About this paper

Appears in:
Pages: 6394-6403
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

CURRENT PRACTICES, TRENDS AND EXPERIENCES IN EDUCATION: EXPLORING THE USE OF A THEORETICAL FOUNDATION FOR AN INSTRUCTIONAL DESIGN MODEL ACROSS CURRICULUM

M. Magabo

Penn State University (UNITED STATES)
In this paper, the use of learning theories as the foundation for an instructional design model, patterned after a commonly used communication framework is examined.
Current practices and experiences point to the fact that when learners are highly engaged in the learning process, and students find value and relevance to the tasks and learning activities, the likelihood of students’ successful learning is enhanced.
The planning or designing of effective instruction (e.g., the use of appropriate learning content, learning activities, and evaluation techniques) is crucial in ensuring high levels of student engagement. To this end, three educational theorists provide the foundation for an instructional model used for classroom instruction.
Akin to the Chinese Proverb, “Tell me and I’ll forget, involve me and I will remember” is John Dewey’s principle of “learning by doing” [1]. Dewey’s principle advocates exposing students to real-life situations to promote learning. Quite related to the “the learning by doing” principle of Dewey is Langer’s ‘mindful’ learning [2] and Gagne's instructional events which has emphasis on learning activities in the design of and implementation of instruction [3]. These three theories suggest that student engagement in the learning process is the key to lifelong learning. It is assumed in the use of the instructional design model that learning engagement through meaningful and varied learning activities allow students to explore, discover, acquire knowledge and skills that they can carry on for a lifetime.
Learning engagement can further be enhanced through the use of current media and technology, and in place of traditional evaluation methods, non-traditional means of learning outcome assessments and evaluations are used (e.g., specific work output that show students can apply what they have learned and thus, the objectives of the course are met).
Teaching and learning reflectively, critically, and creatively could help in continually updating one’s instructional skills (e.g., planning and design of instruction, development of course syllabus, course materials). This also means adapting to and applying the necessary changes based on feedback, suggestions, and recommendations from students, mentors, and colleagues.
@InProceedings{MAGABO2011CUR,
author = {Magabo, M.},
title = {CURRENT PRACTICES, TRENDS AND EXPERIENCES IN EDUCATION: EXPLORING THE USE OF A THEORETICAL FOUNDATION FOR AN INSTRUCTIONAL DESIGN MODEL ACROSS CURRICULUM},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {6394-6403}}
TY - CONF
AU - M. Magabo
TI - CURRENT PRACTICES, TRENDS AND EXPERIENCES IN EDUCATION: EXPLORING THE USE OF A THEORETICAL FOUNDATION FOR AN INSTRUCTIONAL DESIGN MODEL ACROSS CURRICULUM
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 6394
EP - 6403
ER -
M. Magabo (2011) CURRENT PRACTICES, TRENDS AND EXPERIENCES IN EDUCATION: EXPLORING THE USE OF A THEORETICAL FOUNDATION FOR AN INSTRUCTIONAL DESIGN MODEL ACROSS CURRICULUM, ICERI2011 Proceedings, pp. 6394-6403.
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