Page 62 - Educational Technology A Primer for the 21st Century

50 3 Linking Learning Objectives, Pedagogies, and Technologies

3.1 Introduction

In this chapter, we argue that a theoretically consistent approach to learning design
is to interrelate pedagogical theory with the desired features of learning, and then to
map relevant activities and tools along with human and technical resources against
learning goals and an appropriate pedagogical approach. This approach is intended
to enable educational practice to reflect relevant learning theories. Different learning
theories and epistemologies (e.g., behaviorism, cognitivism, constructivism) lead to
various conceptions of information processing and knowledge development that
influence effective technology use. Given the central functionality of education to
help learners acquire and develop declarative, procedural and contextual knowl-
edge, learning theories and technologies are fellow travelers.
The idea of linking learning theories and technologies became important as
learning theories become more mature (i.e., cognitivism and social constructivism),
and new technologies became affordable and commonplace (e.g., the Internet,
social networking). The critical appraisal of the link between learning theories and
technologies can be structured around the following observations: (1) changes in
society and education have influenced the selection and use of learning theories and
technologies; (2) learning theories and technologies are situated in a broad and
ill-defined conceptual field; (3) learning theories and technologies are connected
and intertwined with information processing and knowledge acquisition and
development; (4) educational technologies have shifted in emphasis from program
or instructor control toward more shared and learner control; and (5) learning
theories and findings represent a complex mixture of principles and applications
(Spector, Merrill, van Merriënboer, & Driscoll, 2008). In this chapter, the phrases
“pedagogical approach” and “instructional strategy” are used interchangeably,
although some scholars argue that there are differences in that learning includes
non-formal situations as well as structured and formal learning situations.

3.2 Linking Instructional Strategies to Learning
Objectives

3.2.1 Types of Learning Objectives

In the analysis phase of planning instruction, it is reasonable for a designer to
consider the kinds of things to be learned (Anderson & Krathwohl, 2001).
According to Gagné (1985), there are five different kinds of things that can be
learned: (a) verbal information (e.g., facts, as in knowing that), (b) cognitive
strategies (e.g., selecting a process to address a problem situation, as in knowing
why and when), (c) intellectual skills (e.g., using rules to solve a problem, as in
knowing how), (d) motor skills (e.g., riding a bicycle, as in performing well), and
(e) attitudes (e.g., fascination with science, as in being interested in or inclined to)
(see Table 3.1).