EDUCATIONAL TECHNOLOGY

EDU 311

BY

MRS FUMNANYA O. INIODU

 MODULES 1: CONCEPTS OF
EDUCATIONAL TECHNOLOGY
 Meaning of Education
 Meaning of Technology
 Meaning of Educational Technology
 Objectives of Educational Technology
 Scope of Educational Technology
 Importance of Educational Technology
 Forms of Educational Technology
 Approaches of Educational Technology
 WHAT IS EDUCATION?
• The word “Education‟ is derived from the Latin word “Educatum”,
which means “To bring out‟. In the sense, the meaning of
Education is to bring out the better qualities of the individual.

• The word education is concerned with;

Procedure (process)
Delivery of knowledge

Imparting
Developing something
Behavioural change
We can now say Education, its simply;
• “A process of imparting knowledge that leads to the
development and transformation of a learner’s
behaviour.”

The impart of Education can cause;

 A desirable change (it could either be good or bad)

 Leads to attainment of certain goal
 WHAT IS TECHNOLOGY?
• Technology can be seen as the science of an art or skill. It can simply be
defined as;

“A systematic way of applying the techniques to achieve an objective is as

important as the use of technical equipment for the same. As a matter of
fact, techniques are reckoned as the software and the equipment as the
hardware of technology.”

OR

“A systematic way of applying techniques to achieve an objectives.”

WHAT IS EUCATIONAL TECHNOLOGY (Edtech)?
Educational Technology (Edtech) can either be define as;

• Technological processes or resources that are used, created or

managed for learning and improving performance.

Or

• “Educational Technology” may be defined as the systematic

application of the knowledge of sciences to practical tasks in
Education. It is a communication process resulting from the
adaptation of the scientific method to the behavioural science of
teaching/learning.
WHAT IS EUCATIONAL TECHNOLOGY (Edtech)?

• When we talk about educational technology, its all about

productivity and efficiency in the delivery and facilitation of
information. It also involves;

Intended learning outcome (ILO): This mean what should

the learner know or be able to know.

Teaching learning activities (TLA): How will the learner

learn.

Assessment task: How will the learning be measured.

OBJECTIVES OF EDUCATIONAL TECHNOLOGY

1.To provide motivation

2.To raise the teaching and learning standard

3.To evaluate learners performance

4.To develop interest among students

5.To develop critical thinking skills

6.To clarify any concepts

 SCOPE OF EDUCATIONAL TECHNOLOGY
1. To analyse the teaching learning process
2. To identify the educational goals or objectives
3. Development of curriculum
4. Development of teaching-learning material
5. Teaching preparation or teaching-training
6. Development and selection of the teaching-learning strategies
7. Development, selection and use of the appropriate audio-visual aids
8. Effective utilization of the hardware and mass media
9. To work for the effective utilization of the subsystem of education
 IMPORTANCE OF EDUCATIONAL TECHNOLOGY
1. Improvement of teaching: Edtech analyses the process of teaching thoroughly. It
tries to find out the difference variables of teaching, their links, effect upon each other,
relationships, theories of teaching, phases of teaching, principles of teaching, maxims
of teaching e.t.c. By developing the theories of teaching, it helps in improving the
quality of education.

2. Analysis of the teaching learning process(TLP): Edtech finds out the various
phases of teaching and thoroughly analyse the TLP.

3. Improvement of learning: Edtech facilitates more and more learning in less time.

4. Enhancing the goals of education: Edtech helps to find out the right objectives
relating to the changing circumstances and environment.
 IMPORTANCE OF EDUCATIONAL TECHNOLOGY
5. Training of teachers: Owing to the fact the teachers are responsible for the
changed type of environment, curriculum and new instructional materials/aids, the use
Edtech tools enables teachers to move quickly through materials avoiding students and
their questions by cutting out distractions and anything that may slow down the
information progress.

6. Development of curriculum: Keeping in view the objectives of education, Edtech

helps attain those goals by developing the right and suitable curriculum.

