Running head: INSTRUCTIONAL DESIGNER IN WONDERLAND: AN ADVENTURE 1

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Instructional Designer in Wonderland: An Adventure Toward Future Success 8
Kristina Miller 9
Purdue University 10
Learning Theories and Instructional Design 11
EDCI 531 12
Dr. Leslie Moller 13
February 25, 2013 14
INSTRUCTIONAL DESIGNER IN WONDERLAND: AN ADVENTURE 2

EDCI 531 15
Final Paper 16
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Instructional Designer in Wonderland: An Adventure Toward Future Success 18
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Final Paper 20
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Introduction 23
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What is the use of a book, without pictures or conversations? (Alices Adventures in 25
Wonderland). Now, what good is an instructional designer, whichever field of study, without 26
learning theories and application there of? When preparing to take a journey through the critical 27
components of instructional design, it is vital to not travel the journey alone, similar to a book 28
with no pictures or conversations. It is a route that produces a product that embodies, or 29
synthesizes, the learners scaffolding or framework of thinking, like a map (Driscoll, 2003). The 30
construction of knowledge and the interpretations, or meaning of that knowledge relies heavily 31
upon the beliefs, experiences, cognitions, values, and motivations of the learner. Instructional 32
designers and teachers are constantly seeking a magical liquid or piece of cake that will satisfy 33
the riddle of the learner and the road to instruction. All too often, frustration derives from the 34
constraints of a background in learning theory (Ertmer & Newby, 1993). This paper will serve 35
as an adventure that will travel through the security of familiarization and implications, over the 36
bridges of strategies, and a much needed applications tour, until finally arriving at the door of 37
choice, meaning, only the learner can unlock the door. 38
Ertmer and Newby mention, along with Dewey, that basic learning research and educational 39
practice need to be developed and serve as the middleman for the instructional designer. We 40
must translate theory into instruction that is relevant and motivational. Understanding objectives 41
and epistemology are the first steps. What is our position as an instructional designer? What 42
INSTRUCTIONAL DESIGNER IN WONDERLAND: AN ADVENTURE 3

types of learners are in the classroom? We have to constantly diagnose and analyze learning 43
issues and forefront for optimal application (Ertmer & Newby, 1993). More often than not, the 44
focus of instructional design revolves around the knowledge and design of that knowledge, rather 45
than with the design issues and the theories of human learning. 46
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This paper will focus on a range of learning theory summaries that can be applied by the 48
instructional designer in context. It is the duty of the instructional designer to consider the 49
individual differences of each learner and to work toward implementing activities that are of 50
interest to the learner, are varied, which motivate the learner and convert knowledge into 51
meaning. Through thoughtful consideration of a variety of learning theories and the 52
identification and analysis of several learning principles, you will not only think about your own 53
style of learning and behavioral change, both intrinsically and observable, but also understand 54
how individual differences affect the learning process. 55
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To do this effectively, and practically, translating learning theory should be simplified and 57
straightforward (Ertmer & Newby, 1993). Learning is not simple, so since it is a complex 58
process, we need to consider various theories to get ideas and draw conclusions as to what the 59
instructional designer should focus upon. This will provide a foundation for designing lessons 60
and activities. I agree with Bruner, who said, You dont need to encounter everything in nature 61
in order to know nature (Bruner, 1971 as cited in Ertmer and Newby, 1993). Thus, the 62
instructional designer does not need to break down every theory utilized for the creation of their 63
lesson design to know effectiveness; however, the basic understanding of the learning theories 64
INSTRUCTIONAL DESIGNER IN WONDERLAND: AN ADVENTURE 4

and principles provides a base for designing and applying both instructional objectives and 65
strategies (Ertmer & Newby, 1993). 66
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Theories, Learning, and Applications 68
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Theories don't allow us to convey information, they just make us consider our audience and 71
remind us of our foci to overcome our limited or lacking perceptions of learning, permitting us to 72
see the learner and learning process as a whole. We must utilize an array of instructional 73
strategies to meet objectives, see transfer of knowledge, and understand the nature of learning 74
contention we are facing. Altering our vision to see these obstacles as potential opportunities, 75
which will enable the adaptation and evolution instruction, while granting the opportunity to 76
predict conceptions of learners, provide methods to which to apply, a set of rules, and an 77
explanation for instructional phenomena. 78
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"A journey of a thousand miles starts with one step" by Lao-tzu, an ancient Chinese philosopher, 80
sums up the reality of instructional design and its journey. Theories are like a navigation system 81
for learning, providing us with directions, or an overview of our surroundings, which helps us to 82
predict any potential roadblocks with our individual learners. Learning cannot take place 83
without the use of a theory and applications because each leads us to our final destination- the 84
door to real world application and meaning. Unfortunately, the journey sometimes feels like a 85
thousand mile trek because of all of the twists and turns of our learners cognitive processes. 86
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There are so many pedagogical theories, why limit the use to just one? Limiting design provides 90
the learners with a disservice. Students are like makes and models of vehicles, each one unique, 91
yet all needing fuel- good strategies that we utilize to teach and engage. Arriving at a destination 92
may take several routes, modes of transportation, and an understanding that you must remain 93
patient-well get there. Theories guide and help to understand how to reach the final destination 94
when it comes to creating a learning environment that supports differentiation and the expediting 95
of the instructional design and learning. Utilizing theories makes me a more effective teacher and 96
more cognizant of the students needs. I use them to facilitate the transfer of knowledge and 97
skills. 98
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Utilizing various learning theories is vital, if the individual learner is to be taught. Each helps us 100
to engage learners through an active process; therefore, making teaching more effective and 101
differentiated, driving us toward toward meaning, the final destination. 102
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Bruner believed that there needed o be a discovery piece, an ah-ha moment in learning. If adult 104
learners are to scaffold and construct schema and gain understand and meaning this has to occur 105
and be paramount, interestingly, it isnt applied too often. Inquiry based instruction is under 106
utilized during trainings. There are advantages to its counterpart, direct instruction, but 107
expecting meaning from a day or week of instruction is not occurring. Individuals learn from the 108
base or foundation up, just like constructing a home, and various tools need to be available and 109
used in order to accomplish the task. Cognitive growth will prevail and create a better cultural 110
environment, as well as setting the expectations and having the learner set objectives for their 111
learning as a result. 112
INSTRUCTIONAL DESIGNER IN WONDERLAND: AN ADVENTURE 6

