Tag Archives: instructional design principles

Cognitive Dissonance and its impact on Learning.

“Let us say you ordered a watch online. The picture of the watch looked good (it looked like it had a curved glass and the dial had a silvery sheen) and it was available at a very affordable price. A few days later, the watch was delivered, and you opened the box with great expectations. You were hoping to find a watch that looked as classy as the one you had seen in the pictures. But when you unwrapped the box and opened it, you realized that the real watch didn’t look as good as its pictures. The dial was off-white and glass was plain. You realize that the pictures must have been touched up as the watch was the same model that you had ordered. Fortunately despite its not-as-good-as-expected looks, it still was a deal at the price you bought it.

So you tell yourself, that the watch is from a good brand, and that you anyway wanted a robust watch and not a flimsy wrist-candy.

When you engage in this behavior, you are trying to curb the cognitive dissonance that has arisen out of two conflicting ideas in your mind.”

Understanding cognitive dissonance and its impact on learning can prepare us to handle it in our classrooms and online courses. The following links will take you to a series of three posts:

  1. Understanding Cognitive Dissonance – Explanation and Illustration
  2. Cognitive Dissonance in Classrooms and Other Learning Environments
  3. Cognitive Dissonance and Other Instructional Design Principles

BTW, this Easter, Froth bought a pair of Easter Bunny ears for Coffeebeans

Training pup dog cartoons - coffee beans experiences cognitive dissonance - instructional design.



Tags: , , , , , , ,

Behaviorism – Have the Behaviorist Methods Lost their Potency in the New Age of Learning?

Can you stop reading?
Yes, I mean now.

Checking out Operant Conditioning:

Now pick up your phone and dial your parents, or grandparents if possible. Ask them whether they were ever punished in the class – and then ask them whether they now think of the punishment as unnecessary.
My take is that they’d gloat over those days of spanking and knuckle warming. I believe that they’d tell you that they owe their success to those teachers who beat some sense into them.
My parents do, and I do too.

We were conditioned to accept punishments as corrective measures. We were also motivated to learn for the rewards of non-material (parental-acceptance,) and the material (movies/ice-creams) kind!

Checking out Classical Conditioning:

Call your parents again. Pester them to tell you about the homework they used to get and the lines that they had to do. Do they think they learned by doing their homework?
My parents and I – we feel that we did. About three-decades ago, my Grandmother used to tell me about how she became so good at Mathematics (She’d help me solve Math problems when I was in my final year of school.) She told me that she’d spend hours solving mathematical problems and the repetition made her an expert at it. Note that she did solve different kinds of problems and so there was a lot of cognitive processing involved – but expertise is a direct function of practice.
We were conditioned to accept repetition as a reinforcement mechanism.

Our grandparents, our parents, and some of us too, went to school when Behaviorist methods of imparting learning were a norm – and we learned. We learned better and we learned without hired help teaching us extra hours. We managed to do it because nothing beats practice – and because we knew that learning would help us avoid punishment and it might even lead to a reward.

The Behaviorist Framework helps Structure Learning Experiences:

As children, if we were expected to learn without the framework of reward and punishment then despite those beautifully crafted, highly relevant examples (cognitivism) we’d find no reason on earth to spend extra time and effort to make that learning our own! No punishment to avoid, no reward to obtain!

As kids, if were allowed to come up with our own interpretations (constructivism) and then our teachers would’ve guided us towards the correct conclusions; without repeatedly going through the logical connections that led to those correct conclusions – we’d lose ourselves completely in the woods of new learning.

I speak of us as children, because as adults we always have a strong reason in form of an immediate application, which drives us to learn despite the absence of behaviorist frameworks. However, it doesn’t mean that what applies to children wouldn’t apply to grownups.

The Behaviorist framework enables us to motivate the learners by structuring rewards, punishments, and also practice into a learning experience. Thus in the case of children, a behaviorist framework often becomes the only motivator that establishes a habit of learning; while in the case of adults, it becomes and add-on motivator to the adult-learner’s internal motivation derived from an immediate need.


Instructional Design Principles Referred in this Post:


Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , ,