Reflection on Learning Theory

 

When it comes to the learning theories applied in my minicourse, I am very much content with the initial theories we've been building the course on. The idea is that the foundational theory, or driving theory, remains Constructivism, where learners build their own understanding through direct experience. We are mainly using Piaget's stages of development to classify learning age groups, with Level 1 (3-5), Level 2 (6-8), and Level 3 (9-11). This application has genuinely enhanced the creation of age-specific, learner-centric content.

The mixed age groups in the course also set the stage perfectly for Vygotsky's Zone of Proximal Development and Scaffolding, with peers and instructors acting as those zones. Quizzes, badges, and assessments (both formative and summative) have been designed to provide immediate feedback, aligning with principles derived from Behaviorism. And lastly, Connectivism plays a huge role in the design of this minicourse as it is a hybrid course that engages learners to access content and resources through an online app. I believe that to create a truly multifaceted, learner-centric course, borrowing from multiple learning theories is essential.

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Reflection on Instructional Design Models

 

The primary instructional design model that guided the development of my minicourse was Understanding by Design (UbD). Its core emphasis on deep understanding and knowledge transfer perfectly aligned with my goal of creating meaningful learning for K-5 children. By starting with the desired results and defining what learners should be able to do, the entire program design was purposefully aligned with these goals.

While UbD provided the core framework, the design process strategically borrowed elements from other models. The systematic approach of ADDIE gave me a strong foundation for the course's essential elements, while the agile strategies of SAM2 helped me quickly iterate and refine the project based on feedback. The most significant benefit of this hybrid approach was its flexibility and adaptability, which was essential for an experimental program. The primary challenge was balancing the big-picture focus of UbD with the granular needs of developing individual lessons. Ultimately, this blend of models facilitated my ability to meet the learning objectives and address the specific needs of my young learners.

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