trdv499researchpaperfinal_12-15-2014

RESUME AND PHILOSOPHY RESEARCH PAPER OF DEBRA D KNIGHT

Roosevelt University

Portfolio of Debra D Knight

Debra D Knight

December 14, 2014

RESUME AND PHILOSOPHY RESEARCH PAPER OF DEBRA D KNIGHT 2

Goal Statement

I would like to use my Master of Arts in Training and Development degree from

Roosevelt University to obtain remote freelance or other remote work in instructional design,

elearning, and/or related research.


RÉSUMÉ 1073 Madison 237, Marquand, MO 63655 Email: [email protected]

Debra D Knight, M.A., MATD

OBJECTIVE To remotely create engaging, effective e-Learning and other instructional materials, and/or conduct research for my clients/employer.

SKILLS & ABILITIES

Research, MS Office 365, Captivate 7, Gimp 2, Reallusion CrazyTalk Animator software, and various other creative software programs.

EXPERIENCE VOLUNTEERED AT SHELTER FOR VICTIMS OF DOMESTIC VIOLENCEAGAPE HOUSE- MOUNTAIN VIEW, MO10/14/2001 TO 05/17/2009

Wrote and presented instructional materials for other volunteers and shelter residents

Conducted outreach meetings for nonresidents Created newsletters

PROMOTIONAL SPECIALIST- CONTRACTORSPIRITWHISPERS PROMOTIONS- ST. LOUIS, MO02/21/1999 TO 09/01/2001

Managed special promotions at different types of events Trained other promotional personnel

MARKETING REPRESENTATIVE

AMERISTAR CASINO (FORMERLY CALLED ST. CHARLES STATION CASINO- ST. CHARLES, MO05/21/1998 TO 02/20/1999

Trained new hires Checked validity of ID cards Wrote checks and awarded them to winners

PRATT LOGGING AND SAWMILL- OWNER/OPERATORFREDERICKTOWN, MO07/04/1988 TO 05/06/1998

Trained new hires in all jobs Wrote job aids Did most jobs—skidder driver, cut wood, split wood, edged lumber, forklift driver, and

anything else that needed to be done.

EDUCATION ROOSEVELT UNIVERSITY (RU)—CHICAGO, IL—GRADUATED ON DECEMBER 23, 2014 WITH MASTER OF ARTS IN TRAINING AND DEVELOPMENT (MATD) WITH CREDENTIALS IN E-LEARNING AND INSTRUCTIONAL DESIGN GPA: 4.0

Southeast State University (Semo)—cape girardeau, mo—Bachelor of general studies (BGS) with psychology minor GPA: 3.5

A Ronald E McNair Scholar-Research intern. Wrote 50-page research paper on the testing effect.


Roosevelt UniversityTRDV 499

Philosophy and Portfolio Supporting Research Paper

A Master’s Project submitted to

the faculty of Evelyn T. Stone College of Professional Studies

In candidacy for the degree of

Master of Arts

Training and Development

by

Debra D Knight

Marquand, MO

December 01, 2014


TABLE OF CONTENTS

Abstract............................................................................................................................................1

Philosophy and Portfolio Supporting Research Paper.....................................................................2

Philosophy of Learning....................................................................................................................2

Literature Review of Theory...........................................................................................................4

Cognitive Learning Theory..........................................................................................................4

Cognitive information processing theory.................................................................................5

Gagne’s events.........................................................................................................................5

Behaviorist Theory......................................................................................................................6

Constructivist Theory..................................................................................................................7

Description of Exhibits....................................................................................................................8

Summary..........................................................................................................................................9

References......................................................................................................................................10


Abstract

Learning theories are essential to the effectiveness of instruction (Stavredes, 2011, p. 33). I have

found evidence for this in my journey through and study of learning theories. In this paper

cognitivism, behaviorism, and constructivism learning theories are explored and related to my

personal learning philosophy and portfolio projects. First, I share my philosophy of learning,

which is directly connected to the three learning theories mentioned above. I touch on each

theory including two sub-theories of cognitivist theory, which are information processing theory

and Gagne’s nine events of instruction. Next, I perform a brief literature review of the three

theories—cognitivism and its sub-theories, behaviorism, and constructivism. Then, my portfolio

projects are introduced and succinctly described. Finally, certain features of the theories are

linked to my personal philosophy and three of my portfolio project exhibits. I reflect at the end

of this paper on the connections made between my learning philosophy, the three learning

theories mentioned herein, and my portfolio exhibits. The projects are presented in another

document.


