As a child of God, I am destined for greatness. My passions for design and education are the driving forces behind my goal of becoming a positive and influential force in the field of Instructional Design & Technology.
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Final Mastery Journal Post
1) How has each course contributed to your personal and professional development as an instructional designer?
MDL 510 – MASTERY: Personal Development & Leadership
This course on mastery provided a solid foundation of what it means, as well as what it takes, to acquire mastery skills at something. It helped establish a frame of mind that allowed me to fully embrace the hard work that was before me. On a professional level, it helped me realize that becoming a master in the field of instructional design and technology will take an intense level of motivation, partnered with an effective personal strategy.
IDT 520 – Strategies for Learner Engagement
Designing an interactive infographic in this course gave me a hands-on experience with learning how to develop an effective learning experience. Each assignment helped me gain an understanding of how people learn, and the different theories behind it. Exploring the various design strategies that help learners get the most out of their educational experiences allowed me to acquire the necessary tools it took to accomplish successful learning outcomes.
EDM 533 – Visual & Verbal Communication in Instructional Design
This course brushed up on my skills of creating successful visual and verbal communication designs. I had the opportunity to discover how to incorporate these skills into creating effective instructional design assets, such as infographics and presentations. I also continued my discovery of how successfully designed layouts contribute to successful learning within an instructional environment.
IDT 552 – Corporate Training & Motivational Development
This course stretched me on a personal level, as it required me to record myself giving a presentation on camera. At the same time, I discovered the various techniques used in corporate training environments, as well as how to apply them in my own presentation work. As an instructional designer, I realized what it took to create an effective a successful presentation, which will in turn allow me to understand how I can delegate this asset when necessary.
IDT 562 – Instructional Design & Evaluation
Exploring various instructional design models and having the opportunity to run through an instructional design process on a team was very effective in teaching me how the entire ID process works. I realized that it takes a team effort to successfully execute an effective design process. I also realized that, as a designer, I will not be expected to work alone, particularly on large comprehensive instructional design projects.
IDT 574 – Digital Media and Learning Applications
Learning how to animate in this course was quite challenging and stretched me on a creative level. It was great learning a new skill set, and allowed me to discover more ways of how I can create effective learning assets. It also helped me discover how digital media is used in instructional design learning materials and how I can use it to support future learning environments.
MUS 6018 – Music and Audio for Instructional Design
I have found this course to be extremely beneficial to me, both personally and professionally. Learning how to produce audio media has helped me discover that I really enjoy creating voiceover work, and that audio can have a large impact on successful instructional environments. I have already put what I’ve learned into practice at my current job, as I helped kick off a podcast series for the company I work for.
IDT 610 – Filmmaking Principles for Instructional Design
This course has helped me discover how filmmaking can play a successful role in the field of instructional design. I also discovered that storytelling is extremely vital when instructing because people learn best when there is a story involved. Learning to incorporate storytelling into an instructional video was a perfect experience to show me how vital it can be.
EME 6226 – Game Strategies and Motivation
Here I learned how an instructional environment can incorporate gamification strategies to enhance learning outcomes. By creating two distinct game designs, I discovered how they can be applied within certain learning environments to ensure successful instruction. This will greatly impact my own design strategies throughout my instructional design career.
EME 6629 – Learning Management Systems and Organization
Successfully deploying an effective LMS not only was a great confidence booster for me, but it helped me realize that I have gained the skills it takes to do it. I pulled together all the resources I have learned thus far and built a successful online LMS. I also discovered the importance of organizing content for successful delivery, as well as engage learners in a meaningful learning environment.
IDT 680 – Media Asset Creation
I thoroughly enjoyed this experience of walking through a comprehensive instructional design project. Being able to take an instructional concept from idea to existence further supported my ability to design successful learning tools. I would say that this was my favorite course because it allowed me to utilize my skills as a graphic designer to create effective instructional design assets. It was a fusion of all the design skills that I have.
IDT 690 – Instructional Design and Technology Final Project
This final course encompassed everything I learned throughout this program. It allowed me to showcase some of my best projects and make myself marketable to future employers seeking an instructional designer. Not only was I able to present my work in an effective way, but I used instructional design strategies to create an effective portfolio.
2) How well were you able to utilize the concepts and techniques you learned from the program (theories, systems design, interface styling, and the creation of multimedia content) as you designed, developed, and implemented your Final Project?
