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Media, Strategies, & Methods
 Click for ISD Concept Map
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Learning strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006).
They are used to achieve the "learning objectives" that you want your learners to use when they return to their jobs. The learning objectives in turn, point you towards the major medium avenue, in which you will present your instruction, such as through the use of elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach. Although some people use the terms interchangeably, objectives, media, and strategies all have separate meanings. For example, your learning objective might be "Pull the correct items for a customer order." Your medium might be OJT. Your instructional strategies is to have the learners watch a demonstration in order to get an overall view of the customer order process, have a question and answer period, observe small group demonstrations, and then receive hands-on practice by actually performing the job. The Instructional Strategy Selection Chart shown below is a general guideline for selecting the learning strategy. It is based on Bloom's Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (the top left column) to the more active participation methods (the bottom left column). Bloom's Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning:
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Instructional Strategy |
Cognitive Domain |
Affective Domain |
Psychomotor Domain |
| Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period |
1. Knowledge |
1. Receiving phenomena |
1. Perception
2. Set |
| Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. |
2. Comprehension 3. Application |
2. Responding to phenomena |
3. Guided response
4. Mechanism |
| On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) |
4. Analysis |
3. Valuing |
5. Complex response |
| Use in real situations. Also may be trained by using a several high level activities coupled with OJT. |
5. Synthesis |
4. Organize values into priorities |
6. Adaptation |
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High interest (hard to train to these levels because they take more time
than normal classroom periods allow). Normally developed on own through self-study or learning through mistakes, but mentoring and coaching can speed the process. |
6. Evaluation |
5. Internalizing values |
7. Origination |
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You can use higher level media to instruct lower lever behaviors, but normally you should not use lower level strategies to instruct high level behaviors. For example, in the second column under "Cognitive," you can use all the media from "Lecture" to "Use in Real Situations" to instruct "Knowledge," but when instructing "Analysis," you should generally use "On The Job Training," "Practice By Doing," or "Use In Real Situation" strategies. The highest level "High interest," requires that the learner has a high interest in the subject and wants to become an expert in it. You might think of this level as one of Maslow's meta needs such as self-actualization. That is, few people are going to know a subject this well, unless it is easily grasped, or they are willing to spend the time mastering it. The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design. It does not cover learner styles. For example, some people prefer to learn by listening, while others might prefer reading. ReferenceBloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.Ekwensi, F., Moranski, J., & Townsend-Sweet, M., (2006). E-Learning Concepts and Techniques. Bloomsburg University of Pennsylvania's Department of Instructional Technology. 5.1 Instructional Strategies for Online Learning. Retrieved November 8, 2008: http://iit.bloomu.edu/Spring2006_eBook_files/ebook_spring2006.pdf Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc. Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.
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