Theories on Learning, Instructional Design, and Technology Components

The learning theory that was applied for this lesson was cognitive constructivism which approaches learning and knowing from the perspective of the individual. To meet the objective of educating students about savings and retirement planning, this theory best allows for the learners to assimilate and modify information according to their cognitive development. The target audience would be college students of various ages that have pre-existing knowledge structures with the ability to benefit from a more in depth instructional design. Instruction based on cognitive principles should be authentic and real (Yilmaz, 2011). Students will be able to use the site to learn about the savings options available to them for personal use or for use in their professional careers. The interactive components of the business module enhance students ability to actively facilitate and construct intellectual frameworks which are essential to the learning process. Because cognitivism is concerned with illuminating how the process of learning occurs in different contexts by offering strategies that promote students learning, teachers can benet from this invaluable learning paradigm in their effort to help students attain the subjects goals (Yilmaz, 2011). The goals and objectives of this lesson through the implementation of this learning theory will equip students with knowledge to make important financial decisions. The teachers role is to facilitate the construction of knowledge by allowing opportunities for discovery. The teacher is more concerned with constructing a meaningful con- text than directly teaching specic skills (Yilmaz, 2011). By providing necessary resources and giving guidance, students are able to assimilate new knowledge and modify the old to accommodate for new learning experiences. While deciding how to construct the lesson, the instructor has to take

into account knowledge that the students already possess and its relevance. Through the use of the web site, the students will be instructed on three vehicles of savings and given options to choose which one best fits their needs and situation. Once the choice is made students can use the planning calculator to project what contributions will be necessary to meet future financial goals. The quiz questions will assist students with assessing their success in memorizing the facts presented in the products and services. From the cognitive perspective, because students learn by receiving, storing, and retrieving information, the teacher is urged to thoroughly analyze and consider the instructional materials, proper tasks, and relevant learner characteristics to help learners too effectively and efciently process the information received (McLeod 2003). It is imperative for learners at this stage to motivate themselves to learn and set goals to acquire information to increase knowledge. Learners should be able to see the personal educational investment that becoming proficient in the area of savings can have on their lives. The cognitive constructivist theory does not motivate students by using extrinsic external rewards such as grades but motivates intrinsically based on internal drive. Students are encouraged to explore instructional materials and to become active constructors of their own knowledge through experiences that encourage assimilation and accommodation (Wadsworth 1996). Although the depth of prior knowledge and experiences on the subject of savings will vary among students, having knowledge of the subject will eventually impact and influence their future lifestyle. The instructional strategy that was applied to this lesson was an active learning strategy. An active learning strategy involves students actually doing things and thinking about what they are doing (Bonwell, 1991). Many researchers argue that most effective learning is active and not passive which contributed to why this instructional strategy was selected.

With retirement planning being such a vital subject for individuals of all ages, it is imperative to have an interactive website that is simple to understand and navigate. Every effort was made to capture the imagination of the reader within the first five minutes of reviewing the website. Since active learning strategies tend to be more engaging, it was imperative to create a learning tool that can develop skills, provide feedback, and command a higher order of thinking. According to Bonwell, there are some major characteristics associated with active learning strategies, which include: Students are involved in more than passive listening There is less emphasis placed on information transmission and greater emphasis placed on developing student skills Students are engaged in activities (e.g., reading, discussing, writing) Student motivation is increased (especially for adult learners)

An active learning strategy objective is to create a learning environment where the student is engaged and is the greatest agent in his or her learning discovery. Taking an active role in learning provides students with a better chance to understand the material, which further translates into better retention. Students in school, and even adult students, tend to learn what they personally take an interest in. This was the motivation to create an interactive webpage that was able to solicit both the young student and a more mature working adult as well. Admittedly, many instructors are accustomed to a classroom environment where they lecture and students passively listen. Though many instructors provide great teaching, it does not ensure learning has taken place (Bonwell, 1991). This point is normally made more obvious when instructors view assigned work from students demonstrating a lack of understanding, though the instructor felt the information was transmitted effectively. Therefore, an active

learning strategy opens up the possibilities of involving students in their own learning and development.

There were several technology components used in the creation of our website. There were many interactive tools as well as a Web 2.0 application used for the enhancement of the education we hope the audience receives. It is important to have interactive tools when we are trying to teach a topic. It allows for the user to feel a part of the learning process. There are several videos that we used to re-enforce the material that we were discussing. This allows the user to see a more in depth view of the product that they are reading about and be able to hear it from a different perspective.

We also enhanced our website with the use of polls and quizzes. This gives the user a more interactive experience. It allows them to answer questions to see if they have learned the material they are reading about and it also helps them to answer questions and get feedback on what other people who visited the site were looking for as well. An article written about interactive tools on the computer (Kettanurak, 2001) made this comment, The results indicate that interactivity positively influences user attitude, and some dimensions of attitude translate into enhanced user performance. We use polls and quizzes to enrich the users experience and help them feel as if they learned something about the topic after leaving our site.

The site also incorporates Web 2.0 applications to enhance learning. Throughout the website users have the opportunity to visit our blog and discuss the topics of the website with other users who have questions or comments as well. Discussion is a great tool for learning. It gives people the chance to talk and learn from others experiences. As it states in an article by Downes (2009) blogs give people an avenue to take ownership over their own learning and

gives them an authentic voice. It not only lets people actively discuss topics, but it allows people to go and read and see other people views without having to be a part of the discussion if that is what they wish.

References: Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: School of Education and Human Development, George Washington University. Downes, S. (2009). Blogs in Learning. Kettanurak, V. N., Ramamurthy, K.,& Haseman, W. D. (2001). User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree of interactivity and learning styles. International Journal of HumanComputer Studies, 54(4), 541-583. McLeod, G. 2003. Learning theory and instructional design. Learning Matters 2: 3553. Yilmaz, K. 2011. The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices. Wadsworth, B.1996. Piagets theory of cognitive and affective development. White Plains, NY: Longman Publishers.