Robin Janel Smith

LDTC 600: Learning Theory

About the Course:

Learning Theories and Learner Analysis in Learning Design

An exploration of foundational learning theories and learner analysis and their practical application in instructional design. The goal is to demonstrate how learner analysis, learner motivation, and learning theory can be applied to the design of online learning experiences. Topics include learner profiles; foundational learning theories; the application of diversity, equity, and inclusion in the design process; adult learning; learner motivation; and the development of learning networks.

Creative Commons Site License

This website is licensed under the Creative Commons Attribution-ShareAlike 4.0 International license. I’ll be sharing original work here, and I’d appreciate receiving credit if anyone uses it. You’re welcome to adapt or build upon anything you find, even for commercial purposes, as long as you license your work under the same terms.

Unit 1 Reflection

Building my instructional design portfolio site was a smooth and enjoyable process, mainly because I’m already familiar with WordPress from my professional work. Since I have my own server, setting up the site was quick and easy. I used a template from Envato Elements, which really sped things up and helped me focus more on the content. This assignment was exciting because it gave me a glimpse into what’s ahead in the program, and reflecting on my experience as I wrote my bio was a nice confidence boost. It helped me see how much I’ve already done that is related to instructional design, which has helped me to confirm the decision I’ve made to study in this field.

Behaviorism

Overview of Behaviorism

Behaviorism is a learning theory that focuses on how external factors shape behavior and learning. It started in the early 20th century and emphasizes what we can observe rather than what happens inside the mind. One important figure in behaviorism is John B. Watson, who helped establish this approach in psychology in the 1910s. Watson conducted a famous and controversial experiment with a young child named Little Albert in 1920. In this study, Watson made the child afraid of a white rat by repeatedly pairing the sight of the rat with a loud, scary noise. This experiment raised important ethical questions about how subjects are treated and how fear can be conditioned (Kimmons, 2024).

Another key idea in behaviorism is classical conditioning, which was shown by Ivan Pavlov in the early 1900s. Pavlov trained dogs to salivate when they heard a bell by pairing the sound with food. This experiment demonstrated that a neutral sound could trigger a natural response (Stangor & Walinga, 2024, Chapter 8.1).

Edward Thorndike also contributed to the development of behaviorism through his research on learning. In the early 1900s, Thorndike conducted the puzzle box experiment, in which he studied how cats learned to escape from a box by pressing a lever. He noticed that over time, the cats escaped more quickly as they repeated the action that led to their freedom. This led to Thorndike’s Law of Effect, which states that behaviors followed by positive outcomes are more likely to be repeated (Bates, 2024).

B.F. Skinner later built on these ideas by introducing operant conditioning. This concept looks at how rewards and punishments affect behavior. Skinner’s experiments with rats and pigeons showed that animals could learn to perform certain actions to receive food (Stangor & Walinga, 2024, Chapter 8.2).

Overall, behaviorism has greatly influenced teaching and learning by focusing on clear outcomes and structured approaches.

Implications of Behaviorism for Instructional Design

Behaviorism has greatly influenced instructional design by focusing on clear, measurable outcomes and structured teaching methods. The emphasis is on breaking down learning into smaller units and providing immediate feedback to reinforce desired behaviors (Bates, 2024). This connects well with Gagné’s theory of instructional learning, which outlines specific conditions that support effective learning. According to Gagné, learning is achieved by presenting information in a way that aligns with different stages of processing, such as gaining attention, providing feedback, and reinforcing behavior (McLeod, 2024).

One notable application of behaviorist principles was B.F. Skinner’s “Teaching Machine,” developed in the 1950s. The Teaching Machine allowed students to receive immediate feedback on their answers and proceed at their own pace, reinforcing correct responses and highlighting areas needing improvement. This idea of self-paced, guided learning paved the way for modern computer-aided instructional tools and adaptive learning systems (Bates, 2024). Today’s online learning platforms often use similar principles by breaking content into modules, providing instant feedback through quizzes, and offering reinforcement to keep learners engaged.

These behaviorist foundations are particularly relevant in digital and blended learning environments, where adaptive learning systems can use these principles to tailor content and feedback to individual learners. Because of this, behaviorism continues to play a key role in instructional design, particularly for teaching skills and basic concepts.

