Reflection on EIDT 6100 Instructional Design

Can't see the forest for the trees. (Winny, 2008)

At the conclusion of each course I am taking at Walden University, I am required to write a brief reflection on the course. This is the reflection I wrote on the Instructional Design course I just completed.

Pros and Cons of Systematic Instructional Design

As the instructional design course I have been taking comes to a close, three highlights dominate my thoughts about the course: systematic stages of development, systematic repetition of those stages, and the joys and sometimes the frustrations of working with others on a project.

Negative Aspects of Systematic Design

I must confess I got distracted part-way during the wiki project. Feeling overwhelmed at times by the practical difficulties that can arise while working with others, I was amazed toward the end to recognize how well the work of different individuals had fit together into a comprehensive design. Working in this group, I negotiated and re-negotiated various differences of opinion. Later, work assignments had to be re-distributed as some members dropped out of our course. My teammates and I put a lot of hard work into creating our project which I intend to use with ESL classes in future years.

At the beginning of the course, we focused on concepts of instructional design. We read about a few selected design models out of the hundred or so models in use (Kruse, 2009). We compared and contrasted and discussed assigned models with the generic ADDIE model. I expressed the opinion that the Morrison, Ross and Kemp (MRK) model was impractical and would be better for studying the process of instructional design than it would be for creating an actual course, but as the weeks progressed, we used iterations of the MRK model to design our various courses, and I witnessed and experienced the value of a rigorously structured design.

Benefits of a Systematic Design

The benefits of a systematic design are obvious. Structure keeps us focused on what is important, and makes it easier to identify “rabbit trails” that may seem important to a project, but actually get in the way of a good design. Structure makes us consider aspects of our design that may get overlooked in our enthusiasm to produce quick results.

A structured approach insures we focus on knowing our learners and the learning environment. Characteristics such as age, culture, and social sub-groupings affect how groups of people learn. Environmental factors affect learning. Social “Orienting” context can affect attitudes about the importance of learning.  Instructional context such as lighting, noise, and temperature have a bearing on learning. Transfer context affects the likelihood that learners will have an opportunity to use what was learned. (Morrison, Ross, & Kemp, 2007, pp. 55-67)

An instructional designer is responsible to match learner needs and skills to the breakdown of institutional goals and objectives. A structured task and topic analysis insures that learner needs and institutional requirements are matched appropriately with course goals and objectives, (Morrison & Ross, & Kemp, 2007a) and that instruction is appropriately sequenced to meet those needs and goals. (Morrison, Ross, & Kemp, 2007b)

An instructional designer is responsible to insure that instruction is effective, requiring evaluation before, during and after instruction. Evaluation before instruction can inform the instructor about learner needs and strengths, and provides a basis to gauge the effectiveness of instruction.  Evaluation during instruction can inform the instructor about missed concepts that can be remediated. Evaluation after instruction can be used with a pre-evaluation to sum up individual progress or can be used to confirm that course objectives were accomplished. (Morrison, Ross, & Kemp, 2007c)

Future in Instructional Design

No one knows what the future holds for instructional design, but it seems obvious there is a growing demand for refactoring of traditional forms of instruction into online courses. As our society faces the challenge of reducing dependence on fossil fuels, teleconferencing and telecommuting will likely become increasingly important. I expect that schools will adopt these technologies also.

Virtual classrooms would allow schools to provide wider ranges of courses for their students. If students are absent from school they can continue to participate in classes from home. Virtual classrooms can provide for flexible scheduling for working adults. It is likely that new forms of communication and training will continue to evolve as new technologies make virtual classrooms even more effective. The field of online curriculum development will likely be expanding for a long time.
Some early forms of online instruction that I have seen appeared to have been built by transcribing existing printed materials. Entry fields were designed to guide learner responses and to limit possible answers to facilitate automated grading. The design made creative thought and construction of knowledge nearly impossible. Online instruction needs to be designed by educators, not programmers.

With my background in business, software design, and education and home-education, I envision my future as a person who re-factors traditional instruction, creating new kinds of instruction for K-12 text book publishers or as a consultant to local school districts.

References:

Kruse, K. (2009). Introduction to instructional design and the ADDIE model. Retrieved from http://www.elearningguru

Morrison, G. R., Ross, S. M., & Kemp. (2007). Learner and contextual analysis. In Designing effective instruction (5th ed., pp. 55-67). Danvers, MA: John Wiley & Sons, Inc.

Morrison, G. R., & Ross, S. M., & Kemp (2007a). Task analysis. In Designing effective instruction (5th ed.). Danvers, MA: John Wiley & Sons, Inc.