Philosophy and Portfolio Supporting Research Paper

My philosophy of learning and my portfolio of learning projects are supported by three

learning theories—cognitivism, behaviorism, and constructivism. In this paper, I intend to

illustrate how these theories operate in my learning philosophy and my portfolio exhibits. In

order to do this, first, I will present a section for my philosophy of learning. My second section

will be a literature review of the three learning theories including two sub-theories within

cognitivism learning theory. Third, I will show a descriptive section of my learning project

exhibits. Finally, I will reflect on the three sections and bring them together in order to

accomplish my task of relating my philosophy of learning and my portfolio of projects to

cognitivist, behaviorist, and constructivist learning theories. My portfolio of three learning

projects will be displayed in a separate document.

Philosophy of Learning

My philosophy of learning was formed by learning theories introduced to me at

Roosevelt University in the Master of Arts in Training and Development (MATD) program. I

studied several learning theories such as transformational, experiential, and multiple

intelligences. Although each of these theories have validity and I subscribe to many of their

elements, I have embraced cognitive, behavioral, and constructivist learning theories in my

portfolio projects.

Two components of cognitive learning theory I adhere to are information processing

theory and Gagne’s events. Like information processing theory, I believe that we human’s think

like computers, or rather computers think like us. We are given information, then we process it

while linking it to what we already know (memory). Information processing theory operates in


Gagne’s nine events of instruction framework, which paves the way for learning. These events,

or conditions for learning, are to

1. Gain and maintain attention.

2. Present objectives.

3. Stimulate recall.

4. Present instruction.

5. Give guidance.

6. Elicit performance.

7. Give feedback.

8. Assess performance.

9. Provide more practice.

The project of mine that utilizes these nine events is “Open Wide for Opening Exercises,”

which is a train the trainer project.

Behaviorist learning theory has its place in my philosophy too, specifically Mager’s

(1962) model for three-part learning objectives. I believe this framework is ideal for making it

clear to learners what is expected of them in an instructional activity. One part, usually the first,

of the objective is worded in the form of an observable behavior. It describes what learners will

be able to do as a result of the instruction. Example: Learners will be able to explain… Another

part of the objective is the condition for which the behavior will be observed. Example: …

without referring to their learning materials… Usually the last part of the learning objective is

the criterion for which the learners must meet. Example: four out of five learning theories.

When the three different parts of the learning objective are combined, we have: Learners will be


able to explain, without referring to their learning materials, four out of five learning theories. I

believe Mager’s model is important when writing learning objectives.

The project of mine that demonstrates behavioral theory is “Understanding Intimate Partner

Abuse. For Volunteers at The Agape House: Shelter for Battered Women,” which is an

instructional design project.

Constructivist learning theory is also included in my philosophy of learning. It holds that

learning is constructed by the learner from what he already knows. The learner accomplishes

this through experiences. Real world scenarios, interactions, and reflection should be used in

instruction also. Group collaboration, solving real world case studies, and giving immediate

feedback can achieve the constructivist aspect of instruction in the classroom. Ültanir (2012)

states that in a constructivist environment the instructional emphasis should be on knowledge

construction and the environment in order to enhance active and collaborative learning. I agree

with this, since learning experiences in social settings such as school and work should promote

the development of healthy peer relationships for a cohesive and relaxed learning atmosphere.

The project of mine that is linked to constructivist theory is “Bring Learning to Life with

Animations—A WebQuest with rubric and a job aid for free website sign up,” which is an

Elearning project.

Literature Review of Theory

The three learning theories—cognitivism, behaviorism and constructivism—that support

my learning philosophy and portfolio are reviewed in the following subsections.

Cognitive Learning Theory

Cognition was studied before behaviorism was by Tolman (1949), who used cognitive

maps for rationalizing the purposive behavior in rats. Hull and Slone (2004) used cognitive


mediators, and Pavlov (1953) proposed the second signal system to explain the learning of

language. Vygotsky and Gestalt also had already established theories related to cognitive

processes—namely, Vygotsky’s view on how inner speech functions and Gestalt’s

organizational processes in perception, learning, and problem solving (Driscoll, 2005). Like

behaviorists, cognitivists use behavioral observation, but they do this in an attempt to interpret

mental processes. Their approach to learning is similar to the way a computer processes

information. This view is called information processing theory, and it is memory, organization,

and neurological connections that are central to it. Information processing theory focuses on the

mental processes of the learner (Nagowah & Nagowah, 2009).

Cognitive information processing theory. In this theory, the outcome of learning is

viewed as declarative knowledge (knowing that), procedural knowledge (knowing how), and

memory. The role of learners is to process and relate incoming knowledge to what they already

have stored in memory. The instructor’s role is to organize the material that is presented to

learners, gain their attention, promote memory encoding and retrieval, engage them in practicing

the content presented, and aid them in the management of their learning (Driscoll, 2005).

