Constructivism

Constructivism is the idea learners construct knowledge from collaborators and voices (GCU, n.d.).

Connectivism is the idea that decisions are made on quickly changing foundations. New information is gained, drawing lines between important and unimportant information is key, and new information can changes environments (Siemen, 2014).

Behaviorism is the idea that we learn behaviors through our everyday experiences in the world around us (GCU, n.d.)

Cognitivism is the idea that knowledge is acquired through the brain processing information, organizing it, storying it, and retrieving it (GCU, n.d.).

Scripted and Direct Instruction design models align with Behaviorism Learning Theory by breaking down learning objectives into small manageable tasks. This allows learners to comprehend and master easier skills first, and then tackle harder ones as their knowledge builds. Learners are usually grouped according to their achievement levels and lesson plans a scripted. The class or level group learns together in their learning environment (louden, 2014).

Technology Integration Matrix and Peer Coaching instruction design models align with Connectivism Learning Theory by offering learners the opportunity to communicate with peers in person or virtually. This is experience is not limited to their classmates, students can communicate on a global level through the use of technology. Allowing for the learner to tap into different information sources and peers (Anonymous, 2017).

Active Learning and Triple E Framework instruction design models align with Constructivism Learning Theory by engaging learners. Rather than passively learning information these instructional design models get learners to construct their knowledge. Leading with engagement, enhancement, and extensions, learning can be done through group projects, having discussions and debates, and peer-teaching to construct new knowledge (GCU, 2021).

Implicit and Explicit instruction design models align with Cognitivism Learning Theory by intentionally or unintentionally seeking knowledge in a learning environment, be it in person or virtual. Internal and external factors influence a learner’s cognitive processing. As we teach we intentionally plan and follow learning standards to guide our instruction. Learners gain knowledge through the intentional planning of learning standards, but they also pick up knowledge unintentionally as well. Internal and external factors influence this cognitive processing (Valamis, 2022).

Flipgrid is a learning application that can be used in person or virtually where educators can pose questions that encourage the learning intentionally and unintentionally seek knowledge and share it with their peers. This application opens a lot of doors for students to ask questions and receive feedback from different stakeholders.

Canva is an engaging tool with tons of options on how to present information. The learner can construct a multitude of ways to show their thinking and knowledge they've acquired.

Jamboard let's learners collaborate and discuss with their peers in class and virtually. Instead listening to instruction, learners can construct their knowledge through posed questions and pointed feedback from peers and instructors.

Kahoot is an engaging application where educators can break down information into scripted or direct instruction. Question posed, with scripted choices to select from, guides learners to the correct answer.

Blooket is similar to Kahoot by winning its audience with extreme engagement in game-based learning. After hooking the learner with its fun games, Blooket uses structured and sequenced questions to guide the learner through its application. Correct answers are rewarded with points and celebrations.

Google Suites allows educators to intentionally set up a learning space to teach grade-level appropriate content. Google Suites is packed full of avenues to receive, process, and reflect on new information.

Forums offer students the opportunity to communicate on a small and large scale, locally and globally. This offers students connections to see the rapid change in information.

Twitter allows users to share their thoughts with a big audience. Whether it is a video or just a text post, learners can communicate their thoughts and ideas to peers around the world. This happens all while the learner is observing the complexity and ever-changing digital world.