7. Development of instructional materials: Instructional material is a very importance

tool in TLP. Edtech goes along was in proffering the right instructional material that is in
accordance with the environment of the learners. The use of these materials in the
classroom could imply a sense of teacher control or authority.

8. Teaching learning strategies: Strategies plays an important role in every teaching

 IMPORTANCE OF EDUCATIONAL TECHNOLOGY

9. Helps in overall improvements: Edtech helps in locating the problems in the

different areas of education and helps in remedying the draw-backs. Evaluation of the
TLP is made better through feedback and also have control over the process of
education.

10. Identifying the needs of the community: Edtech helps provide equal educational
opportunities to backward people, disadvantaged students and deprived sections of the
society. Edtech identifies the needs of the community from time to time and tries to
improve the community in every possible way.
 FORMS OF EDUCATIONAL TECHNOLOGY
Educational technology has a wide range of scope and can be applied
in the field of education. In a broader sense, it has the capability of
providing necessary ways and means, theoretical as well as practical,
for improving the process and products of teaching-learning related
both formal and informal education. These forms of educational
technology, in general, can be classified as follows:

a) Teaching technology
b) Instructional technology
c) Behavioural technology
d) Instructional design technology
 TYPES OF EDUCATIONAL TECHNOLOGY

Lumsdane categorised educational technology into three

approaches namely;

1. Hardware approach or educational technology I

2. Software approach or educational technology II
3. System analysis or educational technology III
 TYPES OF EDUCATIONAL TECHNOLOGY

HARDWARE APPROACH OR EDUCATIONAL TECHNOLOGY I

• Its is the use of mechanical materials and equipment in education. Its emphasis is

given to teaching accessories.

• It is used in education to deal with more students with more with less expenditure.

For example OHP, tape recorder, slide projector, radio, television e.t.c.

• Physical sciences and engineering technology is the origin of this approach. Most

people believe that the machine is technically linked to the educational

technology for example TV, Tape recorder, projector E.t.c.

 TYPES OF EDUCATIONAL TECHNOLOGY
HARDWARE APPROACH OR EDUCATIONAL TECHNOLOGY I

• This approach is also called audio-visual aids.

• It is concerned with the production and utilization of audio-visual aid material

[ such as charts, models, slides, filmstrips, audio cassettes, etc.], sophisticated

instruments and gadgets[ such as radio, television, films, overhead projectors,

tape-recorders, video player, teaching machines , computers, etc.] and mass

media.

• This approach plays an important role in the use of computers and machines for

the compilation of research forms, analysis e.t.c

 TYPES OF EDUCATIONAL TECHNOLOGY

Hardware Approach deals with the three human knowledge aspect;

• Preservation: that is the knowledge is preserved in the form of book. The

history of preservation have existed since the printing machine started.

• Transmission: The transmission of knowledge can be imparted by teachers

with machines like T.V, radio, computer also helps in it.

• Development: Development of knowledge is also important. Researchers do

many researches with help pf many electronic machine

 TYPES OF EDUCATIONAL TECHNOLOGY

CHARACTERISTICS OF HARDWARE APPROACH

 It is hardware machines
 It helps teachers deal with more student with less expenditure
 It has mass appeal
 It needs the services of software technologyfor its use and

functioning
 TYPES OF EDUCATIONAL TECHNOLOGY
SOFTWARE APPROACH OR EDUCATIONAL TECHNOLOGY II

• In the field of software approach educational technology, psychological principles

are used in place of machines which can bring the required changes in students.

This simply means thye use of psychological principles and learning theories in

education. For example flash cards, newspapers, books, magazines e.t.c.

• Technologies of this approach are also named as Instructional Technology,

Teaching Technology and Behavioural Technology.

• In this approach, machines are used only to make presentation of courses more

effective.
 TYPES OF EDUCATIONAL TECHNOLOGY

SOFTWARE APPROACH OR EDUCATIONAL TECHNOLOGY II

• In this technology the emphasis is given to all the three phases input, output and
process

• Both the education technology I and II are interlinked and they can’t be separated
from each other.