Theorists associated with cognitive information processing theory are Anderson, Atkinson,

Collins, Miller, Paivio, Qillian, and Shiffrin.

Gagne’s events. A specific instructional model, or framework, that incorporates the

principles of cognitive information processing theory is Robert Gagne’s nine events of

instruction. Gagne’s events depict the variables that shape the process of learning—conditions

of learning (Richey, 1996). Gagne’s first event, or condition of learning, is to gain and maintain

the attention of learners. This paves the way for the instructional content to be presented. The

second event is to present learning objectives so learners will know what to expect. The third is


for learners to recall already learned information, which they will retrieve from memory. The

fourth event is the unambiguous presentation of the actual instructional material so no guesswork

is involved. Giving guidance to learners is the fifth event and eliciting performance from them is

the sixth. The seventh is providing feedback about the performance. Performance assessment is

the eighth event, and finally, the ninth is to provide more practice to enhance retention and

transfer (Chen, 2007).

Behaviorist Theory

Behaviorism can be traced back to the early 1900s when John B. Watson proposed that

psychology should not be about mental states, but instead, outside influences (Nagowah &

Nagowah, 2009). Other promoters who furthered the study of behavior, included Pavlov,

Thorndike and Skinner.

Skinner’s approach to behavior became known as radical behaviorism because of its

thoroughness (Nagowah & Nagowah, 2009). His way of understanding learning and behavior is

commonly analogized as a black box, whereas the learner is an empty box who receives

environmental cues that result in behavior and consequences. Mental processes are ignored and

behaviorists view them as of no concern (Moore, 2011). In other words, in behaviorism,

knowledge is given to learners from outside themselves. Experiencing or practicing this

incoming knowledge is how learning occurs, which results in a change in behavior.

In the mid 1900’s, Skinner developed the concept of operant conditioning (Behlol & Dad,

2010). Operant conditioning is a behavioral modification process in which an organism is

influenced through reinforcements to behave in a particular way. In time, the organism begins to

associate the reinforcements with the behavior (Staddon, J. E. R., & Cerutti, D. T., 2003). This

concept became Skinner’s theory of learning. From his theory, Skinner created programed


instruction and the principle of reinforcement was employed for learner responses (Behlol &

Dad, 2010).

In behaviorism, the learning outcome is observable behavior that is measured against

environmental factors. The role of learners is to be active in the environment with the end result

of their behavior governing whether or not it will be performed again. The instructor’s role is to

provide learners with learning objectives, establish reinforcements, implement a behavioral

change program, and integrate all of the above with learners’ input (Driscoll, 2005).

In Mager’s model for creating behavioral objectives, what is expected of learners is clear to them

and the instructor has a gauge for assessment. Mager’s three-part objective allows learners to

know what they will be able to do, under what conditions they will do it, and what criterion they

will have to meet for satisfactory performance (Mager, 1962).

Constructivist Theory

Constructivism is a theory born out of multiple perspectives of psychology, philosophy,

and postmodern thinking. Driscoll (2005) states that cognitivism, developmental, interactional,

cultural, contextual, ecological, and scientific revolutions and paradigms all had an influence on

the idea of constructivism. As is apparent by so many contributing views, constructivism has no

single theory for instruction. This theory has also been called by other names including

generative learning, embodied cognition, and cognitive flexibility theory. (Driscoll, 2005).

As its name suggests, constructivism views learning as the construction of knowledge

through the learner’s experiences. Existing mental models of the learner are restructured and

adjusted to accommodate new incoming experiences. The method used for learning involves

collaboration, open-ended learning, and learner discovery of concepts and principles and

associating them to real life scenarios (Nagowah & Nagowah, 2009).


Prominent theorists linked to constructivism include Cunningham, Jonassen, Perkins, and

Glasersfeld. Constructivists see the outcome of learning as the ability to use reason and critical

thinking, as well as understanding and using knowledge, self-regulation, and mindful reflection.

The role of learners is seen as active constructors of knowledge who create their own meaning of

reality. The instructor’s role is to provide multifaceted and real learning situations and settings

where learners identify and solve problems (Driscoll, 2005). Instructors are also responsible for

motivating learners to search for solutions through exploration, collaboration, invention, and

experimentation (Nagowah & Nagowah, 2009).

