Week 2: Reflection on : An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design

Characteristics of Behaviorist Approaches ID

• It is predictable, designers need to identify subskills students must master that lead to a learned behavior
• Designers assume that an instructional strategy that has had a certain effect in the past will do so again 
• Second assumption of behaviorism is that learning is a change in behavior due to experience and a function of building associations between the occasion on which the behavior occurs 
• Activities are sequenced for increasing difficulty or complexity 
• learners may be routed to miss or repeat certain sections of material based on performance on a diagnostic test

 Characteristics of Cognitive Approaches ID

• Prior knowledge and mental processes intervene between a stimulus and
•  response that operate to reduce the predictability of human behavior (response)
•  cognitive psychology is concerned with meaning or semantics
•  generating relationships among new information and knowledge already stored in long-term memory. such as discovery learning, scaffolding, instructor as coach, problem based instruction/learning, learner control, assessment in context of learning,

Different	Behaviorist  ID Perspectives	Cognitive ID Perspectives
Learning materials	early computer-based materials are seen to be influenced by behaviorist concepts	discovery learning materials are felt to be founded on later cognitive models of information processing
Mental Activity	is associated with mind include schema, knowledge structures, and duplex memory	is associated with body no behavioral equivalents
Structuring	instruction is made explicit with tasks and subtasks broken up into lessons and modules	structuring means supplying a framework around a task in which learners develop and test their own understanding
Tutoring	focused on testing, analyzing performance, and providing remediation or extension of instruction	coaching and scaffolding at appropriate times
Assessment	seek to measure performance in a quantifiable way on decontextualized packets of learning	integrated, authentic, and inseparable from activities themselves
Motivation	more importance on extrinsic rewards, goal setting, and goal achievement	emphasis is on intrinsic feelings of success perceived by learners
Program	the material is usually without learner control.	learners should be given control
Learner Control	Learners build proficiency from frequent review or revision with check tests at strategic points or repeat practice with feedback	students may complete sequences in any order, when students are familiar with a topic and can make appropriate sequence choices
Simirarity	involve analysis, decomposition, and simplification of tasks in order to make instruction easier and more efficient
	Use devices to arouse,attract, and focus attention. force learner engagement through interactive decision-making points in the material.
	Give importance to intrinsic feedback, though it may be expressed in voluntary help or advice options in applications with cognitive design
	Value meaningful learning and realistic contexts for application of knowledge and skills