Throughout this program, we continuously discovered the principles behind human learning and explored how we can implement strategies to enhance learning. We discovered how people learn behaviorally and cognitively, and how learning can be aided or hindered. I was able to utilize many of the techniques and strategies I discovered throughout this program to create a successful design portfolio.
Using a simple interface concept, I’ve made it easy for users to navigate throughout the site. Visual cues to links in the menu helps viewers understand that there is additional content to view. I used a neutral color palette for the interface, as not to distract the viewer from the important content found on the Projects page. The content is well organized, to help viewers easily navigate from one project to the next, as well as understand which project they are viewing. Finally, I incorporated captions that help explain the multimedia assets they are exploring, to further support their understanding of the content.
3) Describe your most outstanding personal triumph in each course.
MDL 510 – MASTERY: Personal Development & Leadership
For this course, I would consider an outstanding personal triumph to be the completion of my first course in a mastery program. Passing through this course successfully showed me that I had the ability to get through the rest of the program with success.
IDT 520 – Strategies for Learner Engagement
An outstanding personal triumph in this course would be learning how to create an instructionally sound interactive infographic. I did not have this skill set prior to taking this course, and it has helped me be successful in many projects I’ve completed.
EDM 533 – Visual & Verbal Communication in Instructional Design
It was during this course when I began to realize that verbal and visual communication designs can intentionally lead to successful instruction. It was a turning point for me that influenced my designing strategies from then on.
IDT 552 – Corporate Training & Motivational Development
A personal triumph in this course would be overcoming anxiety with giving presentations. Being able to practice and submit drafts, as well as sharing this experience with my classmates, helped me become comfortable in front of a camera and give an effective presentation.
IDT 562 – Instructional Design & Evaluation
My outstanding personal triumph for this course was that I played a successful role as one of the designers on my team. It was very rewarding to be able to contribute to the team’s success.
IDT 574 – Digital Media and Learning Applications
I learned how to use instructional design software that was new to me. Although it was quite challenging, acquiring the new tool set has been rewarding.
MUS 6018 – Music and Audio for Instructional Design
I enjoyed creating audio pieces throughout this course. I would consider my piece on the Grimm Fairy Tale to be a personal triumph that helped me realize the importance of successful audio media in an instructional environment.
IDT 610 – Filmmaking Principles for Instructional Design
I created an instructional video, complete with storyboards, effective footage, and successful storytelling strategies. Prior to this course, I never realized how vital it was to incorporate a story into instructional videos. I also didn’t realize all the time and effort it took to create a simple two-minute video.
EME 6226 – Game Strategies and Motivation
It was very rewarding for me to explore how gamification can impact a learning environment. By making learning fun and engaging, as games can be, has allowed me to understand the importance of incorporating these strategies into the instructional environments I endeavor to create.
EME 6629 – Learning Management Systems and Organization
I discovered that I had acquired the skills it took to create an online learning environment, which was very rewarding. It helped me realize that all the work I have done up to this point was set in place to prepare me to be a successful instructional designer.
IDT 680 – Media Asset Creation
A personal triumph in this course was the opportunity to combine all my design skills into one. I combined my graphic design skills with my instructional design skills to create successful digital media assets for learning.
IDT 690 – Instructional Design and Technology Final Project
A huge triumph in this course was the chance to create a great portfolio piece to help advance myself in this field. A successful portfolio will potentially lead to successful employment, thus resulting in great personal triumph.
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Mastery Journal Reflection: Month 11
1) In what ways has your identity as an instructional designer changed during the previous months?
When I first began the Instructional Design and Technology program at Full Sail, I could not identify myself as an instructional designer. In all honesty, I did not even fully understand what an instructional designer does, let alone how I could become one myself. I did know, however, that this newly developing field combined my two passions for design and education. Having been a professional graphic designer for almost a decade, and realizing that I can use my design skills to influence the field of education made it easy for me to pursue a career in instructional design and technology.
As I walked through this journey, I discovered the many ways instructional design is used in a variety of fields. From corporate training and k-12 education, to military and higher education, I now realize the global need for instructional models to help guide learners of all types through advancement in education. I also discovered how vital it is to understand the psychological principles behind human learning, as well as implement proven strategies that lead to effective and successful learning. I can now safely say that my identity as an instructional designer has changed dramatically since beginning this program.
