Benefits and Challenges of Long-Tenured Employees
Organizations can benefit from seeking out their long-tenured employees and utilizing their knowledge and experiences as power.
Category: Instructional Design
Learner Characteristics and Instructional Design
Two broad categories of human characteristics to consider when designing instruction are individual differences and similarities (Smith & Ragan, 2005). These individual differences result in adult learners having different learning styles, different attitudes and beliefs, and different educational backgrounds. Conversely, adult learners share similarities such as the capability to process information, sensory capabilities (hearing, seeing, touching, tasting, smelling), and the capability to cogitate.
Instructional Strategies for Attitude Change, Motivation, and Interest
Learning strategies are devices employed by learners to assist in the acquisition of knowledge and skills. Instruction should guide the learner in the choice of appropriate learning strategies for particular learning tasks. Facilitating the learning of declarative knowledge, concepts, procedures, principles, problem solving, cognitive, attitudes, and psychomotor skills begins with decisions on what content should be presented, how it should be presented, and in what sequence the instruction should follow (Smith and Ragan, 2005). Ideally, an instructional strategy should be as generative as possible while still offering motivational support for learners.
Micro-Level Instructional Strategies
Strategies for Instruction Leading to Learning Procedures
Instructional designers should carefully perform a task analysis, analyze learners, and the analyze the context when designing instruction to make a determination to facilitate the use of strategies with more direct prompting of learning strategies or more direct and complete instruction. If inhibitors to use of strategies are present (learners have low skill in strategy use, learners are not motivated, learners do not recognize the applicability of the strategy, learners lack awareness of their own cognitive capabilities, learners are unaware of the learning task, learners have no prior content knowledge, etc.) the instructional designer may need to develop a technique to improve them or choose strategies with more direct prompting or instruction that is more direct. A continuing goal of the instructional designer is to apply the different types of instructional strategies to best achieve the different types of learning.
Instructional Strategies for Instruction Leading to Concept Learning
By Dr. Shirley J. Caruso, Ed.D. Learning strategies are devices employed by learners to assist in the acquisition of knowledge and skills. Instruction should guide the learner in the choice of appropriate learning strategies for particular learning tasks. Facilitating the learning of declarative knowledge, concepts, procedures, principles, problem solving, cognitive, attitudes, and psychomotor skills begins […]
Strategies for Instruction Leading to Principle Learning
Instructional strategies certainly have their advantages in assisting learners in the acquisition of knowledge and skills. Instructional designers should carefully perform a task analysis, analyze learners, and the analyze the context when designing instruction to make a determination to facilitate the use of strategies with more direct prompting of learning strategies or more direct and complete instruction. If inhibitors to use of strategies are present (learners have low skill in strategy use, learners are not motivated, learners do not recognize the applicability of the strategy, learners lack awareness of their own cognitive capabilities, learners are unaware of the learning task, learners have no prior content knowledge, etc.) the instructional designer may need to develop a technique to improve them or choose strategies with more direct prompting or instruction that is more direct. A continuing goal of the instructional designer is to apply the different types of instructional strategies to best achieve the different types of learning.
Three Categories of Learning Theory
The goal of instructional design is to promote the cognitive and behavioral processes that lead to learning. In order to successfully achieve this goal, instructional designers must consider learning theories when designing and developing instruction. Understanding the strengths and weakness of each learning theory helps the instructional designer optimize their use in an instructional design strategy that appropriately addresses the needs and learning styles of the learners.
Strategies for Declarative Knowledge Instruction
Instructional strategies certainly have their advantages in assisting learners in the acquisition of knowledge and skills. Instructional designers should carefully perform a task analysis, analyze learners, and the analyze the context when designing instruction to make a determination to facilitate the use of strategies with more direct prompting of learning strategies or more direct and complete instruction. If inhibitors to use of strategies are present (learners have low skill in strategy use, learners are not motivated, learners do not recognize the applicability of the strategy, learners lack awareness of their own cognitive capabilities, learners are unaware of the learning task, learners have no prior content knowledge, etc.) the instructional designer may need to develop a technique to improve them or choose strategies with more direct prompting or instruction that is more direct. A continuing goal of the instructional designer is to apply the different types of instructional strategies to best achieve the different types of learning.
Moving with the E-Learning Trend
Human Resource Development (HRD) practitioners have historically relied on instructional technologies such as classroom-based learning, but organizations are turning more and more to e-learning interventions with a focus on cost savings.
Strategies for Problem-Solving Instruction
By Dr. Shirley J. Caruso, Ed.D. Learning strategies are devices employed by learners to assist in the acquisition of knowledge and skills. Instruction should guide the learner in the choice of appropriate learning strategies for particular learning tasks. Facilitating the learning of declarative knowledge, concepts, procedures, principles, problem solving, cognitive, attitudes, and psychomotor skills begins […]