Instructional design is a process that can be used to create instructional materials. There are different types of instructional models that can be used to create these materials. Each model has its own strengths and weaknesses. Keep reading to learn about the different types of these models.
The Behavioral Model
There are a variety of different behavioral models for instruction that have been proposed over the years. Each model has its own unique set of assumptions about how people learn and how instruction should be designed to facilitate learning. The behavioral model of instructions is based on the assumption that learning is a process of imitation and reinforcement. This model was first proposed by B.F. Skinner in the 1930s, and it has been widely used in educational settings ever since. The basic premise of the behavioral model is that people learn by observing the behaviors of others and then mimicking those behaviors. The model also assumes that learners need to be rewarded for exhibiting the desired behaviors and that they need to be punished for exhibiting undesired behaviors.
The Cognitive Model
Cognitive science, instructional design, and the design of educational technology have all been influenced by the work on human problem-solving that was initiated by Newell and Simon in the early 1960s (Newell & Simon, 1972). In their book, Human Problem Solving, Newell and Simon proposed a model of problem-solving that has become known as the cognitive model of problem-solving. Central to this model is the assumption that problem-solving is a cognitive process that involves the use of mental representations (or concepts) to guide the search for a solution to a problem.
In the cognitive model of problem-solving, the problem solver begins by formulating a problem statement, which is a statement that describes the problem in terms of the concepts that are relevant to the problem. The problem solver then uses these concepts to generate a plan of action that is designed to solve the problem. The plan of action is implemented by carrying out a series of steps, or sub-plans, that are designed to achieve the goal of the plan. The problem solver monitors the progress of the plan and makes adjustments as necessary to ensure that the goal is achieved.
The cognitive model of problem-solving has been used to design a number of instructional methods, including problem-based learning, inquiry-based learning, and scaffolded instruction. These methods are designed to help students learn by doing. That is, they are designed to help students engage in a process of problem-solving that is similar to the process that is used by experts to solve problems.
The Constructivist Model
The constructivist model of instructional design is based on the theory that learners construct their own understanding of the world, and that the teacher’s role is to facilitate this process by providing opportunities for learners to interact with each other and with their environment. This model is based on the work of Jean Piaget, who developed the theory of cognitive development, and Lev Vygotsky, who developed the theory of social development.
According to the constructivist model, learning is a process of actively constructing knowledge, and the teacher’s role is to provide a variety of learning experiences that will promote this process. The teacher should also encourage learners to reflect on their own learning and to discuss their ideas with each other. One of the key principles of the constructivist model is that learning is a collaborative process. Learners learn from each other, as well as from the teacher. This model emphasizes the importance of social interaction in learning and suggests that learners are more likely to learn if they are given the opportunity to discuss their ideas with others.
While there are many different design models, each with its own strengths and weaknesses, the most important thing is that the model chosen aligns with the goals of the course and the needs of the students. No one model is perfect, but by using a variety of instructional models, instructors can create a course that is tailored to meet the needs of their students and that provides a rich and varied learning experience.
