Running Head: LEARNING THEORIES
1
Learning Theories: Cognitive Theory
Michael John Stewart
California State University - Monterey Bay
IST 520 Learning Theories
Dr. Lockwood
May 13, 2014
LEARNING THEORIES
2
Table of Contents
INTRODUCTION
3
I. REAL-WORLD TEACHING COMPONENTS
4
NEEDS ASSESSMENT
4
EDUCATIONAL OBJECTIVES
5
II: APPLICABLE THEORIES
6
INSTRUCTIONAL STRATEGIES
7
GAGNE’S 9 EVENTS
7
III. TARGET AUDIENCE
9
IV. REAL WORLD CONSTRAINTS
10
RECOMMENDED SOLUTION
10
DEVELOPMENT
11
LIMITATIONS
12
V. CONCLUSION
12
REFERENCES
14
LEARNING THEORIES
3
Introduction
Relapse, or the return to heavy alcohol use following a period of
abstinence or moderate use, occurs in many drinkers who have undergone
alcoholism treatment. Traditional alcoholism treatment approaches often
categorize relapse as an end-state, a negative outcome equivalent to treatment
failure. In contrast, several models of relapse that are based on social-cognitive
or behavioral theories emphasize relapse as a transitional process, a series of
events that unfold over time (Annis 1986: Litman et al. 1979: Martlatt and Gordon
1985)According to the American Medical Association, relapse is still the number
one concern of Chemical Dependency Treatment (APA 1992). The AMA defines
addiction as a brain disease, yet we know that addiction affects all areas of
someone’s life. In 1998 a study by Substance Abuse and Mental Health Service
Administration (SAMHA) found common relapse rates were incredibly high
(SAMHA 1994). There are multiple variables that have to be taken into
consideration such as: drug of choice and motivation for treatment. Many times
people forced into treatment by the courts, work, or family have very little chance
of getting and staying clean and sober. Most studies estimate that between 5090% of people return to their drug of choice within the first year (SAMHA 1994).
With that being said, online meeting rooms would help bridge a generational gap
between older adult group and the adolescent group while reducing social
anxieties.
LEARNING THEORIES
4
I. Real-World Teaching Components
Needs Assessment
In order to reduce the estimated percentages returning to their drug of
choice and increasing the sobriety rate, Marlatt’s model of relapse prevention
(RP) must be applied. Marlatt’s mode is based on social learning theory and
cognitive-behavioral psychotherapy. This approach assumes that people can
learn new skills and behaviors by changing the ways they think about situations.
This theory applies that addiction is not a chronic physiological disease, but sees
it is learned habits consisting of maladaptive thoughts and behaviors that can be
changed. The theory distinguishes between a slip, which is a brief return to the
dysfunctional behavior and a relapse, which is a full-blown cessation of attempts
to change the behavior.
In order to effect change, behavior must be modified. In treatment,
recovering addicts begin to learn about their disease. They learn that their
disease is chronic and can only be arrested on a daily basis. Addicts are taught
about the importance of developing a clean and sober support network. At this
point 12-Step programs are being introduced and instruction begins. Once the
addict is in treatment and has begun addressing the disease, the next question
would be “how do I continue with what I have started in treatment, once I have
completed treatment”. Many people struggle with the idea of “one day at a time”,
no matter how long they have been clean and sober. In treatment recovering
addicts are given a set of “tools” to help them maintain their recovery. As people
return to their everyday lives with all of it’s demands, it may become more difficult
LEARNING THEORIES
5
to take time for themselves and maintain their sobriety. The area of focus this
online meeting room will concentrate on is relapse (using again) prevention
class. Relapse occurs most often during the first six months after a person has
completed the treatment program. Because of the traditional aftercare
environment confidentiality cannot be completely protected since it relies on
group members following the rules. The focus is to create an online meeting
room to be used online as a source of help and a meeting place. The only face
the users will see will be that of the certified therapist. To protect anonymity, the
online meeting room uses avatars (animated characters) instead of actual faces.
Also this online meeting room will promote communication and social skills in a
safe group environment. The target audience will be a range from adolescences
to young adults.
Educational Objectives
After completing the 12-step program, aftercare, and now relapse
prevention, recovering addicts will exhibit the following behaviors:

Recognize how subconscious level thoughts have created impaired
thinking (Cognitive Domain).

Accept that there is an always the possibility of relapse if they don’t
stay in the process of recovery (Cognitive Domain).

Recognize that the disease is chronic, meaning once you have it
you have it for life (Cognitive Domain).
LEARNING THEORIES

Be aware of and begin to identify beliefs that have gotten in the way
of their recovery efforts (Cognitive Domain).

Preform different scenarios, which tests honesty (Attitudes).

Share one personal feeling/situation that nobody knows about
(Attitudes).

Identify the disadvantages of addictive thinking (through scenario
tests), while learning how to recognize denial patterns (Attitudes).