• Hardware approach deals with machine while software approach deals with the
principles of learning and teaching.

• Many educationist believes that software approach is more important as compare

to hardware approach because hardware technology is of no use unless software
approach is used in it.
 TYPES OF EDUCATIONAL TECHNOLOGY
SYSTEM ANALYSIS OR EDUCATIONAL TECHNOLOGY III
System approach is a systematic attempt to cp-ordinate all aspects of problems
towards a specific objectives. In education it means planned and organised use of all
available learning resources including audio visual media to achieve the desirable
learning objectives.

It was developed after second world war which has scientific basis for decision making
that concerns administration, management and military problem.

This approach is also termed management technology. It is used for scientific study of
educational administration and management problem.

It includes training, psychological design, cybernetics design and theory reinforcement.
This technology is becoming popular these days.
It was developed as a combination of hardware and software approach.
 PRINCIPLE OF SYSTEMS APPROACH
Principle of Wholeness

The first principle asserts ‘wholeness’ of a typical system. By this theory, it is implied that rather than

placing emphasis on separate parts of a system, the entire system should be recognized as an

indivisible whole of which what happens to any part automatically affects every other part.

Principle of Systemisation

The second principle is that which recognizes a system as a systematized process rather than

disorganized, unplanned line of thought. The principle of systematization believes that planning based

on concrete data should proceed action and that in planning, orderliness and sequence should be

given adequate attention.

Principle of Equifinality

The sixth and final principle is that of “equifinality”. This theory recognizes a system or system

approach as a process in which there is no beginning and no end. In other words, problem solving is a
 PRINCIPLE OF SYSTEMS APPROACH
Principle of Environmental Compatibility
Every system operates within a given systems environment. In other words, it is only when a
system is made to function in a conducive and appropriate environment that one should
expect appreciable results. The idea of system environment becomes relevant when it is
realized that systems vary according to point of focus. We can then talk of a system, a sub-
system and supersystem. The country, Nigeria can be considered as a system made up of
several sub-systems (political system, economic, educational and social system). Immediately
we focus attention on any of the sub-systems for closer study or analysis, a sub-system
becomes a system while other related units or parts become the sub-systems. The major point
to note is that the terms – a system and sub-systems are used relatively depending on
situations surrounding the usage for what is regarded as “a system” somewhere can become
a sub-systems elsewhere. What is certain is that all systems, whether sub or a system,
establishes contact with their environment for sustained supply of energy, information and
other input that might be deemed necessary for system survival. It is “this environment” that
 PRINCIPLE OF SYSTEMS APPROACH
Principle of Optimization

The fourth principle of system theory is that of “optimization”. A system designed should be able to

function in a full capacity to achieve predetermined objectives. The goal of a functional system is to

apply all necessary inputs that would lead to the desired output. To achieve “optimization” capacity, all

the units must be seen to be functional. For example, for a school system to set its objectives, all within

the school system including the gardener, kitchen staff, administrative staff, teaching staff and students

need to work full strength. Half-functioning or non-functioning of any or a combination of them might not

lead to a successful result.

Principle of Variety

The fifth principle of system theory emphasizes “variety” as an important element of a system. Variety

used here encompasses many things. Varieties of ideas, techniques, means, methods, procedures,

strategies and viewpoints. A system designer must recognize that there are always alternative means of

solving a problem. However, the designer must look for the most relevant, or in some cases, the best
MODULE 2: EDUCATIONAL RESOURCE
CENTRES (ERC)
• Definition
• Categories of Educational resource centre
• Functions of educational resource centre
• Organizational structure of educational resource centre
• Prospects and Relevance of educational resource centre
to the teaching and learning process
DEFINITION OF EDUCATIONAL RESOURCE CENTRES (ERC)
The nomenclature of educational resource centre (ERC) can be differentiated based on different
settings. An ERC can also be called a learning resource centre, Instructional resource centre,
educational media centre, educational services centre, instructional technology centre, an audio-visual
centre, library-media resource centre or an educational materials centre e.t.c. In name ERC, you have
to consider;

 Identify the names of resource centres with the relevant institution where they are found.