Strengths & Limitations of Behaviorism in Higher Education for Adult Learners

In my opinion, behaviorism offers clear benefits in higher education for adult learners, particularly those balancing jobs, families, and other responsibilities. One of its strengths is its focus on structured, goal-oriented learning. Many adult learners prefer clear expectations and direct instruction, which aligns well with their need to balance multiple priorities. Behaviorist techniques like immediate feedback and step-by-step tasks can provide a sense of progress and accomplishment, which is motivating when time is limited (Bates, 2024).

However, a purely behaviorist approach also has its limitations, especially for adult learners with diverse experiences and backgrounds. According to behaviorist principles, learning is shaped by external reinforcement and clear outcomes, but this approach might not be as effective for adult learners who often seek to connect new information with their existing knowledge and experiences (Kimmons, 2024). Behaviorism’s emphasis on repetition and reinforcement can feel restrictive in courses that require critical thinking or personal reflection (Stangor & Walinga, 2024, Chapter 8.2).

Another challenge is that behaviorism doesn’t sufficiently address internal motivation and self-directed learning, which are key characteristics of many adult learners. Adult learners often want to understand the “why” behind what they’re learning and prefer approaches that encourage critical engagement with the material (Crash Course, 2014).

For working adults, a more balanced approach that integrates behaviorist strategies for foundational skills with other learning theories can be more effective. This way, they can build essential skills while still exploring and applying their learning in meaningful ways.

References

Bates, T. (2024). Teaching in a Digital Age: Third Edition (Chapter 2.3). https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/section-3-2-behaviourism/

Kimmons, R. (2024). Educational Research Across Multiple Paradigms (Chapter 3.2). https://open.byu.edu/education_research/behaviorismt

McLeod, S. (2024, February 1). Gagne’s conditions of learning theory. Simple Psychology. https://www.simplypsychology.org/conditions-of-learning-gagne.html

Stangor, C., & Walinga, J. (2024). Learning by association: Classical conditioning. In Introduction to psychology (Chapter 8.1). https://opentextbc.ca/introductiontopsychology/chapter/7-1-learning-by-association-classical-conditioning/

Stangor, C., & Walinga, J. (2024). Changing behavior through reinforcement and punishment: Operant conditioning. In Introduction to psychology (Chapter 8.2). https://opentextbc.ca/introductiontopsychology/chapter/7-2-changing-behavior-through-reinforcement-and-punishment-operant-conditioning/

Cognitivism

Overview of Cognitivism

Cognitivism, a theory that emerged around the mid-20th century, views learning as an internal, mental process. Jean Piaget was a pioneer in studying how learners actively construct knowledge through stages of cognitive development (Simply Psychology, 2024). His theory suggests that children learn through assimilation and accommodation, adjusting mental frameworks as they encounter new information. Lev Vygotsky expanded on this with his theory of the “Zone of Proximal Development,” emphasizing social interaction as crucial for learning (Simply Psychology, 2024).

In the 1960s, Jerome Bruner introduced the idea of “scaffolding,” where learners build on prior knowledge with support, which can gradually be removed as they gain independence (Kimmons, 2023). Albert Bandura’s Social Learning Theory then added that learning can occur through observation, imitation, and modeling, linking cognitive processes to behavior (Simply Psychology, 2024).

Cognitivism also brings in cognitive load theory, which was introduced by John Sweller in the 1980s. This theory emphasizes that the mental effort required to process new information should be minimized to enhance learning. For instructional design, this means organizing content in a way that doesn’t overwhelm the learner’s cognitive capacity (InstructionalDesign.org, 2024). Effective use of multimedia and strategies to reduce extraneous cognitive load are vital for facilitating learning (Bates, 2022).

Implications of Cognitivism for Instructional Design

Cognitivism has significant implications for instructional design, since it emphasizes structuring content to align with the learner’s mental processes. Designers can apply cognitive principles to break down complex information into manageable chunks, helping learners absorb material without overwhelming them (Sweller, 2024.). Utilizing cognitive load theory, instructional design can ensure information is presented in a way that promotes understanding rather than overload. Scaffolding is also a key strategy derived from cognitivism, where complex tasks are supported through guided steps until learners gain proficiency (Bates, 2022).

Cognitivist approaches also promote active learning through problem-solving, reflection, and engagement with new concepts. This framework encourages the use of interactive elements, such as discussions, practice activities, and multimedia, to reinforce connections between prior knowledge and new information (Kimmons, 2023). With these approaches, designers can create instructional materials that support meaningful, deep learning experiences.