Description of Exhibits

Exhibit 1 Train the Trainer:

Opening Exercises Plan and Job Aid—Open Wide for Opening Exercises

Participants will learn the value of opening exercises in training programs, how to create

and deliver opening exercises, and the value and benefits of assessment tools. Headings for the

lesson plan are Time, Gagne’s Events, Topic/Objectives, Activities/Notes, and Materials.

Headings for the Job Aid are Opening Exercise Goal, Name of Exercise, Approximate

Time Required, Instructions, and Materials Needed.

Associated theory: Cognitive Learning Theory

Exhibit 2 Instructional Design:

Understanding Intimate Partner Abuse. For Volunteers at The Agape House: Shelter for

Battered Women. Includes Instructor’s Guide.

Learning Objective: While working at the Agape House, volunteers will be able to

contribute to the empowerment of shelter residents by associating their own experiences with

terms and concepts related to intimate partner abuse.


In order to accomplish this objective, participants will follow five steps. These are:

1. Recognize the four types of abuse.

2. Describe the three steps in the cycle of violence.

3. Explain the Wheel of Violence.

4. Explore actions that would contribute to the empowerment of shelter residents.

5. Share personal experiences in partner abuse with class.

Associated theories: Cognitive, Behavioral, and Constructivist Learning Theories

Exhibit 3 WebQuest:

A WebQuest—Bring Learning to Life with Animations lesson, rubric, and a job aid for free

website sign up.

Participants will learn how to use animations in their instruction, where to find free ones,

and how to create a website for their display. They will learn how to make instruction fun,

appealing, and alive by adding animations. This will be done by altering a fairy tale and using

animations in it.

Associated theory: Constructivist Learning Theory

Reflection

In summary, I have found that three different learning theories support my learning

philosophy and portfolio of projects. These are behaviorism, cognitivism, and constructivism. I

specifically mentioned two other models within the cognitive domain—cognitive information

processing and Gagne’s nine events of instruction—because they play a significant role in how I

believe that learning occurs and how to design learning accordingly. I want my instruction to be

as effective as it can possibly be. Having connected these learning theories, my learning


philosophy, and my portfolio projects, I can now be confident that I am creating instruction as

effectively as I possibly can, given what I now know about learning.


References

Behlol, M., & Dad, H. (2010). Concept of Learning. International Journal Of Psychological

Studies, 2(2), 231-239.

Chen, Sue-Jen. (2007). Instructional design strategies for intensive online courses: An

objectivist-constructivist blended approach. Journal of Interactive Online Learning, 6 (1),

39-57.

Driscoll, M. (2005). Psychology of Learning for Instruction, (3rd ed.). New York: Allyn &

Bacon.

Hull, J. G., & Slone, L. B. (2004). Alcohol and self-regulation. In R. F. Baumeister, K. D. Vohs

(Eds.) , Handbook of self-regulation: Research, theory, and applications (pp. 466-491).

New York, NY, US: Guilford Press.

Mager, R. F. Preparing Instructional Objectives. Belmont, California: Fearon Publishers, 1962

Moore, J. J. (2011). Behaviorism. Psychological Record, 61(3), 449-465.

Nagowah, L., & Nagowah, S. (2009). A reflection on the dominant learning theories:

behaviourism, cognitivism and constructivism. International Journal Of Learning, 16(2),

279-285.

Pavlov, B. V., & Povorinskiĭ, Ĭ. A. (1953). K voprosu o vzaimodeĭstvii pervoĭ i vtoroĭ

signal'nykh sistem v somnambulicheskoĭ faze gipnoza. = On the interaction of the first

and second signal systems in the somnambulistic phase of hypnosis. Zhurnal Vysshei

Nervnoi Deyatel'nosti, 3(3), 381-391.

Pulfrey, C., Darnon, C., & Butera, F. (2013). Autonomy and task performance: Explaining the

impact of grades on intrinsic motivation. Journal Of Educational Psychology, 105(1), 39-

57.


Richey, Rita C. (1996). Robert M. Gagne's impact on instructional design theory and practice of

the future. Selected Research and Development Presentations at the 1996 National

Convention of the Association for Educational Communications and Technology

(SRDPA1NCAFECT) 1996:1

Staddon, J. E. R., & Cerutti, D. T. (2003). Operant Conditioning. Annual Review of Psychology,

54, 115–144. doi:10.1146/annurev.psych.54.101601.145124

Tolman, E. C. (1949). The psychology of social learning. Journal Of Social Issues. Supplement

Series, 320.

Ültanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist

learning in Dewey, Piaget, and Montessori. International Journal Of Instruction, 5(2),

195-212.

Veronin, M. A., & Patry, R. (2002). Instructional objectives: What they are, what they aren't.

Pharmacy Education, 1(4), 207-213.

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