 Trace the source of the names given to educational resource centre.

An Educational Resources Centres is;

(i) A place where facilities for educative purposes could be found.

(ii)A place where educational materials in the form of hardware and software are classified arranged
and are retrieved for the educational purposes.

(iii)A place where books and non-book materials are provided and scientifically organized for easy
DEFINITION OF EDUCATIONAL RESOURCE CENTRES (ERC)

• Educational Resources centres is therefore be defined as a store house where all sorts of

educational devices (both small and big, simple and complex, cheap and expensive) could be

found, stored, designed or developed, loaned and can be utilized by all users- students,

teachers, researchers etc to promote the teaching and learning process.

• For instance, in primary, secondary and tertiary schools, it is common to find places where books

are kept. These are called libraries. Science laboratories too are common features in secondary

and tertiary institutions. There are places where facilities and chemicals for the teaching and

learning of science subjects are kept. Both the libraries and laboratories are forms of educational

resource centres.
DEFINITION OF EDUCATIONAL RESOURCE CENTRES
(ERC)
However, we need to understand what educational resource centres mean a comprehensive level. It
should however be noted that human resources such as facilitators for consultancy services in
instructional material production, technician, professionals in various fields are available at the
educational resource centres.

• Abimbade (1999) categorized educational resource centre into three namely;

1. Centralized Resource Centre: This resource centre according to him is the one that function as a
sole facility within a state or local government.

2. Decentralized Resource Centre: This resource centre functions independently within the school
building. Such a resource centre services the needs of the immediate community where it is
situated. and coordinated types.

3. Coordinated Resource Centre: This category of resource centre operates as a system. It connects
a network of schools’ resource centres, but it is supplemented and served by a central resource
centre. An example is a school library media centre.
 DEFINITION OF E.R.C
• The issue of nomenclature of resource centres was premised on section 10 item 4 of the

National Policy on Education (2004) where it is stated that “educational resource centre

shall be established federal and state levels”. Specific bodies were set up one of which is

the Joint Consultative Council Reference Committee Educational Technology

(JCCRCET). Salawu, Afolabi and Taiwo (2001) reported the meeting in 1990 at the Joint

Consultative Council Reference Committee (JCCRC) where decision was taken to name

resource centres as:

1. Learning Resource Centres (LRC) for primary schools and secondary schools.

2. Educational Resource Centre (educational resource centres) for State Ministries of

Education and Local Education Authorities.

DEFINITION OF EDUCATIONAL RESOURCE CENTRES (ERC)

3. Centre for Educational Technology (CET) for tertiary institutions and National

Educational Technology Centre (NETC) for the resource centre at the national level.

4. The NETC is however situated in Kaduna and not at the Federal Capital Tertiary

(FCT) Abuja. It is noteworthy that the NETC was changed to an institution of learning

in 1990 when it was renamed the National Educational Technology Institute (NETI).

As explained above, it has been established that the NETC had been annexed by

the National Open University of Nigeria.

FUNCTIONS OF EDUCATIONAL RESOURCE CENTRES (ERC)

THE GENERAL FUNCTION OF EDUCATIONAL RESOURCE CENTRES

• There are certain functions expected of the educational resource centres at all the three
educational and three political levels. Those are what we call “general functions” of
educational resource centre. They are:

a) The production of improvised instructional materials.

b) The organisation of workshop/seminars on production and use of instructional
materials.

c) The storage and preservation of instructional materials.

d) The distribution of instructional materials.
FUNCTIONS OF NATIONAL EDUCATIONAL TECHNOLOGY CENTRES
(N.E.T.C)

The NETC is considered the parent resource centre to the Educational Resource Centres in the
states. In the light of this ‘parent’ status the NETC performs the following additional peculiar
functions:

 It gives financial aid to other resource centres in the states, local governments and to the
institution at primary, secondary and tertiary levels.