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Learners of all ages also need to internalize knowledge to produce meaning, and that opportunity 114
to share their thinking aides in that learning process. Socialization though strategies such as 115
think-pair-share or Socratic seminars, used for discussions, assist the learner in fully orienting 116
themselves as they attempt to problem solve and co-construct to build collaboration and have 117
shared power (Driscoll, 2005). 118
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Driscoll discussed that Pragmatism is about the reality of learning for the individual, that it is 120
placed under conditions, short-term, and subjective. It is based on life experiences, such as 121
relationships, demographics, culture, and a reward system. For example, some students base 122
success off of preparation, opportunity, and praise. They set goals, set timeframes, and then 123
reward themselves after accomplishing their goal. For them, the reward symbolizes their 124
reality. Based on the building of relationships with learners, I have come to understand how 125
critical the recognition of their demographic and cultural experiences are when trying to set 126
learning objectives, teaching and engaging them, providing appropriate and differentiated 127
practice for the transfer of knowledge, and reinforcement truly are. 128
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Ertmer and Newby (1993) shed light on the fact that experiences and interpretations are what 130
Pragmatists base reality. Understanding where our students come from is crucial if they are a 131
pragmatic type of learner, they need a plan. To see successful transfer and retention of 132
knowledge students must have a reinforcement of some kind and individuals start to construct 133
generalizations and focus on similarities based on what they recall. Intertwined with the 134
constructivist theory individuals (based on instructors objectives) are forced to retrieve prior 135
INSTRUCTIONAL DESIGNER IN WONDERLAND: AN ADVENTURE 7

knowledge and make connections to new knowledge, which creates a type of scaffolding based 136
on their zone of proximal development. 137
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Using cues, shaping and practice to make sure a strong response to the stimulus provided is a 139
principle that also has relevance to instructional design (Ertmer & Newby, 1993, p. 57). This can 140
be applied as tangible rewards, informal feedback, sequencing, prompting, and /or reflection 141
(1993, p. 57). Contrary to Ertmer and Newby, providing models or examples for the 142
instructional designers learners is critical. Analyzing the models and examples helps bring the 143
learner from recall of knowledge to meaning. 144
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The cognitive information processing theory and its principles serve as the vitality for the learner 146
though. The Parallel Distributed Processing Model was discussed by Driscoll in her book, 147
Psychology of Learning For Instruction, and she mentioned that, "Estes (1988) reminded us that 148
there is little reason to believe a single processor model will be sufficient to model brain 149
functions, (Psychology of Learning For Instruction, 2005, p. 97). It is imperative that the 150
instructional designer remembers that each learner has an eagerness to learn and the most 151
significant learning takes place when a change occurs within the learner. The learning also needs 152
to remain continuous, becoming holistic and experiential, so that the learner can have concrete 153
experiences, the learner can observe and reflect to gain meaning, conceptualization and active 154
experimentation help knowledge turn into meaning, providing a door for the learner to go 155
through. 156
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INSTRUCTIONAL DESIGNER IN WONDERLAND: AN ADVENTURE 8

But before entering into the meaning zone, the learner must be provided with opportunities to 159
actively apply ideas to problems to the learners own experiences with the environment and direct 160
experiences by the learner, which. Each learner interprets and acquires meaning based off of 161
those two variables. 162
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The goal of instruction is the interpretation of information and the evolution of concepts to 164
develop an understanding based on new events discussions, activities, and interactions. (Brown 165
et al., 1989 as cited in Ertmer and Newby, 1993, p. 63). Regardless of the setting, it's important 166
to remember lesson design requires the consideration of a variety of theories of learning, 167
identification learning principles, and comprehend how differences can affect the learning 168
process. It's not a one size fits all, or a drink me eat me solution. 169
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The instructional designer must always keep in mind that the engagement, connections, and 171
encoding and committing the knowledge gained into long-term effect memory. This requires 172
creativity, research, reinforcement, experiences, and it challenges the designer. 173
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References 181
Driscoll, Marcy (2005). Psychology of Learning for Instruction (3
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edition). Needham Height 182
MA: Allyn & Bacon. 183
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Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing 185
critical features from an instructional design perspective. Performance Improvement 186
Quarterly, 6(4), 50-72. 187
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Instructional Designer in Wonderland: An Adventure Toward Future Success 194
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