Instructional Design Models

The Discovery Learning model is based in cognitive psychology, and is considered part of the Constructivist school of instructional models. It is based on the premise that students learn best through interaction. This interaction includes exploring their environment. Using manipulatables, and participating in experiments are examples of approaches supported by the Discovery Learning model. Encouraging questioning, discussion and debate are other techniques. One of the tenets of the Discovery Learning model is that students learn and retain more information when they are actively interacting with the information. They are also better able to recall information if they discover it on their own through experimentation.
Technology can play a large part in supporting Discovery Learning. Websites now provide virtual experiences of places, historical events, and experiments. Body systems, dissections, chemical experiments, can all be “experienced” online where the student is an active participant in the activity. Technology has been long used in the instruction of aviation, where live practice is both expensive and dangerous, so virtual practice is an essential element. Training in the medical field is now, more and more, allowing for virtual practice before interaction with real patients as well.
Social Learning Theory is based on Behaviorist theory. It presumes that learning occurs through observation, imitation and modeling. It is also considered a link between pure behaviorist theory in learning, and cognitive theories, as Social Learning incorporates assumptions about motivation and memory. This theory supports the idea of a reciprocal relationship between the student and the environment – each impact the other. Social Learning emphasizes the role of imitation in learning.
These two theories differ in their assumptions about truth and reality. Discovery Learning, based in constructivism, holds that reality and truth are created by the student. Social Learning, based in behaviorism, assumes that there is one objective reality/truth that exists, that we can all agree on once we discover it through observation. This fundamental difference aside, the two theories do rely on observation to aid in learning. Discovery Learning takes it a step farther, in that the learner needs to actively interact with the information through questioning and experimentation.
One of the objectives for the course I will be teaching this spring is to develop the skills necessary to be an effective interviewer within the case management field. Students will likely be both experienced case managers and those with an interest, but no experience in the field. Students need to understand the theoretical frame work around why interviewing is important, and the role interviewing plays overall in the goals of the position. Structuring questions, listening, gathering further information, and assessing all of the information are important skills to master. My design is multifaceted. First, students will be required to read a text book and several articles on the theoretical background. This will include reading about the role of the case manager. Students will be required to write about their own perspective on the role of case manager, to help them assimilate and clarify their knowledge. These assignments will then be posted on a class blog, so that fellow students can read and comment. This will benefit both the experienced students, who will clarify their understanding, and provide inexperienced students with feedback from other classmates. The students will have opportunities to watch sample interviews sessions in class, ask questions and comment on the sample’s relative strengths and areas for improvement. Finally the students will practice the skills in dyads, offering suggestions to each other. This overall plan includes knowledge gathering, values clarification, interactive feedback, observation and analysis, and direct practice.