Learning Theory:
Behaviourism
We decided to take a behaviourism approach to our Learning Resource as it aligns well with our interactive learning resources. Behaviourism is best described as the learners giving an optimal answer in response to stimuli over time. The main factors that influence a behavioural learning approach are stimuli and consequences in the environment, where learners acquire habits until they are able to quickly and correctly produce the optimal answer. Furthermore, Etmer and Newby state “a behavioral approach can effectively facilitate mastery of the content of a profession (knowing what)” (2018) where knowing what the lowest tier in the “knowledge continuum is.” This ties in well with our learning resource because we assume our resource is a first course in programming for our learners.
Rationale:
We originally thought that a constructivist approach would work well because we wanted to teach our students how to program, but then realized that this would be out of the scope of a 1-2 hour course. Furthermore, when we planned out our assessments using the Backwards Design approach, we realized that our assessments would consist of quiz questions and a final exam, which were much more suited toward behaviourism. More specifically, learning from a behaviourism standpoint consists of stimulus and associated response, which is much better aligned with the quiz and exam format we chose for our assessments. We hope that learners will be able to identify and explain topics they learn through our course and transfer this knowledge to other programming courses through the generalization of what they have learned through our course.
Learning Design:
Direct Instruction
Direct instruction is a learning approach that “emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks”. (Engelmann, 2023) A heavy emphasis is put on the instructors having well prepared and thoroughly thought out lectures or lesson plans as the learning process is led by the instructor. It is important that the instructor has a good understanding of the current abilities of the students so that lessons, activities, and projects can be tailored to the optimal level of difficulty for the topic. Instructors will have clear learning outcomes and they must ensure students understand those outcomes before moving on.
Direct instruction is an ideal learning approach for teaching beginner programming concepts. Programming can be an intimidating subject especially if the learners have limited experience with the topic. This does not have to be the case if direct instruction is used appropriately. We have designed lesson plans and activities to start with the most basic introductory concepts to match the skill level of the learners. This provides the learners with the foundational knowledge that is required before exploring more intermediate topic areas. For this reason, our learning resource is designed to follow a carefully laid out lesson plan that introduces one learning outcome at a time where learners master the outcome before moving onto the next.
Our lesson is designed for learners with no prior experience in programming, so we start off the lesson with an introduction of the definition of programming. We then introduce each learning outcome one by one with each topic building off the previous topic. Examples and assessments are included throughout that resource to ensure learners have gained the intended knowledge before moving on.
This “directed” approach allows students to learn specific foundational programming concepts that are critical to all intermediate or advanced programming skills. Once students have a foundational knowledge of programming, learners can then use other learning approaches such as experiential learning, “learning by doing”, to further increase their programming abilities and understanding. But, without the initial direct instruction students could learn bad habits or miss introductory concepts that are critical for progressing on this topic
References:
Engelmann, S. (2023). Basic Philosophy of Direct Instruction (DI). Retrieved from National Institute for Direct Instruction: https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27
Ertmer, P. A. & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. In R. E. West, Foundations of Learning and Instructional Design Technology: The Past, Present, and Future of Learning and Instructional Design Technology. EdTech Books. Retrieved from https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism
What is Direct Instruction? (2023). Retrieved from Structural Learning: https://www.structural-learning.com/post/direct-instruction-a-teachers-guide