Strengths & Limitations of Cognitivism in Higher Education for Adult Learners

In higher education, especially with adult learners, cognitivism offers important strengths by focusing on mental processes and building on what students already know. Adult learners often bring a lot of life and work experience to the classroom, so a learning approach that connects with their existing knowledge is effective. Cognitivism’s emphasis on scaffolding—supporting students in manageable steps as they move toward more complex skills—helps them build confidence and make steady progress (Bates, 2022).

Interactive learning activities, like discussions, case studies, and problem-solving tasks, also work well with this approach because they allow adults to connect new information to their own experiences. Instructional strategies such as self-paced exploration, feedback, and time for reflection are essential for supporting adult students. These strategies give them more control over their learning and help them see how it applies to real-life situations.

This approach is especially helpful for adult learners who balance multiple responsibilities outside of school. By showing them how their coursework is relevant to their personal and career goals, cognitivism supports their motivation and persistence in learning.

Assessment of Instructional Material on Cognitive Load Needs

Instructional Material: Create with Code on Unity Learn

The instructional material I’ve chosen to assess through the lens of cognitivism, with an emphasis on cognitive load, is an online course titled “Create with Code,” available on at Unity Learn, Unity Engine’s online learning platform:  https://learn.unity.com/course/create-with-code 

It is designed for beginners interested in learning how to code and create video games using Unity. It provides a step-by-step curriculum that covers the basics of programming, game development principles, and hands-on projects to reinforce learning. We use much of this material in the game design course that I teach at UMGC (CMST 315: Game Design I).

Cognitive Load Principles

Intrinsic Cognitive Load: Mayer (2019) emphasizes the importance of managing intrinsic cognitive load by aligning the complexity of the material with the learner’s prior knowledge. Create with Code addresses this by starting with fundamental programming concepts before gradually introducing more advanced topics. For instance, early lessons focus on basic coding tasks, which are essential for understanding the more complex mechanics of game design that follow. This structured approach helps prevent overwhelming students, especially those new to coding.

Extraneous Cognitive Load: According to the article “7 Tips To Reduce Cognitive Overload In eLearning,” minimizing extraneous cognitive load is crucial for effective learning (Elearning Industry, 2024). Create with Code effectively reduces unnecessary cognitive load by utilizing clear, concise instructions and visual aids. For example, the use of video tutorials helps learners visualize the coding process, allowing them to absorb information without excessive mental strain. 

References

Bates, T. (2022). Teaching in a Digital Age: Third Edition (Ch. 2.4, Cognitivism). BCcampus. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/3-3-cognitivism/

Elearning Industry. (2024, July 25). 7 tips to reduce cognitive overload in eLearning. Retrieved from https://elearningindustry.com/7-tips-reduce-cognitive-overload-elearning

Kimmons, R. (2023). Educational Research Across Multiple Paradigms (Ch. 3.2, Cognitivism). Open BYU. https://open.byu.edu/education_research/cognitivismj

Mayer, R. (2019). Richard Mayer’s Cognitive Theory of Multimedia Learning. Retrieved from https://www.mheducation.ca/blog/richard-mayers-cognitive-theory-of-multimedia-learning

Simply Psychology. (2019). Piaget’s Theory and Stages of Cognitive Development. https://www.simplypsychology.org/piaget.html

Simply Psychology. (2024). Vygotsky’s Theory of Cognitive Development. https://www.simplypsychology.org/vygotsky.html

Simply Psychology. (2024). Jerome Bruner’s Theory of Learning and Cognitive Development. https://www.simplypsychology.org/bruner.html

Simply Psychology. (2024). Albert Bandura’s Social Learning Theory. https://www.simplypsychology.org/bandura.html

Sweller, J. (2024). Cognitive Load Theory. InstructionalDesign.org. https://www.instructionaldesign.org/theories/cognitive-load/

Constructivism

Overview of Constructivism

Constructivism is a learning theory that suggests that people actively build knowledge through experiences, interactions, and reflections, instead of just absorbing information. This idea became popular in the early 20th century, led by the work of researchers like Jean Piaget, Lev Vygotsky, and Jerome Bruner.