Not only did I meet every goal I set for myself in the first month Mastery course, I gained so much more. This experience has helped me further define the career path I would like to go in, and begin building my personal brand. Ross (2013) advises, “start growing your brand by deeply defining your area of expertise” (Defining your niche, 00:16). The more experiences I gain in instructional design, the more defined my niche becomes, and the more developed my brand is. Not only that, but I have a newly found respect for this field and a new passion to become a successful instructional designer.
2) What media assets have you created during the previous months that will best demonstrate your areas of expertise and support your personal brand?
After defining one of the three main components to a personal brand as being authority, Ross (2013) states, “Establishing a voice of authority starts by creating content” (Developing a voice of authority, 00:18). A major focus of this program has been the opportunity to create content for all aspects of instructional design. While I understand that instructional designers do not necessarily carry out the entire design process single-handedly, being able to explore every facet of the design process by creating content for each of them has allowed me to discover where my strengths are within the field.
I would say that my experience in graphic design has influenced my gravitation toward the actual designing of media assets like infographics and instructional videos. I would like to think that I am well-rounded in expertise in a variety of areas within the field, although I have enjoyed creating some media assets more than others. The assets that I am most proud of from this program include the learning theory interactive infographic from month 5, the Pioneer Village video from month 7, and the three media assets that I created in this month 11 course. I believe my uniqueness comes in my ability to create a variety of kind of assets such as videos, narration projects, infographics, and animations. When it comes to assessments and evaluations, my plan would be to delegate that responsibility to another party, since it is not one of my strengths, or desires to execute, within this field.
3) How will you continue to develop your personal brand as a means of achieving mastery in the future?
Watching the brief course on personal branding has made me realize the importance of making my expertise and professional identity known in my career field to establish value and authority. Ross (2013) explains that “a developed personal brand helps communicate a person's distinction and value, creating an experience that helps make a meaningful mark” (Understanding personal branding, 01:31). Developing a personal brand and becoming known for my value and expertise will support my professional goal of achieving mastery in my future career as an instructional designer.
My plan is to take the advice I gleaned from Lorrie Thomas Ross’ course and follow the steps of developing a solid personal brand. First, I will assess what I have developed so far and see what areas I need to improve on and continue to build. Since I don’t have much content to offer at the start, I really like Ross’ advice to become a “web gemologist.” She says, “Being a web gemologist simply means sharing gems of web wisdom that applies to your niche expertise, but are inspired by other posts” (Creating content, 03:53). Along with finding content that I can share and expound upon within my community, I can make sure that my professional social media profiles like LinkedIn and Twitter are kept up to date and effectively conveying my expertise.
In addition to taking steps in establishing my personal brand through social media and blog posts, I would like to incorporate my skills as an instructional designer into my current graphic design business website. Although still unsure exactly how I plan to do this, I am sure I will find a way to highlight my new skillset there. It may take some reconstructing of site elements and professional rebranding of sorts, but I would like to ultimately become well known for my instructional design, in addition to my graphic design abilities. It will be important to ensure my website is optimized with appropriate site content and metatags. This idea of adding new concepts and content to what I already have is in keeping with Ross’ (2013) last step to “build out new channels” when trying to build a personal brand (Creating content, 03:24). Following this helpful advice will certainly allow me to continue to develop my personal brand as a means of achieving mastery in my future.
References:
Ross, L. T. (2013, November 4). Personal Branding Basics [Lynda.com online course]. Retrieved from https://www.lynda.com/Business-Skills-tutorials/Personal-Branding-Basics/126618-2.html
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I entered to win a PS4, Xbox One, GoPro and more in Full Sail's #12DaysofGear Giveaway. Enter here:
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10.4.1 Mastery Journal Reflection
1) Should instructional designers be required to be industry certified to practice in the profession? Why or why not?
According to Rothwell, Benscoter, King, and King (2015), “Instructional design is an emerging field. People can—and do—enter jobs as instructional designers and work in that capacity for their entire careers” (Instructional design: an emerging profession, para. 1). The field of Instructional Design & Technology is still in its developing stages, but is taking shape rapidly as technology, eLearning, and online interactivity continues to grow. As this field takes shape and more instructional designers are graduating from degreed programs, it becomes appropriate to ask if certification in the industry should be a requirement for practice.
