Instructional Design Theories

November 16, 2014

Instructional Design Models and Theories: The Generative Learning Theory

The Generative Learning Theory was introduced in 1974 by Merlin C. Wittrock an American educational psychologist. The Generative Learning Theory is based on the idea that learners can actively integrate new ideas into their memory to enhance their educational experience. In essence, it involves linking new with old ideas, in order to gain a better understanding of the instructed concepts.

by Christopher Pappas

November 10, 2014

How To Use The 8 Learning Events Model In eLearning

In this article, I'll discuss how to use Leclercq and Poumay's 8 Learning Events Model in eLearning. You'll find applications and tips for each event, so that you can begin integrating them into your eLearning course design and development strategy.

by Christopher Pappas

November 6, 2014

Instructional Design Models and Theories: Dual Coding Theory

The Dual Coding Theory was introduced by the Emeritus Professor of Psychology Allan Paivio in 1971.

by Christopher Pappas

October 30, 2014

Instructional Design Models and Theories: Individualized Instruction Model

The Keller Plan, which is often referred to as “The Personalized System of Instruction”, was developed in the middle sixties by Fred Keller, J. Gilmour Sherman, and a number of other researchers and educational theorists, and relies upon the Individualized Instruction Model.

by Christopher Pappas

October 23, 2014

Instructional Design Models and Theories: Subsumption Theory

The Subsumption Learning Theory was developed in 1963 by the American psychologist David Ausubel. The theory focuses on how individuals acquire and learn large chunks of information through visual means or text materials.

by Christopher Pappas

October 17, 2014

Instructional Design Models and Theories: Problem-Based Learning

Problem-based Learning (PBL) was introduced by Howard Burrows, an American physician and medical educator, in the late ’60s within the framework of the medical program at McMaster University in Canada.

by Christopher Pappas

October 9, 2014

Motivate Your Learners! The Self-Determination Theory for e-Learning

Motivation—it’s something e-Learning professionals are always talking about. How do I motivate my learners? Why aren’t my employees motivated? What can I add to my e-Learning course to motivate learners to finish (and actually take away valuable knowledge)?

by Christie Wroten

October 8, 2014

Instructional Design Models and Theories: The Discovery Learning Model

1961 - Jerome Bruner, an American psychologist, introduces the Discovery Learning Model. Check the Instructional Design Models and Theories: The Discovery Learning Model article and presentation to find more.

by Christopher Pappas

August 19, 2014

How To Motivate MOOC Learners

The merits of online learning, especially in the context of MOOCs have long been discussed and we are all aware that massive open online courses offer a great level of flexibility in terms of time and space. Obviously not everyone in a MOOC course is dedicated or engaged in the same way, which can be acceptable. But what can further motivate people in online environments?

by Didem Yesil

July 1, 2014

Make E-learning Easier: The Nature of Knowledge

Learned knowledge is stored and organized in our brains in a predictable way. Understanding how this works provides us the insight we need to design instruction to facilitate this process and make eLearning easier.

by Timothy Maher

June 18, 2014

Instructional Design Models and Theories: Inquiry-based Learning Model

1960s - Joseph Schwab was one of the key founders of the Inquiry-based Learning Model that relies upon the idea that individuals are able to learn by investigating scenarios and problems, and through social experiences.

by Christopher Pappas

June 2, 2014

Make E-learning Easier: eLearners’ Brain Pain

Have you ever exclaimed, “my brain hurts!” as a result of a learning experience that was too hard? This condition is known as cognitive overload. In this article, we will explore ways to ensure our instructional designs account for this condition to make e-learning easier.

by Timothy Maher