Hover over the image of the researcher  to learn more about their work and contributions to this learning theory.

Jean Piaget

(1896 - 1980)
Jean Piaget believed that learning is an active process where people build on what they already know. His theory of cognitive development, based on how children interact with their environment, helped shape constructivist ideas (Bates, 2023).

Lev Vygotsky

(1896 - 1934)
Lev Vygotsky introduced the Zone of Proximal Development (ZPD), a concept in social constructivism. He emphasized that learners can achieve a higher level of understanding with guidance from others. His work highlights the importance of social and cultural factors in learning (Simply Psychology, 2024; eLearning Industry, 2024).

Jerome Bruner

(1915 - 2016)
Jerome Bruner promoted discovery learning and a “spiral curriculum,” where learners revisit concepts at increasing levels of difficulty. He believed that learning is shaped by context and emphasized hands-on, exploratory approaches (Kimmons, 2024).

Constructivism encourages teaching approaches that are learner-centered, meaning the focus is on the student’s own learning journey. Instructors act as guides, helping students explore, discuss, and apply their knowledge. This method helps students connect new knowledge to what they already know, making learning more meaningful (Kimmons, 2024).

Implications of Cognitivism for Instructional Design

Constructivist instructional design centers on learner engagement, social interaction, and contextually relevant tasks, which encourage students to actively construct their understanding. Key aspects include:

Scaffolding: To support students, instructional designers often provide “scaffolding”—a structured type of support that is gradually removed as students gain confidence. This helps learners build knowledge step-by-step while moving through their Zone of Proximal Development. (Simply Psychology, 2024; Berkeley, n.d.).

Social Constructivism: Social constructivism is particularly helpful in online learning because digital tools like discussion boards allow students to learn together. They can share experiences, discuss ideas, and help each other understand the material. For adult learners, who have a lot of life experience to share, this approach creates a richer learning experience (Berkeley, n.d.; Bates, 2023).

Motivation through ARCS Model and Intrinsic Motivation: Keller’s ARCS model—Attention, Relevance, Confidence, and Satisfaction—works well in constructivist learning because it helps students stay motivated. By making learning relevant to the student’s goals, ARCS boosts interest and confidence. Constructivism also relies on intrinsic motivation, where learners are driven by curiosity and personal interest. This helps students engage deeply with the material (eLearning Industry, 2024; Simply Psychology, 2024).

Strengths & Limitations of Cognitivism in Higher Education for Adults Learning Online
Strengths
  • Constructivism supports active learning and encourages students to think critically as they build and apply their knowledge. This approach benefits adult learners, who often have previous knowledge and real-world experience to draw from (Kimmons, 2024).
  • Online tools, like discussion groups and collaborative projects, make it easy to create a community, which is essential for constructivist learning. This helps students learn together and from each other, making learning more engaging (Berkeley, n.d.).
  • It encourages self-directed learning, which suits adult learners who like more control over their learning and want to apply it to their personal and professional goals (Simply Psychology, 2024).
Limitations
  • The lack of clear structure in constructivist learning can be challenging for students who prefer more guidance and feel lost without clear instructions (Bates, 2023).
  • In online settings, building a strong community for social learning can be difficult. Without meaningful interactions, constructivist learning may not be as effective.
  • Designing effective constructivist learning experiences can take a lot of time and effort from instructors, which can make it harder to offer at a large scale in higher education (Kimmons, 2024).
References

Bates, T. (2023). Teaching in a digital age: Third edition (Chapter 2.5: Constructivism). BCcampus. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/section-3-4-constructivism/

Berkeley Graduate Division. (n.d.). Social constructivism. Graduate Student Instructor (GSI) Teaching & Resource Center. https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/

eLearning Industry. (2024). A guide to Vygotsky’s zone of proximal development and scaffolding. https://elearningindustry.com/guide-to-vygotskys-zone-of-proximal-development-and-scaffolding

Kimmons, R. (2024). Educational research across multiple paradigms (Chapter 3.3: Constructivism). Brigham Young University. https://open.byu.edu/education_research/constructivismy

Simply Psychology. (2024). Extrinsic vs. intrinsic motivation: What’s the difference? https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html

Simply Psychology. (2024). Social constructionism theory: Definition and examples. https://www.simplypsychology.org/social-constructionism.html

Simply Psychology. (2024). Vygotsky’s zone of proximal development and scaffolding. https://www.simplypsychology.org/zone-of-proximal-development.html

Connectivism

Overview of Connectivism

Connectivism is a modern learning theory introduced by George Siemens in 2005 and later developed with Stephen Downes, both leaders in the field of education and technology. Siemens, a researcher and professor specializing in learning innovation, and Downes, a pioneer in online learning and open education resources, created connectivism to address how learning happens in a digital world. The theory emphasizes how knowledge is distributed across networks and highlights the importance of digital tools in learning.