Morrison, G. R., Ross, S. M., & Kemp. (2007b). Designing the instruction: Sequencing. In Designing effective instruction (5th ed.). Danvers, MA: John Wiley and Sons, Inc.

Morrison, G. R., Ross, S. M., & Kemp. (2007c). The many faces of evaluation. In Designing effective instruction (5th ed.). Danvers, MA: John Wiley and Sons, Inc.

Winnie, D. (2008). Can't see the forest for the trees. http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en. Retrieved from http://www.flickr.com/photos/dwinnie/2766804058/

Videos: How to manage a wiki

Wikispaces Blog » Blog Archive » New Private Label video tutorials

Two-Minute Rule

Accept interruptions that will take two minutes or less. List or schedule interruptions that may take more than two minutes. Judge exceptions based on your values, not based on urgency. (Allen, 2001)

References

Allen, D. (2001). Getting things done: The art of stress-free productivity. New York: Viking.

Reflection

(photo by Jon Fravel see credit below)

My course in Learning Theories and Instruction is drawing to a close, and I have been asked to reflect upon what I have learned, and how I will apply what I have learned in the future.

What did you find surprising or striking as you furthered your knowledge about how people learn?

I was surprised to realize that some of my ideas about learning and intelligence assumed too much about similarities between computers and the human mind.

I was forced to reevaluate my thoughts about motivation; motivating learners involves more than just communicating goals and objectives. Goals and objectives don’t necessarily appeal to a learner’s individual interests and passions.

I learned about functional MRI technology. Today scans can show specific brain activity as a person responds to specific stimuli. (Ormrod, 2009) I have since read a number of articles about discoveries made by FMRI and implications of those discoveries that are forcing me to change some of my views about learning and the human brain.

How has this course deepened your understanding of your personal learning process?

I realize I don’t have some of the limitations I thought I had. I can take control of my own learning, taking advantage of my own strengths and the educational resources available to me, such as discussing what I am learning with others through social networking and blogs. I realize that only imagination limits what can be learned at any age. I had never realized the extent to which culture and social interaction are essential to the way we learn, nor had I thought about its importance as a teaching tool. Now I will find ways to incorporate interaction with others as an essential part of any future training. Previously I realized that it is more important to learn HOW to learn than it is to learn facts and methods, but I had not considered that it is even more important to learn HOW to stay current. Now I will emphasize the skill of keeping current.

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

I learned the value of elaboration when introducing new concepts, and of using multiple methods that will connect with people with multiple learning styles. I learned that student “learning styles” may change from lesson to lesson and not just from person to person, and that the best way to “cater” to various learning styles is to empower learners to adapt instruction to their own style, since it is impossible to cater to all styles and still have a coherent presentation. (Gilbert & Swanier, 2008) I learned the importance of motivation--helping learners to make the choice to learn. I learned students need to be held accountable not only for what they learn, but for how they learn. Students must take ownership of their own learning. I learned that people learn best when their learning is linked to their culture and community. I learned that pictures are an important way to reinforce learning.

How will your learning in this course help you as you further your career in the field of instructional design?

As a result of this course, I will review the acronym ARCS to ensure my product demands attention by “selling” the benefit of learning with sharp graphics and background sounds and music. I will create learning activities that enable learners to adapt the course to their own learning styles so it is relevant to their individual interests. I will provide direction and links to previous learning so the student is confident of what they are doing. I will provide feedback so students experience the satisfaction of a job well done. (Keller)

I will use multiple activities with each learning objective so learners can pursue their own interests to elaborate on what they have learned, reinforcing their own learning in a way that is compatible with their individual learning styles.

I will focus on finding ways to “partner” with learners rather than controlling learners, so learners have ownership of their own learning. I will encourage learners to link their learning to their own cultures and communities.

References

Ormrod, J. (2009). Information processing and the brain [Video file]. doi:mym.odn.lauterate-media.com/WAL_EDUC6115_02A_A_EN-CC.zip

Chicago set 2007. (2007). Millenium Park and City Scape [Photograph]. http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en: Photographer Fravel, J. Retrieved from http://www.flickr.com/photos/jfravel/1318106522/in/set-72157601915998585/

Gilbert, J. E., & Swanier, C. A. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal, 1. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Keller, J. M. (1999). Using the ARCS motivational process in omputer-based instruction and distance education. New Directions for Teaching and Learning, (78), 39-47. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?vid=1&hid=2&sid=306520cc-7ccc-49a1-9d8b-d6905452a5a8%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=9178914

YouTube - An Open Letter to Educators

YouTube - An Open Letter to Educators


I first saw this entertaining video rant on another blog, "The Innovative Educator." In this video Dan Brown, a self proclaimed "drop out" from the University of Nebraska, explains that he dropped out because school was interfering with his education. In the current age, information is freely available. Dan Brown argues that education is about empowering students to learn, not on providing information.

