Learning Orientation Research - Design Principles

Blueprint for Learning,
Memory, and Performance Improvements
Using Learning Orientations to Guide Instructional Design,
Intervention, Practice/Feedback, Re-enforcements,
Implementation, and Evaluation

Topics & Issues	Transforming Learners	Performing Learners	Conforming Learners
General Environment	Prefer loosely structured, mentoring environments that promote challenging goals, discovery, and self-managed learning.	Prefer semi-complex, semi-structured, coaching environments that stimulate personal value and provide creative interaction.	Prefer simple, safe, structured environments that help learners achieve easy learning goals in a linear fashion.
Goal-Setting and Standards	Set and accomplish personal short- and long-term challenging goals that may not align with goals set by others; maximize effort to reach personal goals.	Set and achieve short-term, task-oriented goals that meet average-to-high standards; situationally minimize efforts and standards to reach assigned or negotiated standards.	Follow explicit steps to accomplish simple, task-oriented goals assigned by others—try to please and conform; maximize efforts in supportive environments with safe standards.
Learner Autonomy and Responsibility	Self-motivated to assume learning responsibility and self-direct goals, learning, progress, and outcomes. Experience frustration if restricted or given little learning autonomy.	Situationally self-motivated to assume learning responsibility in areas of interest. Will willingly give up control and extend less effort for topics of less interest or in restrictive environments.	Cautiously motivated to assume little decision-making responsibility, self-direct learning as little as possible, and prefer guidance and assisted learning.
Knowledge Building	Commit great effort to discover, elaborate, and build new knowledge and meaning.	Selectively commit measured effort to assimilate and use relevant knowledge and meaning.	Commit careful, measured effort to accept and reproduce knowledge to meet external requirements and expectations.
Holistic Thinking	Emphasize the priority of the whole over its parts.	Explore the priority of the whole over its parts.	Consider the priority of the whole over its parts.
Critical Thinking	Use skilled, confident determination, analysis, intellectual criteria, evaluation, interpretation, judgment and reflection about meaning and significance of evidence and what is observed to accept or reject conclusions.	Consider simple to complex problems and subjects that come within the range of one's experiences. Increase effort to learn and effectively use logical inquiry, reasoning, intellectual criteria and reflection.	Be perceptive. Discover new information. Think clearly and logically, analyze and interpret information, evaluate ideas and draw inferences through judgment and reasoning. Consider techniques for critical thinking.
Problem Solving	Prefer case studies and complex, whole-to-part, problem solving opportunities.	Prefer competitive part-to-whole problem solving.	Prefer scaffolded support for simple, guided problem solving.
Reflective Thinking	Actively control learning by using reflective thinking to consider and assess what is known and identify and close any gaps to what is needed to improve learning.	Explore ways to control learning by actively using reflective thinking to consider and assess what is known and identify and close any gaps to what is needed to improve learning.	Learn reflective thinking techniques to consider and assess what is known and identify and close any gaps to what is needed to improve learning.
User Interface	Open learning interface for high stimulation and processing capacity	Hands-on learning interface for medium stimulation and processing capacity	Consistent and simple interface for minimal stimulation and processing capacity.
Presentation	Prefer occasional mentoring and interaction for achieving goals (MENTORING).	Prefer continual coaching and interaction for achieving goals (COACHING)	Prefer continual guidance and reinforcement for achieving short-term goals (GUIDING)
Feedback	Prefer inferential feedback.	Prefer concise feedback.	Prefer explicit feedback.
Motivational Feedback	Discovery	Interesting, Interactive	Comfort
Group Interaction	Prefer open-ended, dynamic groups; balanced emphasis on social-emotional needs and high-standard task completion	Prefer semi-structured, purposeful groups; emphasis on task completion.	Prefer well-structured and safe groups; emphasis on social-emotional needs.
Group Collaboration	Learning-oriented; idea-seeking, encourages positive dissonance; emphasizes efficacy; numerous cycles of brainstorming, reflection, and self-critique; group prefers shared leadership; encourages intra- and inter-group interactions	Task-oriented; compromise-seeking; emphasizes efficiency; group prefers strong internal leadership; encourages intra-group interactions, avoids inter-group interactions.	Completion-oriented; consensus-seeking; emphasizes compliance; group prefers strong external leadership; minimizes intra- and inter-group interactions.
Learning Module Size	Short, to the point, summary linked to more detail if necessary	Medium, moderate explanations.	Longer, detailed explanations, in a step wise approach.
Examples	One good example and one bad example.	A few good and bad examples presented with increasing difficulty.	Multiple good and bad examples presented with increasing difficulty.
Information Need	Holistic, specific information needed to solve a problem.	Specific interests concerning short-term projects and tasks.	To fill a requirement.
Content Structuring	Prefer freedom to construct own content structure.	Prefer a general instruction, limited ability to reorganize.	Prefer to let others decide content structure.
Sequencing Methods	Hypertext, sorting by meta-tags, precise access.	Semi-linear, logical branching, access by subtopic.	Linear, page-turner representations general access.
Quality of Assignments	Usually prefers to exceed stated requirements and assignments in pursuit of personal goals.	Usually prefers to fulfill requirements but no more. Will do more when assignments are in an area of keen interest.	May not meet minimal requirements without guided assistance.
Questioning Habits	Asks probing, in-depth questions about content.	Asks questions to complete assignments, too busy taking notes.	Asks mechanistic questions about assignments.
Implementation	Innovators - Find the mistakes and make recommendations for improvement and further implementation.	Implementers - Refine implementation and make recommendations for sustainment.	Sustainers - Refine implementation and make recommendations about gaps, difficulties, and risks.

Learning Strategies and Differences Described for Three Learning Orientations