MY Concept Map Of The

Field Assignment 4
Genevieve Cox
EDID 6503
Instructional Design Theories and
Models
First Concept Map
 How knowledge Changed :Learning
Happened
Learning as a quantitative increase in knowledge. Learning is
acquiring information or knowing a lot.
Learning as memorising. Learning is storing information that can
be reproduced.
Learning as acquiring facts, skills, and methods that can be
retained and used as necessary.
Learning as making sense or abstracting meaning. Learning
involves relating parts of the subject matter to each other and to the
real world.
Learning as interpreting and understanding reality in a different
way. Learning involves comprehending the world by reinterpreting
knowledge. (quoted in Ramsden 1992: 26)
Four Factors Influencing Second Diagram

Increased comprehension of course material

Performing tasks instrumental in increased
conceptual knowledge of the field
Exploratory learning engaged interest and
curiosity, leading to cognitive development
Motivation to know what and know how
aided knowledge construction and discovery
 Reflection
Increased consciousness to integrate learning in
everyday world changed perspective
Experiential learning happened as a process while
doing assigned tasks
In many ways learning itself became a task
Application, analysis and evaluation of course
material changed knowledge and concept of the
field
 Reflection
Acquired new ways of comprehending world
Acquired new knowledge quantitatively and
qualitatively
Learning theories have aided in self evaluation
Instructional theories have given me a new
perspective on knowledge acquisition
Looking forward to continued and life long
learning in the field
 References
Driscoll, M.P. (2015). Psychology of learning
for instruction.Pearson New Intl Edition.
Ramsden, P. (1992). Learning to teach in
higher education. Routeledge, London.
Reigeluth, C.M., Carr-Chellman, A.A. (2009)
Instructional design, theories and models:
Building a common knowledge base.
Routeledge, New York and London.