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Personal Design Framework

Introduction
Effective learning is one of the most important events in any one persons life. Without
effective learning progress is never made, innovation does not happen, and problem solving
becomes obsolete. This paper will address learning components I feel are the most significant for
effective learning to take place. I will address theorist who back up the claims I support, along
with the importance of motivation in learning, the value of proper assessment and accountability.
And the use and feel of materials used for online learning. This paper is merely my personal
design framework for creating effective learning online and off.
Theories
There are many paradigms on learning which include behaviorism, cognitivism,
humanism, and design based. Online eLearning creates an environment that requires the learner
to actively engage in the process of learning. Therefore Constructivism is high on my list of
supported theories. Bruners Constructivist Theory supports my thoughts about information
needing to be presented in real world examples and learners need to be shown how to apply it to
real world issues because real world experiences can be more conducive to students willing to
learn the material when they can relate to it. Information needs to be presented in a straight
forward easy to understand format- Bruners Constructivist Theory also confirms this because
according to Bruner, the information needs to be structured in a way that students can easily
grasp.
In formatting the material to support this theory the learning modules need to be

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On the behavioral theory front I support the notion that each concept or idea needs to be
backed up by interactive repetitious actions to reinforce that concept with immediate feedback. B
F Skinners operant conditioning supports this concept along with Gagne and the nine
instructional events. In its simplest form operant condition simply means to modify behavior by
reinforcements. By providing immediate feedback either positive or negative it will reinforce the
intended behavior (learning).
Knowing who your learner are is another key to effective learning. Do the research ahead of
time. Lee Joseph Cronbach and Robert Gagne are two theorists whose contributions helped guide
some of this though process. Key influencing factors of these contributors consist of one:
knowing that people learn at different levels and to keep the levels grouped together making a
significant difference in the comprehension and training time of the lessons being taught. Two,
within those different levels, providing a framework of instruction with clear objectives in mind
and proper feedback will keep learning at its maximum potential.
The role of the educator in this theory is to do the appropriate research on the learners to
determine how the grouping of learners should be organized. This will also determine how
involved the instructor will need to be within each group. The instructors role within training for
Gagne was very specific, ranging from creating the training to giving proper feedback. The
major strength of Cronbach that I have taken into my person design frame work is the fact that
environments must be changed within certain groups in order for the learning to be significant.
Those with higher intelligence need less structure and those in lower brackets need more
structure. Robert Gagne used very specific steps for teaching the nine events of instruction

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listed in order events that must occur during any instruction. Information needs to be presented in
the proper sequence for optimal learning.
Without the proper analysis of the learners and putting them into like groups, instruction
could be a very long process. When creating instruction using these theories, taking into
consideration the level at which learning occurs, means possibly creating more than one training
time and hand selecting who will be in which session. Making sure the instruction gains the
attention of the leaners, making sure the objectives are clear and understandable, providing
proper guidance, feedback, and evaluation are the tools needed to create positive learning
experience.
Motivation.
For optimal absorption, the material needs to be present in unique exciting ways in order
to gain and keep the attention of the learners. Gagnes number one instructional event is gaining
attention. Nothing will be absorbed if you do not reach your learners and attract them in.
Therefore I feel as though lessons must be segmented into small chunks of instruction followed
by interactive activities, reflections, or biofeedback of the lesson material. Keeping your learners
motivated also stems back to knowing who your learners are as well as providing instruction in
real world situations. For example if you are teaching math and you have a majority of boys in
your class, using a sport to reflect on speed, or an unknown variable makes math relevant to the
learner. B F skinners positive reinforcement also plays a role in motivation, when a learner is
rewarded with positive feedback they are more likely to stay motivated and keep the desire to
learn more.

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Format
Designing the framework for effective learning must also take place. Presentation can
help with motivation. Again keeping things simple and easy to navigate is important. Create an
environment that is practical for your intended students. Practicing lesson materials reinforces
the ideas and concepts being taught along with providing a framework for participation and
collaboration. Online learning can create its own set of challenges so it is extremely important to
be as direct as possible when creating discussion forums and student interaction activities. The
guidelines and boundaries need to be presented along with the proper conduct and use of words.
All too often students become offended by others comments and it can get out of hand rather
easily is this type of format.
Assessment
Evaluation and assessment are crucial to a positive learning experience. Evaluating
whether or not your instruction is working is imperative as well as knowing if it is effective. I
believe that once a lesson is given it should be repeated with an assignment or activity, feedback
is given immediately, and an assessment on the lesson given right after. Otherwise I feel as
though we set students up for failure. Also constant reference to prior material helps the
information stick. Once small assessments have been done I feel as though quarterly evaluations
should be done as well. Giving the students a chance to give the instructor feedback on their
performance is important for the growth of the instructor. It also allows for potential problems to
be resolved early. For a student, being able to give the instructor feedback on the layout of
courses, expected time frames, and assignments helps facilitate their collaboration skills along
with a sense of importance.

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Conclusion
Putting all the pieces together to create the ultimate teaching strategy is always the end
goal. Understanding that there are many angles and perspective to review and process, is what
makes an effective teacher proficient at their job. Knowing that all of the research has been
completed to make the experience for your learners the best it can be should always be the
objective of any instruction. Knowing your audience, constraints, environment, and attitudes are
all items that can make or break an otherwise phenomenal instruction. Without the proper
research, analysis, and follow through instruction is nothing more than paper and talk. Using the
many theories of leaning and instruction can help create the most effective instruction material.
Combining the many perspectives of learning theorist will ensure optimal learning from your
students.

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References
Cooper, S. (2013). Theories of learning in educational psychology. Retrieved from http://www.lifecirclesinc.com/Learningtheories/learningmap.html

Ormrod, J. (1995). Educational psychology: Principles and applications. Englewood Cliffs, NJ:
Prentice-Hall.
Yilmaz, K. (2011). The Cognitive Perspective on Learning: Its Theoretical Underpinnings and
Implications for Classroom Practices. Clearing House, 84(5), 204-212.
doi:10.1080/00098655.2011.568989