Foundations of Instructional Design
Information processing (IP)
Piaget’s Constructivism
Bloom’s Taxonomy
Vygotsky's Constructivism
Vygotsky's constructivism
1896-1943
Vygotsky's constructivism is a cognitive theory of development. It stresses the role of social exchange in the progression of cognition. It utilizes two domains: more knowledgeable other (MKO) and the zone of proximal development (ZPD).
Bloom’s taxonomy [1956]
Bloom’s taxonomy has three domains: cognitive, affective and psychomotor. The cognitive domain is knowledge centered, having six levels. The affective is an attitudinal domain comprising of five levels, and psychomotor a skill centered domain, comprising of six levels. It has 6 categories: remembering, understanding, applying, analyzing, evaluating and creating.
Information
processing (IP) (1970's)
Information processing (IP) is a cognitive processing theory that uses metacognition strategies that direct thinking and learning through sensory registers (SR), short-term (STM) and long-term memory (LTM). SR’s use echoic, iconic, touch and taste that spark memories lasting 2-3 seconds while STM or working memory last 20 seconds. LTM, uses conceptual knowledge via elaboration. LTM has 5 categories: declarative, procedural, episodic, imagery, and strategic knowledge.
Piaget’s
Constructivism 1896-1980
Piaget’s constructivism has two ideologies: adaptation and organization, and three concepts of cognitive development: assimilation, accommodation and equilibration. He believed that cognitive development in children is influenced by physical development, the physical and social environment, and equilibration, the attempt to balance the three. Piaget believed children used schemas as mental representations through four stages: sensorimotor, preoperative, concrete and formal operational stage.