 Designing and providing innovational instructional materials.

 Liases with international bodies for assistance in terms of finance and equipment.

 Acquiring and circulating educational equipment and materials to the Nigerian schools at all
levels.

 She plans and organizes educational broadcast on television and radio.

 Carrying out research evaluation and training programmes in educational technology.

FUNCTIONS OF EDUCATIONAL RESOURCE CENTRES (ERC)

THE EDUCATIONAL RESOURCE CENTRE IN THE STATES

The Educational Resource Centres in the states’ Ministries of Education links up with the NETC for
necessary assistance. Other functions include:

 Planning and providing innovational and instructional materials.

 Planning and organizing educational broadcasting.

 Acquiring and circulating educational equipment and materials to all the schools in its jurisdiction
as well as to all the centres at the Local Government level.

 Carrying out research, evaluation and organizing training programmes.

 Carrying out any other assignment for the upliftment of educational technology in the state.
FUNCTIONS OF CENTRE FOR EDUCATIONAL TECHNOLOGY (C.E.T)
The Centre for Educational Technology in Polytechnics and Colleges of Education are expected to
perform the following major functions:

 Building up a pool of audio-visual equipment and materials.

 Providing audio-visual services (not entirely free) to the entire campus members – students,
academic and administrative members of staff.

 Providing professional assistance to the staff and the entire students in the design, production
and utilization of media materials for the improvement of teaching and learning.

 Providing training workshops, seminars, orientation, etc on the use of educational media for
personnel in the campus.

 Serving as a centre for the adoption, diffusion and dissemination of instruction

 Collaborating with other educational media related centres and agencies within and outside
Nigeria.
 ORGANISATIONAL STRUCTURES OF ERC IN NIGERIA

1. DIRECTOR 13.Mechanical Workshop

2. Asst. Director Visual 14.Radio Studios
3. Materials Production and 15.TV Studios
4. Teaching Services 16.Asst. Director Instructional
5. Graphics and 17.Materials Design, Research
6. Reprographics 18.and Development
7. Photography 19.Pre-School and Teacher
8. Cinematography 20.Education
9. Property Workshop 21.Science and Mathematics
10.Printing 22.Social Sciences
11.Electronics 23.Technology and Voc.
12.Electrical 24.Education
ORGANISATIONAL STRUCTURES OF ERC IN NIGERIA

25.Languages
26.Curriculum Development and Training
27.Research and Evaluation
28.National Resource Library
29.Liaison and Support Services
30.Office Education Officer
31.Finance and Administration
32.Administration General
33.Accounts
34.Stores
35.Estate
TYPE OF FACILITIES TO BE PROVIDED IN THE RESOURCE CENTRE

a. The microteaching laboratory and the educational broadcasting room should have sound proof
walls plastered with acoustic materials.

b. The rooms should have air conditioners installed in them for the longevity of the equipment
stored there especially the electronics.

c. The floor of the rooms and laboratories should be rugged wall to wall. This will disallow dust
from settling on the sensitive electronic equipment used in the resource centre.

d. Resource centres should have facilities for internet connection and satellite antennae for contact
with required channels.

e. The costly equipment and the delicacy of the facilities in the resource centre call for a reliable
security fitting for the centres. Burglary-proof irons, fire extinguishers, 24-hour surveillance etc
should be put in place for the security of the educational resource centres.
How the Educational Resource Centres Could Improve Teaching-Learning

A functional, well equipped Educational Resource Centre is likely to:

• Encourage teachers in the use of instructional materials since they can just walk in and avail themselves with

the Instructional Materials already stored for me.

• Make the classroom interaction of training and pupils lively with the supply of instructional materials from the

Educational Resource Centre. Many teachers have problems with how to make instructional materials but

with Educational Resource Centre in place, they can have these instructional materials easily on loan.