Dempsey and Van Eck (2012) state that “we should certify instructional designers much as building designers or even interior designers are certified” (as cited in Reiser & Dempsey, p. 287). They support their argument with the idea that certification will help establish industry standards, maintain integrity, and result in reliability of the entire field of instructional design (p.287). In his article discussing the necessity of a formal instructional design degree, Kuhlmann (2011) offers a valid argument for both sides of the equation. He states, “I do appreciate what it takes to get a degree in instructional design and know that what’s learned is valuable and can only enhance a person’s base of knowledge” (Do you need an instructional design degree, para. 4). He offers his opinion that you don’t necessarily need a degree as long as you have the skills, however, on the other hand, a degree will make you more marketable to employers.
After reading the opinions of a few experts in the field of instructional design, I’ve been able to see the pros and cons of being certified as a professional designer. In my opinion, there are significant benefits to offering a certification process. Not only does it bring solidity and awareness to the industry, but it also helps define the role of a designer and its importance within the industry. At the same time, I can understand that there are professionals already practicing instructional design who may not be degreed or formally trained. With that said, I think there should be a certification option, however it should not be a requirement, per se, to practice in the profession. The decision to become certified should be up to the individual designer who must understand that not becoming certified may restrict their opportunities to practice.
2) Explain why continuing education in instructional design and technology is important, and how you plan to continue to develop your technical skills to remain competitive in the field.
The emergence of the entire field of Instructional Design & Technology has been dependent on the continuous evolution of technological advances. As technology becomes more advanced, the means by which to use it in instruction advances. The key to remaining technically competitive in this field is to continue to develop my technical skills and making sure I am up to date with the latest. It will be vital for me to consistently continue my instructional design education in order to keep my technical skills fresh. Kuhlmann (2011) advises to “continually practice your craft. It’s not easy staying on top of your learning. I recommend looking over the descriptions of some instructional design programs and then mapping out a plan of your own” (Do you need an instructional design degree, para. 9).
I plan to take advantage of Full Sail University’s course audit option, that allows alumni to return and take any course over for free. As technology changes, so will courses, and I know that it will be a great benefit for me to return every couple of years or so to brush up on some technical skills and remain competitive. I also know that I have Lynda.com to turn to whenever necessary, as well as various instructional videos that I can find on a site like YouTube.com. I look forward to keeping up with a profession that is ever-changing and constantly evolving.
3) Considering how quickly eLearning theories and practices have evolved, and in anticipating more changes in the future, how will you ensure that you as an instructional design professional will keep abreast of future changes?
ELearning theories and practices are constantly evolving and will continue to evolve as technology changes. Keeping up with these changing practices means that I will need to stay aware of instructional design trends. By keeping up with these trends, I will be able to predict a bright future as an instructional designer. Rothwell, Benscoter, King, and King (2015) state, “Knowledge of these trends will enable instructional designers to not only be prepared for the future, but to help lead their organizations into the future” (Predicting the future of learning and instructional design, para. 1). It will be important for me to continue my education in order to stay current with trends and future practices.
Dempsey and Van Eck (2012) state, “just as it is important for instructional designers to receive a good basic education in the field, it is critical for them to continue that education” (as cited in Reiser & Dempsey, p.287). Just as it is important for me to keep my technical skills fresh, it is important to keep abreast of future changes in the field. In order to make sure I keep up with these changes, I plan to stay connected to various communities of practice. For example, keeping up with blogs and articles from sites like eLearningindustry.com or articulate.com will help me keep up with the latest instructional design trends, as well as provide resources that I can use in my own design career.
References:
Dempsey, J.V. & Van Eck, R. (2012). E-learning and instructional design. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 309-320). Boston, MA: Pearson
Rothwell, W. J., Benscoter, B., King, M., King, S.B. (2015). Mastering the instructional design process. Retrieved from http://ce.safaribooksonline.com/book/e-learning/9781118947135/chapter-seventeen-applying-business-skills-to-managing-the-instructional-design/c017_level1_5_html?uicode=fullsail
Kuhlmann, T. (2011, February 8). Do you need an instructional design degree? Retrieved from http://blogs.articulate.com/rapid-elearning/do-you-need-an-instructional-design-degree/
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9.4.1 Mastery Journal Reflection
Learning about gamification within the instructional environment has been a very intriguing and rewarding experience for me. Not only did I learn that it is possible to turn just about any lesson into a game, but it may even be necessary at times in order to engage learners and successfully reach learning objectives. Everyone loves to play. Whether it is doing something leisurely, enjoying a job, engaging in a hobby, participating in a sport, or enjoying the company of a friend—if it is enjoyable, it can be considered to be playing. Shute, Rieber, and Van Eck (2012) describe playing to be “something that you wanted to do and you would say that you did it voluntarily…you found it intrinsically motivating” and “you felt wholly absorbed in the activity” (as cited in Reiser & Dempsey, 2012, p. 322). When you introduce play into an educational setting, it opens up an entirely new opportunity for learners to enjoy learning. Shute, Rieber, and Van Eck write, “well-designed games are a potentially powerful vehicle to support learning” (p.329).
