Student Learning Theory And Instructional Design

Application of SDT in Instructional Design

SDT emphasizes three basic psychological needs: competence, autonomy, and relatedness. To promote competence, I will provide students with clear learning objectives, timely feedback, and opportunities to practice and apply their knowledge. To foster autonomy, I will incorporate choice and flexibility into the learning experience, allowing students to select assignments or activities that align with their interests. To cultivate relatedness, I will create opportunities for collaboration, discussion, and peer-to-peer support.

Application of Constructivism in Instructional Design

Constructivism emphasizes active learning, authentic tasks, and real-world connections. To promote active learning, I will incorporate hands-on activities, simulations, and problem-solving scenarios. To provide authentic tasks, I will integrate case studies, research projects, and community engagement opportunities. To establish real-world connections, I will draw upon current events, industry trends, and relevant examples from the healthcare field.

Adapting Curriculum to Current Events and Healthcare Changes

Both SDT and Constructivism support adaptability in the face of change. SDT's emphasis on autonomy allows me to adjust course content or activities based on student feedback or emerging needs. Constructivism's focus on active learning and real-world connections enables me to incorporate current events or healthcare system changes into the curriculum, ensuring that students are learning relevant and up-to-date information.

In conclusion, SDT and Constructivism provide valuable frameworks for designing engaging and effective online courses. By incorporating elements that foster intrinsic motivation, active learning, and real-world connections, I can create a learning environment that empowers students to become self-directed and lifelong learners, capable of adapting to the ever-changing landscape of healthcare.

Selected Theories

I have selected Self-Determination Theory (SDT) as the motivational theory and Constructivism as the learning theory to inform my instructional design process.

Motivation for Selecting SDT

SDT is particularly appealing to me because it emphasizes the importance of intrinsic motivation, which refers to the desire to engage in an activity for its own sake rather than for external rewards or punishments. This aligns with my belief that fostering a sense of curiosity and excitement within students is crucial for effective learning.

Motivation for Selecting Constructivism

Constructivism resonates with me because it highlights the active role learners play in constructing their own knowledge. This aligns with my approach to teaching, where I encourage students to engage with the material, make connections, and develop their own understanding.