Siemens and Downes argued that traditional theories like behaviorism, cognitivism, and constructivism do not fully explain how people learn in environments where information is constantly changing. Connectivism views learning as a process of connecting to nodes or sources of information. Key principles include:

  • Learning as networking: Building and nurturing connections to information and people.
  • Dynamic knowledge: Adapting to constantly evolving information.
  • Decision-making: Choosing what to learn and how to interpret it is essential in a digital world (Bates, 2022; Kimmons, 2023).
Implications of Connectivism for Instructional Design

For instructional design, connectivism emphasizes creating environments that enable learners to build networks of information. This could include:

  • Promoting digital literacy: Ensuring learners know how to find, evaluate, and use information effectively (Learning.com, 2023).
  • Encouraging collaboration: Designing courses that include peer interaction and community-building activities.
  • Using diverse resources: Incorporating tools like social media, blogs, videos, and forums to expose learners to various perspectives.
  • Fostering autonomy: Empowering learners to take control of their education and explore topics independently (eLearning Industry, 2024).

In practice, this means designing courses that guide learners to create personal learning networks, develop problem-solving skills, and stay updated with relevant information in their fields (Bates, 2022).

Strengths & Limitations of Cognitivism in Higher Education for Adult Learners

Connectivism has many benefits for adult learners in higher education, especially in online programs. It works well because it uses digital tools and helps learners connect with useful information and people. Adult learners often have busy lives, and connectivism supports self-directed learning, allowing them to manage their time and prioritize topics relevant to their careers or personal interests. It also helps them build valuable professional networks, preparing them for lifelong learning beyond formal education.

However, connectivism has some challenges. Not everyone has the same access to technology or strong digital skills, which can make learning harder. Additionally, the self-directed nature of connectivism, while empowering for some, may overwhelm others who prefer more structured guidance or are new to online learning. Evaluating learning outcomes within a connectivist framework can also be challenging, as traditional assessments may not effectively capture the growth and networking skills connectivism emphasizes. To address this, courses need to balance flexibility with clear support to meet different learners’ needs.

References

Bates, T. (2022). Teaching in a Digital Age – Third Edition. Chapter 3.6: Connectivism. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/3-6-connectivism/

Kimmons, R. (2023). Educational Research Across Multiple Paradigms. Chapter 3.5: Connectivism. Retrieved from https://open.byu.edu/education_research/connectivism

eLearning Industry. (2024). 5 tips for using connectivism in eLearning. Retrieved from https://elearningindustry.com/5-tips-using-connectivism-elearning

eLearning Industry. (2024). Everything you need to know about the connectivism learning theory. Retrieved from https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory

Learning.com. (2023). What is digital literacy: Definition and uses in daily life. Retrieved from https://www.learning.com/blog/what-is-digital-literacy-definition-and-uses-in-daily-life/

PeopleKeep. (2024). How to promote digital literacy at your organization. Retrieved from https://www.peoplekeep.com/blog/how-to-promote-digital-literacy-at-your-organization

Andragogy

Overview of Andragogy

Andragogy is commonly defined as the method and practice of teaching adult learners, with a focus on their unique needs and characteristics (Thompson, 2017). The term was first coined by German educator Alexander Kapp in 1833, but it was Malcolm Knowles who developed it into a structured theory of adult learning. Knowles emphasized that adults learn differently from children, proposing five key assumptions about adult learners:

Five Key Assumptions of Adult Learners
  • Self-concept: Adults are autonomous and prefer to direct their own learning.
  • Experience: Adults bring diverse experiences that enrich their learning and that of others.
  • Readiness to learn: Adults are ready to learn concepts that are relevant to their lives and goals.
  • Orientation to learning: Adults are life-centered and seek practical applications for their knowledge.
  • Motivation: Internal motivators, such as self-improvement, drive adult learning more than external rewards.