Identify at least 4 triggers and describe what will be done to avoid
them (Cognitive Domain).

6
Recognize and appreciate how far sobriety has gotten them, and
where they would be if they were not clean and sober (Cognitive
Domain).
II: Applicable Theories
The effective use of cognitive strategies can reduce craving behavior in
addiction. This domain focuses on intellectual skills. Bloom’s Taxonomy
(knowledge, comprehension, application, analysis, synthesis, and evaluation) is
frequently used to describe the increasing complexity of cognitive skills as
addicts move from the early stages of knowledge to more advances in their
knowledge of how to live in the sober world. The cognitive domain is well suited
to the behavior change environment. In the 1990s, one of Bloom’s students,
Lorin Anderson, revised the original taxonomy. In the amended version of
Bloom’s Taxonomy, the names of the major cognitive process categories were
LEARNING THEORIES
7
changed to indicate action because thinking implies active engagements. Instead
of listing knowledge as a part of the taxonomy, the category is divided into
different types of knowledge: factual, conceptual, procedural, and
metacognitive. This newer taxonomy also moves the evaluation stage down a
level and the highest element becomes “creating” (Bloom, 1956).
Instructional Strategies
Robert Gagné proposed a series of events which follow a systematic instructional
design process that share the behaviorist approach to learning, with a focus on
the outcomes or behaviors of instruction or training. Each of the nine events of
instruction is highlighted below, followed by sample methods to help implement
the events in this instruction. We will use Gagné’s nine events in conjunction with
Bloom’s Revised Taxonomy to design engaging and meaningful instruction.
Gagne’s 9 Events
1. Gaining Attention – The instruction will begin with a brief video regarding
the basic concepts introducing technology into the classroom.
2. Informing learner of the objective – After completion of the introduction
video, an overview of the target audience will be given. This will include
the learning objective and our main goal objective, which is completion of
the e-learning module and certification certificate.
3. Stimulating recall of prerequisite learning – After the overview, there will
be another video from teachers who have successfully completed the
program and implemented technology into their classrooms. There will be
LEARNING THEORIES
8
a brief reflection segment to help spark recall from previous information
learned.
4. Presenting the content – After completion of overview, learners will begin
the self-paced scenario-based learning ID. The self-paced scenario-based
learning will allow learners to 1. Refresh recall of learned terms. 2. Apply
learned terms into applicable scenario based classroom situations.
5. Provide learner guidance – Upon completion of the interactive situations,
the scenario-based interaction will begin the practice section. This practice
section will take the learners through the setup and implantation of a
technology based classroom. This section will also provide constructive
feedback, in conjunction with correct choices made along with cues, hints,
and prompts. The goal of this practice section should allow the learners to
visualize the addiction of technology into their environments.
6. Elicit Performance– Upon completion of the practice section, an overview
activity will be provided, allowing the learner time for reflection on
information provided (i.e. real-world example students success when
technology is introduced into the classroom and how it stimulates learning
outcomes).
7. Provide Feedback – Feedback will be given in the form of visual (text on
screen), audio (positive affirmations from instructor regarding completion
of e-learning module) and video (examples of what smart classrooms
would look like).
LEARNING THEORIES
9
8. Assess performance – For a assessment/evaluation of the project, the
instructional designer will coordinate with the SME to administer the
eLearning module to school faculty.
9. Enhancing retention and transfer – Learners will continue to enhance
retention and transfer information by discussion with collogues about
technology infused with their classroom learning objectives.
III. Target Audience
Target group should be in the early stages of their adult life, average
mean age of 22. Target group will have already completed a recovery program
and currently enrolled in aftercare. Clients will be working through their 12 steps.
Along with prerequisites previously listed, clients will posses a healthy attitude
toward continuing sobriety. Continuing in this program will allow clients to gain
extended knowledge regarding sobriety and what to look for in relapse
prevention. Studies have proven that intervening in adolescence for those
struggling with substance use is crucial. Substance use disorders become much
more chronic if they go untreated during adulthood and therefore, early
intervention is crucial. For the first 3-7 years that an adult is in recovery from
addiction, there is still a high risk of relapse (Lam 2003). This is often a reality, as
most people go through the cycle of abstinence, relapse, incarceration, and
treatment 3 to 4 times before sustaining recovery (Lam 2003). The best way to
prevent this cycle in adulthood is to treat adolescents who struggle with
substance use early on. Recovery occurs gradually as the person increases his
LEARNING THEORIES
10
or her sense of self-efficacy and self-esteem from prolonged abstinence
Sustained recovery depends on an environment that is supportive of recovery.
Younger people generally need more support from friends, family, and school
