An instructional designer should incorporate the learning theory that is specific to the topic, situation, learner needs and outcomes. \u00a0With this in mind, a one size\/one learning theory does not fit every situation. \u00a0In the example below, it will be possible (with challenges of course) to incorporate one learning theory into the program, as the scope of the learning is narrow and the participants have similar skills.<\/p>\n
I have been tasked with re-introducing corporate learning and development into my organization.\u00a0 One of the first initiatives will be to design, develop and facilitate a program highlighting the similarities and differences between Microsoft Office 2010 and Microsoft Office 2016.\u00a0 An assessment will need to be conducted for all learners. \u00a0Employees who require additional mastery of knowledge, skills and abilities in Microsoft Office will have the chance to attend an alternative program to build a solid base of understanding. Employees who are comfortable with the existing version of Microsoft Office will have the opportunity to attend the course discussed below. \u00a0In this particular case, I will incorporate and align the instructional design of the program with behavioral learning theory. \u00a0Ertmer & Newby (2013), stated that instructional design focuses on how to structure new information to facilitate the learners encoding of new material together with the learner recalling previously known information (p. 47).\u00a0 The program will be designed to build on previously learned functionality in Microsoft Office together with introducing the new and exciting functionality of Office 2016.<\/p>\n
There are several reasons why behavioral learning theory will be applied to this Microsoft Office upgrade project.\u00a0 According to the authors, Ertmer & Newby, behavioral learning theory connects learning through changes in observable performance and learning is realized when the learner demonstrates the proper response to an environmental stimulus (p. 48). \u00a0In the Microsoft Office 2016 upgrade, learners will have the opportunity to attend in-class or online workshops.\u00a0 These workshops will focus on the new\/enhanced features of the product as learners will have an existing knowledge base of Microsoft Office to use as a springboard for the new learning outcomes.\u00a0 In addition, the program will (a) provide an explanation of the new features; (b) demonstrate the benefits of each new function; (c) illustrate, through several examples\/narratives, how the new functionality can be incorporated into employee\u2019s current responsibilities; and (d) provide employees with the opportunity to apply learning.\u00a0 This systematic approach will strengthen learner\u2019s skills and reinforce learning.\u00a0 \u00a0Lastly, as the target group for this program will be participants who are currently familiar with Microsoft Office 2010, the workshop will focus not only on how to use the enhanced features but also on how to incorporate this functionality into their day to day responsibilities to align them with LEAN methodology used in the organization.\u00a0 By incorporating this method, it will lessen the concern of the use it or loose it<\/em> attitudes toward technology. The behavioral learning theory can be implemented with this group of participants because their learning focuses on specific enhancements and can be managed through observable performance which does not involve a high level of problem-solving skills on the part of the learner.<\/p>\n Not only is Microsoft Office 2016 a massive suite of applications covering Outlook, Word, Excel, PowerPoint to name a few, but also it involves features and functionality that may be common to all applications or specific to one application.\u00a0 With this in mind, the new\/enhanced features will be taught by (a) sequencing the steps when demonstrating functionality ; (b) explaining how the function can be used among the different programs (where applicable); (c)\u00a0 providing enough time for each participant to obtain mastery; (d) providing time for pair share learning and (e) reinforcing positive feedback to participants. \u00a0Although, Microsoft Office has the potential to be a challenge for some learners, the creation of a program that involves time built in for explanation, practice and feedback will provide learners with the knowledge, skills and abilities to be comfortable with new technology.<\/p>\n References<\/p>\n Ertmer, P., & Newby, T. (2013).\u00a0Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective<\/a>.\u00a0Performance Improvement Quarterly<\/em>,\u00a026<\/em>(2), 43-71. Retrieved from https:\/\/doi.org\/10.1002\/piq.21143<\/p>\n Merrill, M. D. (2002). First principles of instruction<\/a>. Educational Technology Research and Development<\/em>, 50<\/em>(3), 43-59. 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