Additionally, some interpretations include a sixth assumption: adults want to understand the why behind learning tasks before fully engaging (Thompson, 2017).

Knowles also introduced six principles of andragogy that guide instructional design for adult learners:

Six Principles of Andragogy
  • Adults need involvement in planning their learning.
  • Learning should incorporate prior experiences, both successes and mistakes.
  • Instruction should focus on topics with immediate relevance to their lives.
  • The learning process should be problem-centered rather than content-driven.
  • Internal motivation is more effective than external pressure.
  • Respect and collaboration between instructor and learner foster a positive learning environment

The Five Assumptions focus on who the learners are (their traits and needs).

The Six Principles focus on how to teach them effectively (the strategies to use based on those traits).

This framework highlights how teaching adults requires an approach distinct from traditional pedagogical methods, focusing on collaboration, practicality, and learner autonomy.

Implications for Instructional Design

Andragogy provides valuable insights for instructional designers, especially in understanding the interplay between formal, informal, and non-formal learning:

  • Formal learning refers to structured programs such as degrees or certifications.
  • Non-formal learning includes flexible, goal-oriented experiences like workshops or online courses.
  • Informal learning occurs spontaneously, such as through peer interactions or problem-solving on the job (Smith, 1996/2001).

Recognizing these types of learning helps designers create engaging and flexible courses that meet the diverse needs of adult learners. For instance, an online course can combine structured modules (formal learning), optional webinars or discussions (non-formal learning), and encourage learner-driven exploration of topics (informal learning). This approach respects the autonomy and experience of adult learners while providing opportunities for collaboration and real-world application.

Strengths and Limitations of Andragogy in Higher Education

Strengths:
Andragogy aligns well with the needs of online adult learners in higher education. It emphasizes self-direction, which matches the flexibility of online learning environments. The principles also encourage problem-solving and relevance, helping learners apply their knowledge directly to professional or personal contexts.

Limitations:
Despite its strengths, andragogy is not universally applicable. Not all adult learners are self-directed or prefer problem-based approaches, particularly those with limited experience in online learning. Additionally, Knowles’ framework may not fully address the cultural diversity and varying educational backgrounds present in higher education (Thompson, 2017).

In my experience, andragogy is an excellent starting point for designing learning experiences for adults, especially in online settings. However, instructional designers should be flexible and incorporate strategies from other theories to address the needs of diverse learners. For example, combining structured guidance with opportunities for autonomy can balance the needs of self-directed and less confident learners.

Prior Learning Experiences and PLN Influence

Reflection on Past Learning Experiences

I’ve had valuable experiences with both formal and informal learning as an adult. One formal learning experience was a graduate course I took during my MFA in Digital Arts program at Goucher College called Introduction to Social Entrepreneurship. This course taught me how to create a mission for an organization, recognize opportunities to make a difference, and develop funding strategies. These lessons helped me start Surge Academy, where I teach kids coding, game design, and digital media. At Surge Academy, I focus on giving kids fun and engaging ways to build digital skills that can prepare them for future careers in technology and media. This course was memorable because it gave me the tools I needed to achieve my goal of making a positive impact.

An informal learning experience that has shaped me is my homeschooling journey. Before I became a parent, I learned about homeschooling by teaching game design courses at a co-op and joining its community. This showed me what homeschooling could look like and inspired me to explore it further. Once I became a parent, I continued learning through Facebook groups and by talking with other homeschooling parents to see how they organized their day and to get ideas for fun learning activities for my kids. I learned how other families incorporate self-directed learning and I even interviewed families about unschooling in the Black community as part of a documentary project (although I never finished the documentary, I hope to share clips of it on my social media channels soon!). These experiences have helped me create a homeschooling approach that focuses on creativity, flexibility, and learning from others in the community.

The Value of the Social Entrepreneurship Course

The formal learning experience in the Social Entrepreneurship course was memorable because of its relevance to my aspirations and its immediate practical application. The assignments were directly tied to real-world challenges, such as developing an organizational mission, which I later used to shape Surge Academy’s vision. My readiness to learn was clear—I was motivated to create a business that would positively impact children by giving them access to fun, engaging courses in digital literacy, coding, and game design. These skills are not only enjoyable but also essential for building a foundation in critical thinking, problem-solving, and preparing for careers in technology and digital media. The course’s problem-centered orientation and the internal motivation it fostered played significant roles in making the learning successful.

