Model-centered instruction: Difference between revisions

Revision as of 19:46, 3 September 2007

Latest revision as of 12:10, 16 January 2025

(20 intermediate revisions by 15 users not shown)

Line 1:

{{Short description|General theory of instructional design developed by Andrew S. Gibbons}}

{{Wikify|date=December 2006}}

{{OrphanUse American English|date=NovemberMarch 20062021}}

{{Use mdy dates|date=March 2021}}

'''Model-centered instruction''' is a general theory of [[instructional design]] developed by Andrew S. Gibbons.<ref name="Gibbons">Gibbons, A. S., Model-Centered Instruction. ''Journal of Structural Learning and Intelligent Systems''. 14: 511-540, 2001.</ref> This theory can be used to design individual and group instruction for all kinds of learning in any type of learning environment. In addition, this theory may be used to design instruction with a wide variety of technologies and media delivery systems.

'''Model-centered instruction''' is a general theory of [[instructional design]] developed by [[Andrew S. Gibbons]].<ref name="Gibbons">Gibbons, A. S., Model-Centered Instruction. ''Journal of Structural Learning and Intelligent Systems''. 14: 511-540, 2001.</ref> This theory can be used to design individual and group instruction for all kinds of learning in any type of learning environment. In addition, this theory may be used to design instruction with a wide variety of technologies and many media delivery systems.

==Theory Summary==

==Theory Summarysummary==

The theory of model-centered instruction is based on the assumption that the purpose of instruction is to help learners construct knowledge about objects and events in their environment. In the field of [[cognitive psychology]], theorists assert that knowledge is represented and stored in [[Memory|human memory]] as dynamic, networked structures generally known as [[Schema (psychology)|schema]] or [[mental models]]. This concept of mental models was incorporated by Gibbons into the theory of model-centered instruction. This theory is based on the assumption that learners construct [[mental model]]s as they process information they have acquired through observations of or interactions with objects, events, and environments. Instructional designers can assist learners by (a) helping them focus attention on specific information about an object, event, or environment and (b) initiating events or activities designed to trigger learning processes.

Instructional designers may guide learner attention by introducing learners to carefully selected objects and events that occur in certain environments. In some situations, it is not possible to have learners work with real objects, events, or environments. In these cases, instructional designers may create representations of the objects, events, or environments. These representations are called models. A model is a definition or representation of an object, event, or environment that includes some information regarding their properties, actions, or [[Causality|cause-effect]] relationships. Instructional designers may use a variety of models to help learners construct their own mental models. A model can take various mediated forms, from simple textual descriptions to complex, [[multimedia simulation]]s simulations.

According to the theory of model-centered instruction, there are three types of models: (a) a natural or manufactured cause-effect '''system''', (b) an '''environment''' in which one or more systems operate, or (c) an '''expert performance'''—a set of purposeful, goal-driven actions that causes changes within systems and environments. These three types of models — system, environment, and expert performance - form a comprehensive framework for the representation and communication of subject-matter information in any ___domain.

Line 18 ⟶ 20:

1. '''Experience''': Learners should be given maximum opportunity to interact for learning purposes with one or more systems or models of systems of three types: environment, system, and/or expert performance. The terms model and simulation are not synonymous; models can be expressed in a variety of computer-based and non-computer-based forms.

2. '''Problem solving''': Interaction with systems or models should be focused by the solution of one or more carefully selected problems, expressed in terms of the model, with solutions being performed by the learner, by a [[peer group|peer]], or by an expert.

3. '''Denaturing''': Models are necessarily [[denature]]ddenatured from the real by the medium in which they are expressed. Designers must select a level of denaturing matching the target learner’s existing knowledge and goals.

4. '''Sequence''': Problems should be arranged in a carefully constructed sequence for modeled solution or for active learner solution.

Line 28 ⟶ 30:

6. '''Resourcing''': The learner should be given [[problem solving]] information resources, materials, and tools within a solution environment (which may exist only in the learner’s mind) commensurate with instructional goals and existing levels of knowledge.

7. '''Instructional [[augmentation]]''': The learner should be given support during solving in the form of dynamic, specialized, designed instructional augmentations.

==References==

<references/>

[[Category:EducationalPhilosophy philosophyof education]]

[[Category:Pedagogy]]