
we concentrate on empirical experience, it tends to be useful but not so logical, and if
we focus on theories, it tends to be logical but not so useful. In order to make personal
learning theory to be internally consistent and externally justified well, not only with the
reciprocal way, but also appropriate combination of theories would be evitable.
However, I am also conceived to two kinds of combination - physical and chemical.
Physical combination means simply putting together several theories, while chemical
combination means that theories totally blended up, and finally become new one. Thus,
it is clear that I want to make chemical combination with existing theories in reciprocal
way inductively based on theories and deductively based on experiences.
Theoretical Framework
Theoretical base of my personal learning theory is from almost all learning theories
that we have covered – radical behaviorism. CIP, meaningful reception learning,
schema theory and mental model, situated cognition, cognitive development theory,
Motivation theory, and theories based on constructivism. To make combine these
theories, I used the comprehensive theory matrix of Driscoll(2005) textbook and tried to
make all the elements logically. As Figure 1 show, although the big picture of real
learning can not avoid complex arrows and unclear boarders, I tried to figure out for
each element to be clearly constructed.
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Figure 1] Concept map of personal learning theory
Matrix (Inputs, means, and results)
Following the Driscoll’s comprehensive theory matrix and based on concept map in
Figure 1, I will describe the elements of learning in terms of 1) learning outcome, 2)
role of the learner, 3) role of the instructor, 4) preconditions to learning, and 5) process
of learning.
Learning Outcome(s)
Learning outcome is directly the goal of learning. But there can be clearly two kinds
of outcome; to-be-learned (desirable goal), and nice-to-know information (extra goal).
Since learning often occurs informally and learners can learn something that they are
not intended, this unplanned information or knowledge can be potential to-be-learned
information. So, while instructor and researcher mostly have focused on the former, I
want to equally emphasize two types.
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And it is important this learning outcome should be visible. There is clear line
between “what one knows something” and “one believe that they know something.” Thus, if
learning outcome is not visible, we can not say one has learned or learning occurred. Simply “A
understood B, or C thought D” are not acceptable unless we check B or D by A and C’s
behavior or speech. To check whether they learned or not, learning outcome needs to be
observable and measurable. So in the Figure 1, I draw the “learning outcome” outside of learner.
This notion is based on behaviorism. However, the learning outcome can have very various
formats. Thus “learning should be observable” is not equal to “learning outcome should
objective” For example, not only objective result based on test but also reflection paper of what
they have thought or description of what they have learned can be good outcome.
Role of the Learner
The learners are assumed as an independent, self-regulated, and social being.
Although their level of independence, self- regulation, and social ability is different, all
learners process the information by themselves and apply their own learning methods,
plan the learning. And if they need or it is needed, they try to interact with others. Thus,
considerable amount of responsibility for successful learning would depend on learner.
This notion was mixed up by CIP, Self-regulation, development theory, and situated
cognition. As theses theories support, the learner plays active role in the center of all
learning process.
Role of the Instructor
Although learners have all responsibility for their learning, the role of instructor is
very important. And they should play many roles as a mental model, organizer,
facilitator, and researcher. First, instructor’s main role is to be a metal model or experts
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(and JPFs). Since learner’s schema or mental model are not suppose to be formed
inherently, learners need to get the model from instructor. Also as an organizer, to use
cognitive strategies like chunking the message, give the concept map or frame, and
making advanced organizer is one of instructor’s important roles. However, presentation
or demonstration is not less important than making learners themselves develop and
solve the problems. Instructor needs to spend more time as a facilitator to prepare the
task, mission, and authentic material and make interactions between 1) learners and
learners. 2) learner and instructor, and 3) learner and materials. Finally, as a researcher,
they need to investigate learner style, analyze contents and design the better
environment. This work is basically for effective learning and the effort to motivate
learner.
Preconditions to Learning
There are two kinds of preconditions to learning. One is internal condition and
another is external condition. Internal condition is mainly learner’s previous knowledge
and skill. So, this is inside of learner and play very important role for meaningful
learning. And external condition positioned outside of learner can be learning
environment including all kinds of resources and authentic situation. Mostly it is dealt
with instructor and sometimes given by accident.
Process of Learning
Learning process is not so simple. As Figure 1 show, there are fairly lots of arrows
and I think there can be more in a real world. Somehow I think the more is the better,
because learning is expedite by lots of interaction.
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Conclusions
Building the learning theory is not easy work, especially, to make it consistent and
also useful. As the limitation of my theory and perspective, current theory is somehow
ideal, because, I chose almost all existing theories, combined them chemically
(hopefully) and connected them based on the priority that I support. And this has not
verified at all. Thus, finally, according to Driscoll (2005), I think that systematic and
recursive process (p.5) should be conducted.
Reference
Driscoll, M. (2005). Psychology of learning for instruction, 3rd edition. New York:
Allyn & Bacon.
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