Learning Preferences and the Role of Non-Formal Learning

While I’ve benefited from both formal and informal learning, I find that I thrive in non-formal learning environments. Non-formal learning combines the structure I usually need to follow through and complete the learning with the autonomy to choose topics that genuinely interest me, making the process enjoyable and relevant. For instance, attending structured workshops or participating in community-driven courses feels less rigid than formal education (and are usually much less expensive) but more focused than informal learning, creating a balance that suits my preferences.

This preference shapes how I will approach learning within my personal learning network (PLN). I will actively seek out structured yet flexible opportunities, such as webinars, self-paced courses, or professional development communities. My focus on non-formal learning will help ensure that I stay engaged with content that aligns with my passions, while also sharing knowledge and collaborating with like-minded individuals. This approach not only enriches my learning but will also allow me to contribute meaningfully to my PLN, ensuring I remain connected and informed.

References

Brilliant Learning Systems. (2020). Six principles of andragogy – Malcolm Knowles. Retrieved from https://brilliantlearningsystems.com/six-principles-of-andragogy-malcolm-knowles/

iSpring Solutions. (2024). What is adult learning theory and how to use it in corporate learning. Retrieved from https://www.ispringsolutions.com/blog/adult-learning-theories

Smith, M. K. (1996/2001). Informal, non-formal and formal education: A brief overview of some different approaches. Retrieved from https://infed.org/mobi/informal-non-formal-and-formal-education-a-brief-overview-of-some-different-approaches/

Thompson, P. (2017). Andragogy. In Foundations of Educational Technology. Retrieved from https://open.library.okstate.edu/foundationsofeducationaltechnology/chapter/1-andragogy/

Assessment and Learning Models

Overview of Learning Scenario
Model: Project-Based Learning

The students will create a multi-level platformer game as a capstone project. The activity will span the course’s 12 weeks, with the last two weeks dedicated to finalizing and showcasing their games.

Students act as indie game developers tasked with creating a platformer game for a fictional gaming event. The theme for the event is “Exploration and Discovery,” and students must design a game with at least three levels, a cohesive narrative, and user-friendly controls.

The process is structured to simulate a real-world game development cycle:

  • Weeks 1-4: Fundamentals of platformer design and creating the first level.
  • Weeks 5-8: Expanding gameplay mechanics and designing additional levels.
  • Weeks 9-10: Adding UI elements like menus, health bars, and score counters.
  • Weeks 11-12: Debugging, polishing, and presenting the game to peers.
Formative Assessment
Weekly Design Reviews

Each week, students submit progress updates, such as level designs, sprites, or mechanics they’ve implemented. Feedback is provided during live online meetings or via recorded video annotations in their projects.

This assessment ensures students stay on track and receive continuous support to refine their work before moving to the next stage.

Authentic Assessment
Final Game Presentation and Peer Playtesting

Students present their completed games during a “Game Showcase Day,” where peers playtest and provide feedback. The showcase mimics industry settings where developers demonstrate their work to stakeholders.

The game showcase is highly authentic because it is student-centered, allowing learners to exercise creative freedom by choosing their game themes, art styles, and mechanics. It also incorporates real-world relevance, mimicking how professional developers gather player feedback and iterate on their designs based on user responses. Additionally, the collaborative nature of the activity fosters peer interaction, as students discuss their design choices and problem-solving strategies, enhancing their critical thinking and communication skills.
Connections to Learning Theories

The learning scenario draws from both Cognitivism and Constructivism.

Cognitivism focuses on how students process information and solve problems. Using Stencyl provides a structured way for students to break down complex tasks, making it easier to focus on learning step by step (Bates, 2020). This reduces mental overload and supports their understanding as they design and iterate on their games.

  • The scaffolded 8-week plan supports cognitive processes by breaking down complex tasks (creating a game) into manageable steps.
  • Cognitive load is reduced by teaching students how to use Stencyl's visual scripting interface, allowing them to focus on design rather than coding syntax.

Constructivism emphasizes learning through experience and collaboration. In this scenario, students actively create their knowledge by designing games and sharing feedback. This aligns with Vygotsky’s idea that students learn best when they interact with others and receive support to tackle challenges they might not handle on their own (Simply Psychology, 2021). The focus on hands-on projects and peer collaboration helps students learn in meaningful and authentic ways.

