Comparison of Learning Models

I will briefly compare and contrast two learning theories, cognitivism and constructivism, as reviewed in Judith Boettcher’s article (“Pedagogy and Learning Strategies” 1-2). To summarize her comparison, cognitivism is based on exploring and synthesizing content of the learning object, and constructivism is based on collaborative learning in which the learners connect prior learning to new learning through peer interaction. Both types of learning are involved in most classroom situations and can be applied to learning situations with technology. Both theories are considered interactive, but cognitivism focuses on problem solving, storage, and retrieval of information, while constructivism involves the function of individual sensemaking, real experiences, and making connections.
The process for my current project in developing instructional elements for our revised Blackboard site has included/will include the following steps similar to both the Dick & Carey model and the ADDIE model (Gagne, et al. 39). An ADDIE model video is located at http://www.youtube.com/watch?v=ZqqARXOVKTg&feature=related and a brief and humorous introduction to the purpose of instructional design at http://www.youtube.com/watch?v=m-GpKSN36Eg&feature=related for further information.
In the analysis/goal identification phase, specific needs were identified from national and program specific data. Part of analysis included a review of the characteristics of our ‘at-risk’ learners, who are low-income, disabled, or first-generation. Many of our learners are also non-traditional age and more often females that are re-careering, and many have low computer skills/exposure. In the design and development stages, best delivery methods will be examined for the chosen instructional elements – whether to use video, audio, Powerpoint, or other delivery methods online, in addition to our current in-person methods (workshops, advising, tutoring). At this point supplemental materials, links, and handouts would be located or developed. Implementation would involve posting all of the instructional elements to our Blackboard site, and evaluation would be provided by student feedback, results from online quizzes, and site visit totals. Revision would be ongoing, in attempt to keep the content and delivery fresh. And expert input, advice, and technical help will be requested from the TELS department at Yavapai College during all stages. (references omited for space consideration)