top of page

My approach to instructional design is based in the principles of Cognitive-Affective Theory of Learning with Media (CATLM), Constructivism, and the Theory of Transactional Distance.

Specifically:

  • ​Knowledge is constructed

  • Learning is an active social process

  • Motivation affects cognitive engagement

  • Instructional design must balance dialogue, structure, and learner autonomy

  • Learning must be equitably accessible

IMG_3048_edited.jpg
Tools including a ruler, wrench, screwdriver, and microphone.

CATLM employs principles for efficient, effective, and engaging learning design. Today's technology tools enable learning to happen anywhere and anytime. With so much information at the learner's finger tips, learning design must be concise, contextual, and meaningful so as to not overload the learner. For example, the tools in the image can be used to set up a microphone for recording, but without context and learning design, they are simply tools. Motivation will also dictate to what extent each, if any, of these tools will be used. CATLM explains that learning activities with meaningful contexts increases learner motivation. The theory also explains how to avoid the coherence effect by reducing the amount of extraneous material, such as unneeded tools.

Constructivism theories state that knowledge is constructed through learner interaction with elements. Experiences placed in meaningful contexts with autonomy to work an example and make mistakes enable learners to exercise knowledge, skills and abilities to reason and think critically.

For example, one choice out of three audio cables in the image will produce microphone functionality. The constructivist design would have the learner use online research and experimentation to discover the correct choice enabling the learner to build a mental model, test it, and then practice to build expertise. E-Learning tools to facilitate this activity would be paired with a social learning activity for additional element interaction.

IMG_3046.JPEG
IMG_3043_edited.jpg

How emotions affect motivation and comprehension is an area of emerging study. Current data suggests that emotions can affect how learners think and act, including the availability of cognitive resources, problem-solving strategies, memory for information, and students' interest/motivation to learn (McConnel, 2019). With this in mind, my approach is to design instruction and learning environments that are supportive, inclusive, diverse, multi-modal, and accessible.

References:

Benson, R. & Samarawickrema, G. (2009) Addressing the context of e‐learning: using transactional distance theory to inform design, Distance Education, 30:1, 5-21, DOI: 10.1080/01587910902845972

Clark, R., Nguyen, F. and Sweller, J. (2006) Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco, CA: Pfeiffer

Horton, W.(2012). E-Learning by Design, (2nd ed.). San Francisco, CA: Pfeiffer.

LeBlanc, Vicki R. PhD, The Relationship Between Emotions and Learning in Simulation-Based Education, Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare: June 2019 - Volume 14 - Issue 3 - p 137-139 doi: 10.1097/SIH.0000000000000379

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6

McConnell M. Learning with emotions: The relationship between emotions, cognition, and learning in medical education. Arch Med Health Sci 2019;7:11-2

Sweller, J. (2008). Cognitive Load Theory and the Use of Educational Technology. Educational Technology, 48(1),32-35. Retrieved April 19, 2021, from http://www.jstor.org/stable/44429542

Van Merriënboer, Jeroen J. G., and Paul Ayres. “Research on Cognitive Load Theory and Its Design Implications for E-Learning.” Educational Technology Research and Development, vol. 53, no. 3, 2005, pp. 5–13. JSTOR, www.jstor.org/stable/30220437. Accessed 2 May 2021

bottom of page