  • Students actively construct knowledge by designing and improving their games through hands-on practice.
  • Feedback from classmates helps them think about their work and make changes based on real player experiences.
References

Bates, T. (2020). Cognitivism. In Teaching in a digital age: Third edition. BCcampus. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/3-3-cognitivism/

Simply Psychology. (2021). Vygotsky’s zone of proximal development and scaffolding. Retrieved from https://www.simplypsychology.org/zone-of-proximal-development.html

Minicourse Idea and Learning Theory Connection

Minicourse Idea: Setting Up WordPress and Elementor to Create a Landing Page

This minicourse provides new employees at RJSmith Creative with a hands-on introduction to setting up WordPress on SiteGround hosting and creating a professional landing page using Elementor. Learners will begin by exploring the process of setting up WordPress on SiteGround hosting, including domain management and initial configurations. They will then dive into using Elementor to create visually appealing landing pages, focusing on adding and customizing elements such as text, images, and buttons. The course culminates in a hands-on project where learners design a complete landing page based on a provided client brief, allowing them to apply their skills in a practical, real-world scenario.

Learner Description

This minicourse is tailored for interns, or new entry-level web designers at my studio, RJSmith Creative. It is specifically designed for individuals getting started with professional web design workflows. These learners are expected to have some prior education or experience, whether formal or informal, in writing HTML and CSS and a basic understanding of design principles.

  • Technical Background: Learners will already have familiarity with semantic HTML and CSS styling, including basic coding practices and website structure.
  • Design Awareness: An understanding of fundamental design principles such as layout, typography, and color theory, though they may not have applied these extensively in professional contexts.
  • Eagerness to Learn: Motivated to build practical skills and adapt to agency-specific tools and workflows, including WordPress and Elementor.
  • Beginner Level with Tools: Likely new to WordPress, Elementor, and other agency-specific platforms, requiring hands-on guidance to bridge the gap between theoretical knowledge and practical application.

This course aims to provide these learners with the technical proficiency and confidence needed to set up WordPress sites and design effective landing pages that meet client expectations.

How Learning Theories Influence the Course
Strengths in the Context of the Minicourse:
  • Structure and Clarity: Behaviorism emphasizes step-by-step instruction, making it ideal for teaching technical skills like setting up WordPress or creating a landing page with Elementor. This approach ensures learners understand foundational concepts before progressing to more complex tasks.
  • Immediate Feedback: Reinforcement through immediate feedback helps learners correct mistakes early, building confidence and reducing frustration. For instance, quizzes or task checklists can confirm whether a learner has successfully installed WordPress or configured a page element correctly.
LImitations in the Context of the Minicourse:
  • Potential for Overwhelm: For beginners, the open-ended nature of constructivist learning can feel intimidating without sufficient scaffolding. For example, being tasked to “create a landing page” without clear parameters may leave learners unsure of where to begin.
  • Time-Intensive: Constructivist approaches may require more time for exploration and feedback, which could extend beyond the intended 1-3 module course duration.
Application to Instructional Design

The instructional design of this minicourse emphasizes practical, hands-on learning supported by clear guidance and feedback mechanisms. Tutorials will be used to break down complex tasks into manageable steps, such as installing Elementor or configuring WordPress settings. These tutorials will be accompanied by checklists that provide learners with objective criteria to verify their progress. For example, a checklist might include items like enabling permalinks or ensuring that a site theme is properly installed.

To reinforce learning, quizzes will test learners’ understanding of key concepts and processes, such as the steps for setting up WordPress. Structured practice tasks will allow learners to apply what they have learned. For instance, learners may be tasked with creating a landing page that includes a header, a body with text and images, and a footer. Additionally, learners will engage in guided replication tasks where they follow video tutorials to recreate a pre-designed page template, building both technical skills and confidence. By combining these design choices with targeted learning activities, the course ensures that learners can effectively apply their knowledge in real-world scenarios.

References

Bates, T. (2024). Teaching in a Digital Age: Third Edition (Chapter 2.3). https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/section-3-2-behaviourism/

Bates, T. (2023). Teaching in a Digital Dge: Third Edition (Chapter 2.5: Constructivism). BCcampus. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/section-3-4-constructivism/