Theories of Instructional Design

Behavioral Learning Theory

Learning is based on observable events and conditions, and those behaviors become part of a formative evaluation process. This theory was introduced by B.F. Skinner, and it was a precedent to the creation of learning objectives and outcomes, as well as instructional feedback.

Cognitive Information Processing Theory

Became popular in the 1970s, and expounded on Skinner's theory of behavioral learning. It expands on feedback by introducing three memory systems (short-term, long-term, and sensory) as well as the functions of instructional feedback.

Schema and Cognitive Load

Learning by placing similar ideas/information into schemas, which can be related to past experiences and ideas. New, more complicated schemas are then created as new information is introduced. This is meant to reduce cognitive load, unless new schemas must be created constantly to classify information.

Situated Learning Theory

Your situation and environment predicts how well you learn. Learning occurs as the learner interacts with the community they are in during learning. Community and environment play a large role.

Gagne's Theory of Instruction

Robert Gagne combined what is known about learning into instructional design, based on Skinner's Cognitive Information Theory as well as Gagne's observations of learning strategies and their effectiveness. This theory consists of three main factors:

1. Taxonomy of Learning

2. External and Internal Learning Conditions

3. Nine Events of Instruction

Constructivism

A collection of views and theories about learning. Learning is from the inside out. It involves being emotionally connected to the material, subject matter, and environment. High-level, complex learning goals and environments of learning, as well as the concept of Problem-Based Learning (PBL) where the goal is solving a problem.

Motivation and Volition

Learners have greater motivation to learn when they implement strategies of self-regulation (volition). By creating an instructional system that promotes volition and personal responsibility, instructors and instructional designers can influence learners' motivation to learn.

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Reference:

Reiser R.A. and Dempsey, J.V. (4th ed.) Trends and issues in instructional design and technology. New York, NY: Pearson