THEORY NAME: Model-Centered Instruction

THEORIST NAME: A. S. Gibbons.

ASSOCIATED LEARNING THEORY / APPROACH

MODEL / DESCRIPTION
HISTORICAL CONTEXT

THEORY DESCRIPTION
Model-Centered Instruction (MCI) is a set of principles to guide instructional designers in selecting and arranging design constructs, so it is appropriately called a design theory. It favors designs that originate with and maintain the priority of models as the central design structure.

Model-Centered Instruction, as any design theory, can be described in terms of the prescriptive principles it expresses for each of these layers:

Content: The content of instruction should be perceived in terms of models of three types: (1) models of environments, (2) models of cause-effect systems (natural or manufactured), and (3) models of human performance. Together these constitute the elements necessary for performance and therefore for learning. Content should be expressed relative to the full model structure rather than simply as facts, topics, or lists of tasks.

Strategy: The strategy of instruction should be perceived in terms of problems. A problem is defined as any self-posed or instructor/designer-posed task or set of tasks formed into structures called “work models” (Gibbons, et al., 1995). These are essentially scoped performances within the environment, acting on systems, exhibiting expert performance. Problems may be presented as worked examples or as examples to be worked by the learner. During problem solution instructional augmentations of several kinds may be offered or requested. Dynamic adjustment of work model scope is an important strategic variable.

Control: Control (initiative) assignment should represent a balance between learner and instructor/designer initiatives calculated to maximize learner momentum, engagement, efficient guidance, and learner self-direction and self-evaluation. Instructional controls (manipulative) should allow the learner maximum ability to interact with the model and the instructional strategy’s management.

Message: Contributions to the message arise from multiple sources which may be architecturally modularized: (1) from the workings of the model, (2) from the instructional strategy, (3) from the controls management, (4) from external informational resources, and (5) from tools supplied to support problem solving. The merging of these into a coherent, organized, and synchronized message requires some kind of message or display management function.

Representation: MCI makes no limiting assumptions about the representation of the message. Especially with respect to model representation, it anticipates a broad spectrum of possibilities—from externalized simulation models to verbal “snapshots” and other symbolics that call up and make use of models learners already possess in memory.

Medial-Logic: MCI makes no assumptions regarding the use of media. Its goal is to achieve expressions that are transportable across media. The selection of the model and the problem as central design constructs assist in this goal.

Management: MCI makes no assumption about the data recorded and used to drive instructional strategy except to the extent that it must parallel the model’s expression of the content and align also with the chosen units of instructional strategy.

MODEL

THEORY SPECIFICATIONS
DESIRED GOAL / OUTCOME

PRINCIPLES
The principles of model-centered instruction are:

1. Experience: Learners should be given maximum opportunity to interact for learning purposes with one or more systems or models of systems of three types: environment, system, and/or expert performance. The terms model and simulation are not synonymous; models can be expressed in a variety of computer-based and non-computer-based forms.
2. Problem solving: Interaction with systems or models should be focused by the solution of one or more carefully selected problems, expressed in terms of the model, with solutions being performed by the learner, by a peer, or by an expert.
3. Denaturing: Models are necessarily denatured from the real by the medium in which they are expressed. Designers must select a level of denaturing matching the target learner’s existing knowledge and goals.
4. Sequence: Problems should be arranged in a carefully constructed sequence for modeled solution or for active learner solution.
5. Goal orientation: Problems selected should be appropriate for the attainment of specific instructional goals.
6. Resourcing: The learner should be given problem solving information resources, materials, and tools within a solution environment (which may exist only in the learner’s mind) commensurate with instructional goals and existing levels of knowledge.
7. Instructional augmentation: The learner should be given support during solving in the form of dynamic, specialized, designed instructional augmentations.

CONDITIONS OF LEARNING / APPLICATION

MEDIA DESCRIPTION

ROLE OF THE LEARNER

ROLE OF THE FACILITATOR

INSTRUCTIONAL STRATEGIES

ASSESSMENT METHODS

RESEARCH AND APPLICATION
RESEARCH PROBLEM

RESEARCH QUESTION

CONTEXT TESTED

RESEARCH METHODOLOGY

CONSTRUCTS / VARIABLES

RESEARCH DESCRIPTION

RESOURCES (APA Style Citation)