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Photo by\u00a0Sweet Ice Cream Photography<\/a>\u00a0on\u00a0Unsplash<\/a><\/span><\/p>\n The articles by Ertmer and Newby and Merrill were quite thought provoking. Ertmer & Newby (2013) describe the three different learning theories of behaviourism, cognitivism and constructivism in relation to the design of instructional situations to enable learning. Ertmer & Newby (2013) claim that \u201c[l]earning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection\u201d (p.43). Merrill (2002), on the other hand, looks at prescriptive design principles that are common to the various instructional design theories (p. 43). The five principles that Merrill (2002) discusses are the following: (1) problem-centred, (2) activation, (3) demonstration, (4) application and (5) integration. When looking at the different perspectives, I feel that I can align with Merrill\u2019s \u201cfirst principles of instruction\u201d because this emulates what we presently do in our clinical setting. However, when actually deconstructing each of the phases in Merrill\u2019s model, the learning theories that Ertmer and Newby discussed in their article is interwoven in them. The following will depict examples and explanations of how this is applied.<\/p>\n In the context of our clinical setting, the instructors discuss real-life examples of patient care and present case scenarios to the groups of students. The groups are then expected to work together to try and solve an issue while facing different obstacles that may arise in the care of their case patients. This is based on the knowledge that was learned in previous theoretical courses. This aligns with the following principles and learning theories:<\/p>\n The instructors demonstrate technical skills to their groups of students. The instructors first explain the purpose of the skills, demonstrate the specific skills and then ask the students to apply the skills to certain situations. While the students are performing the skills, the instructor will offer feedback to improve the skill or offer positive reinforcement if the learner is doing well. Once the instructor observes that the student is doing well, then another approach\/method of the skill will be demonstrated to address any difficulties that may arise in a situation. Instructor demonstrations supports the following:<\/p>\n The case scenarios and demonstrations presented to the students during the clinical setting all lead up to the last Principle of Integration<\/strong> where \u201clearning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life\u201d.\u00a0 The new knowledge and skills attained and the reflections of these experiences (experiential learning) can then be applied when the students treat real patients in the clinic and in the community. The learning theories which align to this phase are behaviourism, cognitivism <\/strong>and constructivism<\/strong>.<\/p>\n As one moves along the behaviourist-cognitivist-constructivist continuum, the focus of instruction shifts from teaching to learning, from the passive transfer of facts and routines to the active application of ideas to problems (Ertmer & Newby, 2013, p. 58)<\/p><\/blockquote>\n As demonstrated above, Merrill\u2019s \u201cfirst principle of instruction\u201d as well as the learning theories discussed by Ertmer and Newby are used in the instructional design of our clinical setting. Referring to Weller (2018), he mentioned that \u201ceducation is a complex, highly interdependent system\u201d (p. 48). Ertmer & Newby (2013) state in their discussions that the question instructional designers should ask is \u201cWhich theory is the most effective in fostering mastery of specific tasks by specific learners?\u201d (p. 61). There are various types of learners with various learning needs who come with different prior knowledge and experiences who are taught by many educators with various teaching styles and expertise; therefore, there is not<\/strong> one <\/strong>best theory.<\/p>\n <\/p>\n <\/p>\n References:<\/p>\n Ertmer, P., & Newby, T. (2013).\u00a0Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective.\u00a0Performance Improvement Quarterly<\/em>,\u00a026<\/em>(2), 43-71.<\/p>\n Merrill, M. D. (2002).\u00a0First principles of instruction.\u00a0Educational Technology Research and Development<\/em>,\u00a050<\/em>(3), 43-59.<\/p>\n Weller, M. (2018).\u00a0Twenty years of EdTech.\u00a0EDUCAUSE Review, 53<\/em>(4).<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Photo by\u00a0Sweet Ice Cream Photography\u00a0on\u00a0Unsplash The articles by Ertmer and Newby and Merrill were quite thought provoking. Ertmer & Newby (2013) describe the three different learning theories of behaviourism, cognitivism and constructivism in relation to the design of instructional situations to enable learning. Ertmer & Newby (2013) claim that \u201c[l]earning theories provide instructional designers … Continue reading Where Do I Stand? Nowhere in Particular…<\/span><\/a><\/p>\n","protected":false},"author":106,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-263","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/posts\/263","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/users\/106"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/comments?post=263"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/posts\/263\/revisions"}],"predecessor-version":[{"id":265,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/posts\/263\/revisions\/265"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/media?parent=263"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/categories?post=263"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0064\/wp-json\/wp\/v2\/tags?post=263"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
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