{"id":523,"date":"2014-09-26T20:04:49","date_gmt":"2014-09-26T20:04:49","guid":{"rendered":"http:\/\/geoffcain.com\/blog\/?page_id=523"},"modified":"2019-03-07T23:24:43","modified_gmt":"2019-03-07T23:24:43","slug":"elearning","status":"publish","type":"page","link":"https:\/\/geoffcain.com\/blog\/elearning\/","title":{"rendered":"eLearning"},"content":{"rendered":"

Theoretical Framework<\/span><\/h2>\n

Instructional design theory<\/a>, of course, is closely tied to educational theory, pedagogy, and epistemology. There is a lot of room for argument in these soft sciences. I don’t really mean that in a disparaging way. As an instructional designer, I am more concerned about using demonstrably effective tools than explaining how they work on the quantum level. I know that I can develop an effective multiple choice test structuring the questions using Bloom’s Taxonomy despite not really knowing if Bloom’s Taxonomy is an accurate picture of the exact structure of cognition. Maybe knowledge has no structure – but what I do know is the Taxonomy is an effective model building tool that will create a test that will demand more from the students than rote memorization. In other words, it is a practical tool. Some of the documents and theories here conflict, contradict, or support one another – but on my path as an educator, I have found some use in all of these viewpoints at one time or another.<\/p>\n

Note: This is the short version of the resources we keep elsewhere<\/a>.<\/p>\n

1. Constructivism<\/h3>\n