Instructional Design: Learning Theories and Motivation

Learning Theories

Considering learning theories during course design can help in developing learning activities that appropriately align with learning goals and the types of learning desired.  For library instruction, the most relevant learning theories include behaviorism, cognitivism, and constructivism, although in practice these are typically blended together (http://library.queensu.ca/wiki/elearning/doku.php?id=learning_theory_for_librarians).

For design of an EndNote Desktop Workshop, described in previous blog entries, the teaching approach is primarily based upon behaviorism theory.  The course content is heavily focused on teaching skills in using a computer software application.  While an understanding of why and when the software can be useful is important, an intent of the workshop is to provide an opportunity for participants to learn specific procedures.  A computer lab structure where procedures can be demonstrated and immediately practiced is appropriate for the learning goals.  Tasks to be learned can readily be broken down into small units.  Feedback can be delivered and questions answered as participants work through hands-on exercises.

Cognitivism theory also plays a part in design of the EndNote Desktop Workshop by organizing content in a sequential manner, whereby succeeding tasks build on what was learned previously.  A modular course structure can be designed with short segments followed by review at the end of each segment.  Participants can be informed at the beginning of the workshop about what will be covered and in what order, establishing a mental frame of reference.  Using a concrete example of a literature search or research topic and its sub-parts also provides context for application of the software program.  Relating the content of the succeeding segments/tasks to proceeding segments/tasks can help participants see how the pieces fit together.  Learning to use a software program primarily uses lower-order thinking skills, especially the “Apply” level of Bloom’s hierarchy of knowledge.  However, learning activities that allow participants to “Create” and organize their own library of references and then  incorporate references into a sample document with in-text citations would entail use of higher-order thinking skills.

Constructivism theory plays the smallest role for this workshop design.  The learning involved is predominately individual mastery of tasks.  However, in order for the EndNote Desktop tasks to have meaning, participants need to have prior experience and understanding of the literature search process, the research process (including collaboration), scientific/technical writing, and citation styles.  Making connections to those processes as each EndNote Desktop function is learned contributes to the formation of mental models as to how use of the software can facilitate those processes.  Some social interaction may occur during the workshop as questions and experiences of individuals are shared among the entire class.  Opportunities for social interaction in continued learning can be encouraged through introduction of the Connections forum for crowd-sourcing questions and solutions related to use of EndNote Desktop. 

      

Exercise based on Behaviorism Theory

For Goal 1 of the workshop, participants would create a usable library of references based on either the research questions given at the beginning of the session or research questions of the participant’s choosing.  This would require successfully completing tasks to export citations from a library database to EndNote Desktop, organizing them into one or more Groups, creating at least one Smart Group using a search query/filter operation, importing at least one PDF file, annotating a PDF file, and then sharing their EndNote library with another user (such as with the instructor).

Motivation

Participants in this workshop are expected to be intrinsically motivated to complete it, as attendance is voluntary and based upon pre-existing interest in the topic.  Being able to accomplish tasks or exercises is motivation itself as participants work through their uncertainties with moderately challenging content, and achieve satisfaction of accomplishment.  Expectancy-Value Theory as described by Small (1998) is especially applicable, as effort depends upon valuing the task and anticipating success.  Motivation can wain in this type of instruction if the material is covered too slowly or is not challenging enough.  Therefore, it is important to present material in an engaging manner and to continually monitor participant progress in order to pace the material appropriately.  Applying Wlodkowski’s Time-Continuum Model (described in Small 1998) for this workshop could include “Relevance: familiarity” and “Relevance: goal orientation” at the beginning of the session, followed by “Confidence: success opportunities” through practice in middle of the workshop, and perhaps ending with “Relevance: extrinsic rewards.”  An extrinsic reward could be receiving an item, such a USB thumb drive, for turning in a worksheet or evaluation at the end of the workshop indicating level of success in completing tasks and commenting on any difficulties encountered.