• Offer to teachers the latest discoveries in teaching learning as a result of the researches conducted by

experts.

• Make teachers to be better equipped for the task ahead of them since they have the opportunity of attending

seminar, training and workshops organised by the Educational Resource Centres.

How the Educational Resource Centres Could Improve Teaching-Learning

• Sensitize teachers at all levels to the strategies for enhancing the teaching profession. The

Educational Resource Centres have a way of providing fund and consultancy services to

teachers who want to carry out projects that will enhance their profession.

• Assist resourceful teachers to discover their potentials. Some teachers would not believe that

they could draw, paint, make sketches, carve or mould any teaching aid. These potentials would

be uncovered in them with the presence of an Educational Resource Centre in their institution.

• Improve the quality of lesson delivery and in time enhance academic performance in learners at

all levels. When teachers teach well as a result of the provision of the Educational Resource

Centre, the students too will learn with ease and the society will be a better literate society that it

could have been without the Educational Resource Centre.

 MODULE 3: INSTRUCTIONAL
COMMUNICATION SYSTEM AND DESIGN

• The Communication Process

• Nature and characteristics of communication
• Types and Model of Communication
• Instructional Design
• Types of Instructional Design
• Formulation of instructional objectives
 The Communication Process
What is communication?
Communication can be referred to the mutual exchange of information and ideas.
Communication is not just the giving of information, it is the giving of understandable
information and receiving and understanding the message. Education and learning is not
possible without the exchange of information and ideas.

• Three simple but important definition of communication are being given below—
1. Communication is the process by which an idea is transferred from a source to a receiver
with the intention of changing his behaviour.

2. It is a mutual exchange of facts, thought or perceptions leading to a common

understanding of all parties. It does not necessarily imply agreement.

3. Communication is the transfer of information from the sender to the receiver with the
information being understood by the receiver.
Nature and Characteristics of Communication
Communication is a dynamic, objective, two-way process in which sender and

receiver are communication objects. Information and ideas are exchanged in the

verbal, non-verbal or symbolic form. Base on the definition, nature and characteristics

of communication can be discussed in the following manner;

1. Communication is a process of establishing a mutual relationship.

2. Special attention is given to discussion and exchanging ideas.

3. It is a two way process i.e. it has two phases. First is sender and the other is

receiver of messages.

4. Communication process is an objective process.

Nature and Characteristics of Communication
5. Communication includes psycho-social phases such as thoughts, sensations,
feelings and emotions.

6. Effective communication is fundamental element of good learning.

7. Communication process includes perception. If the person receiving the message,

cannot reference the context of the message correctly, then correct
communication is not possible.

8. Communication and information are different. Information has quality of facts,

formality and impersonality such as book is information, program entertained in
TV are information. But communication is not possible without reading book or
switching on the TV. Information is objective while communication plays an
important role in the individual reference.
COMMUNICATION PROCESS
 TYPES OF COMMUNICATION
The types of communication differs in difference organisations. Communications
types are basically categorised in to two namely;
1. Verbal Communication: It can simply be classified into; oral and written
2. Non-verbal Communication: It can simply be classified into; kinesics,
artifacts, proxemics, chronemics, vocalics, haptics
Other types of communication are;
i. Vertical communication: Here you have the upward and downward
communication
ii. Horizontal communication
iii. Grapevine communication
iv. Interpersonal communication
v. Intrapersonal communication
vi. Group communication
vii. Mass communication
 COMMUNICATION MODELS
• Communication models refer to the conceptual frameworks or theories that explain the way of
human communication. It also represents the entire process of communication between the
sender and the receiver. The communication model tries to answer the 5Ws and 1H questions; for
example, what is it? Who is involved in this process? When does it happen? Where does it take
place? Why does it occur? And finally, How does it happen?