References

When School Gets in the Way of Learning....Drop Out! [blog]. (Monday January 2, 2010). Retrieved from http://theinnovativeeducator.blogspot.com/

Fitting the Pieces Together: A Reflection On My Own Learning

This blog entry was created in fulfillment of an assignment to answer the following questions after revisiting a private discussion which I have re-posted here.

•    Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

I think my discussion in week one actually demonstrated some grasp of all of the learning theories we discussed except possibly Connectivism (Lloyd, 2010, January 6), but I had an unrefined teaching style that was based on a belief that learning is transferred through a variety of experiences. Now I have a more refined understanding of how different learning styles interact together from person to person, and even from activity to activity, because everyone has multiple strengths and weaknesses that may interact in different ways at different times (Gilbert & Swanier, 2008). Previously I would have likened my approach to using a shotgun to insure a target was hit. Now, with my understanding of various learning theories, I will refine my “shotgun approach” into an arsenal of precision tools, starting with an emphasis on my own strengths and weaknesses as an instructional designer.

•    What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

In this class, we have explored seven perspectives on learning.

Behaviorism treats learning as a "black box" in which learning is influenced by positive and sometimes negative reinforcement until a learning objective is achieved.

Cognativism explores how new information is accommodated into an existing framework of understanding.(Omrod, Schunk, & Gredler, 2009, p. 50)

Constructivism recognizes that no one has a complete handle on reality, but each person constructs their own imperfect view of reality from new and previous experiences.(Omrod, Schunk, & Gredler, 2009, p. 185)

Social learning theory explores how the culture and multiple talents of individuals in a group combine to enhance the learning of members of a group.(Kim, 2001)

Connectivism focuses on how people use the resources at their disposal to continually update their view of the world around them.
(Davis, Edmunds, & Kelly-Bateman, 2008)

Adult learning focuses on differences between how children and adults learn, especially in the context of career-focused learning.(Conlan, Grabowski, & Smith, 2010)

As I have been studying instructional development, I have been “trying out” new ideas with my ESL students and with my homeschooled students.

I have clearly become a more effective teacher, although some of my experiments have failed miserably such as attempting to use facebook to help ESL students practice English. I learned a valuable lesson in how technology can get in the way of learning. I underestimated the importance of “computer literacy” to using technology in the classroom. I found myself teaching students to use a computer rather than using a computer to teach English. One (only one) of my students is making new online friends, and will likely benefit from my efforts eventually, but my students were intimidated by the attempt, and one student has apparently dropped out of the class.

•    What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?

My learning will never be the same because I now understand how to incorporate social learning and Connectivism in an organized way. I have already benefited in some of my own personal research by having these new tools at my disposal such as Delicious.com social bookmarking, and zotero.org’s online citation management tool which I discovered as a result of my new discipline of following educational blogs.

References

Lloyd, D. (2010, January). Revising "Week One" of my course in instructional design [blog]. Recharge Point. Retrieved from http://rechargepoint.blogspot.com/2010/02/revisiting-week-one-of-my-course-in.html

Omrod, J. E., Schunk, D. H., & Gredler, M. (2009). Learning theories and instruction (Custom ed., p. 50). New York: Laureate Education, Inc.

Omrod, J. E., Schunk, D. H., & Gredler, M. (2009). Learning theories and instruction (Custom ed., p. 185). New York: Laureate Education, Inc.

Conlan, J., Grabowski, S., & Smith, K. (2010). Adult learning. Emerging Perspectives on Learning, Teaching and Technology. projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Gilbert, J. E., & Swanier, C. A. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal, 1. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Kim, B. (2001). Social constructivism. In M. Orey [Ed.]. Emerging perspectives on learning, teaching, and technology. cmapspublic3.ihmc.us/rid=1166849164796_503796730_2566/Social Constructivist Theory.doc

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey [Ed.], Emerging perspectives on learning. projects.coe.uga.edu/epltt/index.php?title=Connectivism

Autism and Learning

Temple Grandin: My Experience With Autism

In this 20-minute video, Dr. Temple Grandin discusses autism, the brain,  educational strategies for visual learners, and an interesting perspective about how all people think and learn. She discusses how to distinguish between sensory overload and bad behavior. Anyone interested in learning and the brain, or just anyone who works with children will find this lecture interesting.