Theory Name: Instructional Design for SOI model

Authors (Last, First): Meyer, Richard E.

Associate Learning Theory:
Cognitive-social learning: SOI model (Meyer, 1996) - Learning is knowledge construction through the following cognitive process: (a) Selecting relevant information, (b) Organizing incoming information, and (c) Integrating incoming information with exist knowledge

Model Description:
With a basis of constructivism, the theory focuses on direct instruction and interaction between learner and textbook/material. This model can be a non-discovery, non-manipulate approach (Reigeluth, 1999) to constructivist learning.

Specification of Theory
(a)Goals and Preconditions
The theory is intended to foster knowledge construction (understanding) through direct instruction.

(b) Principles
1) Instruction focuses on the process of learning (cognitive process) as well as the product of learning;
2) Instruction emphasizes on how to learn as well as what to learn;
3) Student should be able to transfer what was learned as well as retention

(c) Condition of Learning
Primary learning setting is text-based learning focusing on interaction between learner and material (textbook passages, lectures, and multimedia programs)

(d) Required media
Well-organized, integrated textbook, multimedia messages, or lecture

(e) Role of Facilitator
Facilitator can be text, multimedia messages, or lecturer. Facilitator should promote learner’s active cognitive processing such as selecting, organizing and integrating

(f) Instructional Strategies
Techniques for encouraging student to selecting, organizing and integrating information
1) To help the learner select relevant information, highlight the important information, use instructional objectives and/or adjunct questions, provide a summary; and eliminate irrelevant information
2) Organize information for the learner using text structure, outlines, headings, pointer words, and graphic representations;
3) Integrate information using advance organizers, illustrations, animation, worked-out examples, and elaborative questions

(g) Assessment Methods
This theory approaches multiple measurement focusing on transfer ability or metaskills as well as retention test

Formative Research & Application
(a) Tested Contexts: K-12 (Mayer, Bove, Bryman, Mars, & Tapangco, 1996)
(b) Research Method: Quantitative
(c) Research Description: Mayer et al. (1996) tested the idea that providing a summary would help students focus on the relevant information. Consistent with expectations, students who read a summary of the key steps in the formation of lightning performed better on remembering the key steps in the formation of lightning and on solving transfer problems than did student who read the entire lesson.
(d) Resources
Mayer, R. E. (1999). Designing instruction for constructivist learning. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (pp. 141-159). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73.