• Additionally, communication models explain the elements of the communication process, for
example, context, sender, receiver, encoding, decoding, channel, message, feedback, and noise.
These are the nine components of communication that describe the entire process of
communication. However, some communication models do not have all these elements or
features. The communication model also explains the factors that prevent effective
communication, known as barriers or noise in communication. Communication barriers or
communication noises bar effective communication processes.
 TYPES OF COMMUNICATION MODEL
1. Linear Models of Communication

The linear model of communication is a one-way interaction where feedback is not present. Linear is
the primary communication model; whereas, the transactional model is formed based on the linear
model. The sender communicates with the receiver without receiving feedback. It also represents the
one-way process of communication. Many scholars have established linear communication models,
such as Aristotle’s, Shannon-Weaver, and Lasswell’s, and Berlo’s SMCR Model of Communication.
 TYPES OF COMMUNICATION MODEL
2. Transaction Models of Communication

The transitional model of communication seems like a two-way process of communication with immediate feedback.
Simultaneous feedback is the essential component of the transitional models of communication. So, the communication
process will not become transactional if there is no feedback. The feedback is direct and very fast. The receiver is
compelled to provide instant feedback. The major difference between the interactive and transactional models is
indirect and direct feedback. For example, Wilbur Schramm’s model of communication (1970), Barnlund’s transactional
model of communication, Dance’s Helical model of communication (1967), Eugene white’s communication model (1960)
 TYPES OF COMMUNICATION MODEL
3. Interactive Models of Communication

The interactive model of communication refers to the two-way method of communication with feedback.
However, feedback is not simultaneous, so it provides slow and indirect feedback. Sometimes, the
communication can be linear if receivers do not reply to senders. The interactive model of
communication indicates mediated and internet-based communication. For example, Osgood-Schramm
Model of Communication (1954) and Westley and Maclean’s Communication Model (1957) are
interactive communication models.
 LEARNING STYLE

• Learning styles (L.S) are methods or ways in which learners process,

understand, express and remember new and difficult information.

• Every learner have a unique L.S in which they prefer to learn. Therefore it is

very essential to understand a learners learning style in other for them to

perform better in the classroom.

• It is very important to note that a learner can have more than one L.S and

mismatching the L.S can lead to a bridge in learning.

• There is no good or bad learning style.

 TYPES OF LEARNING STYLES
There are basically three types of learning style namely;
1. Visual learners: In this type of L.S, ideas, concepts and other information are
associated with images and these images are stored in the brain.
• These are learners that learn through seeing
• They are classified as graphic organizers that is they learn and remember more by
looking at pictures, watching a demonstration, chart, diagram e.t.c.
• Visual learners have two sub-channels: i) Linguistic or verbal learners: Here learners
learn through reading and writing task. They also learn best with blackboard and
projector. ii) Spatial or non-verbal learners: these learners have difficult in written
languages but are very good with diagrams, videos, chart and other visual materials.
Characteristics of visual learners
a. They are visual stimulators: This means they often need to maintain eye contact with
the person.
b. They learn as observers
c. They learn by visual display
d. They learn more by watching
 TYPES OF LEARNING STYLES

2. Auditory learners: They learners in this type of L.S associated

information in oral language format.

Characteristics of auditory learners

a. They prefer oral conversation

b. They think aloud and talk to themselves
c. They are good at explaining
d. They participate actively in debates
e. They do not prefer reading, writing or taking note
 TYPES OF LEARNING STYLES
• Kinesthetics learners: These learners perceive and process information best with the use of

physical movement or experience. It also have two sub-channel

i. Kinesthetics (movement)
ii. Tactile (touch)
• They find it hard to learn when there is no stimulation or movement.
• They take note and move their hands while they listen to lecture.
• During reading, they scan the material first and focus on the details.
Characteristics of kinesthetics learner
a. They are not good at spelling
b. They count their fingers and talk with their hands
c. They take break while studying
d. They like science laboratory
e. They like to touch, manipulate objects while studying or listening
IMPLICATION OF LEARNING STYLE FOR
CLASSROOM LEARNING

With the knowledge of the types of learning style, teachers will be able to;

• Match teaching style

• Peer teaching group with same style

• Organize different activities to satisfy diverse student L.S

• Experimental learning

• Organise different modes of testing

• Multiple feedback (which will not only be on knowledge but skills, attitude,
FACTORS AFFECTING LEARNING STYLES
1. Genetic: The L.S of a parent can affect the learner’s L.S. The basic knowledge of a
child is gotten from the home so the child’s background creates the first acquisition of
learning.