than do adults, and are potentially more affected by certain factors. Sometimes,
when families are not healthy or supportive of recovery or when positive
recovering peers are not available, teens can find recovery especially difficult to
sustain. Continuing care, which has proven to be effective in reducing the
likelihood of relapse for adolescents, is all the more important to teens lacking in
family and peer support. Continuing care can involve individual therapy, family
therapy, group therapy and telephone, text messaging, or online support. These
can be staged and combined as appropriate to support the individual’s recovery
process.
IV. Real World Constraints
Recommended Solution
In order to achieve maximum results from the online meeting room constant
revisions will be made during the initial beta program. Designers and Counselors
will work together to assess and revise the module. Changes will be made
accordingly. Designers will assess outcomes of behavioral changes by reviewing
client’s responses to modules. Depending on results, questions will be modified to
achieve desired outcome Counselors will be able to assess if modules are working
for them by looking at client’s module assessment scores. Counselors will evaluate
11
LEARNING THEORIES
the effectiveness and user friendless of the modules by interviewing clients who are
currently using online meeting room.
In order to ensure the best delivery for the IDD, two principals have to be
met. First is to engage the client with the content. Second is to promote clientcounselor and client-client interaction. To ensure content is always up to date,
instructional material will be reviewed periodically to ensure they are meeting
program standards. Modules are designed to require clients to engage themselves in
analysis and evaluation as part of their course and program requirements.
Development
a. Dell PowerEdge R720xd Serer,
10
Time Spent
5
0
Deployment
Installation
Installation
Testing
Deployment
Total Time
14:45 Hours
b.
12
LEARNING THEORIES
Cost
$6,000.00
$4,000.00
$2,000.00
Cost
$0.00
Hardware
SQL
Database
Cost
Counselor
Total
Startup
Total Cost
$5451.50
c.
Limitations
As stated within the data provided above, total man-hours combined with the
cost of hardware will be significant. Not to mention the fact that high speed internet
will have to be provided along with ongoing technical support to ensure uptime of
instruction will have significant impact on a budget. A challenge will be how to scale
the hardware/tech time back to make it affordable and deliverable to a wider
audience.
V. Conclusion
With more and more of our youth coming in and out of rehab centers, we
need to figure out a way to meet them where they are. The standard way of
treatment worked in the past, but we are no longer there. This is a technology
driven generation that requires information on the go. Therefore we must create
LEARNING THEORIES
13
online rooms that meet this standard. Along with the technical expectations, we
still need to center our efforts on proven theories. By following Gagné seriess of
events we can create a systematic instructional design process that shares the
behaviorist approach to learning, with a focus on positive outcomes on behavior
change. Along with Gagné the RP (Relapse Prevention) model of relapse must
be followed. Again, this model is centered on a detailed taxonomy of emotions,
evens, and situations that can precipitate both lapses and relapses to drinking
and drug use. This taxonomy includes both immediate relapse determinants and
covert antecedents, which indirectly increase a person’s vulnerability to relapse.
With that being said, we need every effort possible to help save our youth and
start to reverse the statistics.
14
LEARNING THEORIES
References
American Psychological Association. (1992). Ethical principles of psychologists and
code of conduct. American Psychologist, 47,1597-16ll
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of
Educational Goals. Handbook 1; Cognitive Domain. New York: David
McKay Co. Inc.: pp. 7-8.
Corey, G.; Corey, M. S. & Callanan, P. (1998). Issues and ethics in the helping
professions, 5th edition. Pacific Grove, CA: Brooks/Cole
Daley, D. C., & Marlatt, G. A. (1997). Managing your drug or alcohol problem:
Client workbook. San Antonio, TX: The Psychological Corporation
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional
design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College
Publishers.
Lam DH, Watkins ER, Hayward P, Bright J, Wright K, Kerr N, Parr-Davis G,
Sham P: A randomized controlled study of cognitive therapy for relapse
prevention for bipolar affective disorder: outcome of the first year. Arch
Gen Psychiatry 2003; 60:145–152
Office of the Surgeon General. (1999). Confidentiality of mental health
information: Ethical, legal, and policy issues. In Mental health: A report of
the Surgeon General, chapter 7. Rockville, MD: U. S. Department of
Health and Human Services, Public Health Service, Office of the Surgeon
General. Available
at: http://profiles.nlm.nih.gov/ps/retrieve/ResourceMetadata/NNBBHS
Sammons, Aidan. (2010, July 15). The behaviourist approach: the basics.
Retrieved from http://www.psychlotron.org.uk/newResources/
approaches/AS_AQB_approaches_BehaviourismBasics.pdf
Substance Abuse and Mental Health Services Administration, Center for
Substance Abuse Treatment. (1994). Confidentiality of alcohol and other
drug treatment records and communicable disease: Options for successful
communication and collaboration. In Confidentiality of patient records for
alcohol and other drug treatment. Technical assistance publication (TAP)
series 13, chapter 2. Rockville, MD: U.S. Department of Health and
Human Services, Public Health Service, SAMHSA, CSAT. (DHHS pub no.
(SMA) 95-3018.)