2. Environment: The condition in which learning is taking place should be favourable

enough to produce the desired result. If certain factors (like temperature, humidity,
availability of resources, noise e.t.c) are not handled effectively, it will affect the L.S of
the learner.

3. Personality: Introvert and extrovert

4. Health and resource available: This can affect the ability of the learner to concentrate.
For example a child suffering from visual, auditory and physical defect are
handicapped in developing skills like reading and spellings e.t.c.
 LEARNING THEORIES
Learning theory describes how students
• Receive

• Process and

• Retain knowledge during learning.

Learning theories:
• Shows or explains how students view and understand certain subject and the world they live
in.

• It is concerned with how learners cognitive, emotion and environment influence the learners
experience (both before and after).

• Learning theories plays a great role on learner’s acquisition, change or transition of

knowledge and the ability to retain the knowledge and skills acquired.

• Helps instructional designer to understand how the mind of learner works wnd design the
 LEARNING THEORIES

There are many learning theories but we will be looking at three basic

learning theory which are;

• Behaviourism theory
• Cognitive theory and
• Constructivism theory
We will be reviewing these theory one after the other…
 BEHAVIOURISM THEORY
This theory was founded by Ivan Pavlov (1849-1936), Edward Thorndike (1874) and
B.F Skinner (1904). These behaviourist believes that;

• The mind is a black box: They are not concerned withy what happens in the mind.
Only the input and output matters to these theorist.

• A change in behaviour is attained through the association between stimuli and

response.

• Reward and punishment can change a learners behaviour.

• A change in behaviour signifies learning has occurred.

• Memorizing definitions, recalling basic information helps to build future information.

They believe that providing the right input and reinforcement will bring out the desired
result. Behaviourism theory is more instructor centred than learner centred.
 COGNITIVE THEORY
The cognitive theory was formulated by Jane Piaget (1898) and J.S Bruner (1915).
These theorist;
• Are concerned with the human brain that is the mental and thinking process of
the human brain. According to them, the mind was referred to be like a
computer. This simply means that new information are coded and structured to
fit in the existing information. Learning is connected to the existing learner’s
knowledge
• They believe that human being possess an intrinsic modes of receiving,
processing, utilising information at different cognitive development stages.
• Believes learning involves reorganisation of experience either by attaining new
ones or changing the old one.
• In education this theory develops the capabilities of student’s creative thinking,
information analyses and problem solving skills.
• Learners are active and are engaged in the learning process. Bloom taxonomy is
BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES
 CONSTRUCTIVISM THEORY
• The core of this theory is discovering, apprenticeship or experimental learning.

• Each mind constructs its own unique reality i.e learners create meaning from
experience. This theory favours the opinion that learners should be allowed to
construct and interpret their experience.

• Learning is subjective and not objective.

• Theorist like John Dewey believes that learners are responsible in creating their
own understanding of the world and use what they know based on their
previous experience in the process of linking new information to these
experience.

• Soviet Vygotsky also proposed the learner’s social and cultural background
determines a learner’s behaviour. He believes human growth is a product of
 INSTRUCTIONAL DESIGN
• Instructional design is the systematic structuring and development of
content and experiences to facilitate learning.
• Instructional design has three major component namely;
TOOLS

ORGANISATION
PEOPLE
• Government
• Process • Management
• Cooperation
• Theory • SMEs • Military
• High
• Physical • Learners
Education
• Learners • K - 12