We all know that games can be fun to play. Once we incorporate an educational twist to games, learning becomes fun and exciting. This educational twist includes architecture that supports goals, conflicts, problem-solving, interaction, stories, assessment, and continuous feedback (Reiser & Dempsey, 2012). Without these instructional characteristics, a game is just a game. We as instructional designers must combine learning theories with game and play theories in order to construct a meaningful educational game. Shute, Rieber, and Van Eck (2012) state, “making play an objective of an educational game requires a paradigm shift for most designers—one that is very learner-centered and constructivist in nature” (as cited in Reiser & Dempsey, 2012, p. 322).
In order to make an educational game that is learner-centered, I’ve learned that the game should have a good balance of intrinsic and extrinsic motivational factors, be well-designed, and effective assessment in order to engage learners and evaluate to see whether or not learning has occurred. Without motivators, whether it be rewards, badges, pride, or desire to win something, the game will not be engaging to the learner. At the same time, if the game is not well-designed, easy to follow, or does not have clear rules to follow, learners will become disinterested and will not want to play. Lastly, if there are no means to assess and evaluate to see if learning is occurring, the whole purpose of the game being educational becomes diminished or non-existent. It is vital for instructional designers to build educational games strictly for the learner, centered around their needs accordingly, and include all necessary strategies for learning.
For the educational games that I created throughout this course, it is my hope that I constructed effective games that are learner-centered, fun and engaging. As a graphic designer, I focused on crafting well-designed presentations and games in order to draw in my learners. I incorporated rewards such as badges, virtual money, and free homework passes in order to motivate students to play. Finally, I included content-based questions that needed to be answered correctly to result in progress, so that learning can be assessed and learning objectives can be reached.
I have appreciated all that I learned in previous courses that impacted the way I presented my instructional game ideas. I learned how to craft effective narration for my presentations in our audio course, and how to incorporate a story into my videos in filmmaking, as well as how to write an effective script and how to always keep the needs of my learners at the forefront of my mind when constructing an effective learning environment. I love how each course has built upon the previous one in order to help me achieve mastery in instructional design and technology. This course on gamification has added yet another tool set for me to take with me and continue my journey in becoming a successful instructional designer. I will now be able to build on this knowledge-base of incorporating game play in instruction, and continue to work toward achieving mastery in this wonderful aspect of instructional design.
References:
Shute, V. Rieber, L. & Van Eck, R. (2012). Games… And … Learning. In Reiser, R. A. & Dempsey, J. V. (Eds.), Trends and Issues in Instructional Design and Technology (3rd ed.) (p. 321-332). Boston, MA: Pearson Education.
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8.4.1 Mastery Journal Reflection
1) Boling and Smith describe two different views of the design process—scientific/processcentric versus exploratory/artistic. How do each of these views relate to your experience in planning, designing and producing an instructional video?
As the field of Instructional Design continues to mold into existence, there are so many different views and ideologies trying to claim ownership of its defining characteristics. Some experts say that the design process for ID is of scientific nature, while others say it’s more artistic or exploratory (Boling & Smith, 2012). In relating these two views to my experience in planning, designing, and producing an instructional video, I can see how both processes play a role.
Scientifically, the process of creating an instructional video involved research, procedure, analysis, and implementation. In order to know how to present my content, I had to research who my target audience was and then decide how best to engage them in instruction. Once I created the various shots to include in my video, I had to analyze them to decide which shots will best fit within a scene in order to successfully present the steps of instruction. Finally, I had to compile the scenes in an instructive way, add narration to help teach the content and decide which type of music will best engage the learner without causing too much distraction. The next step to completing the scientific process of instruction would be to evaluate and analyze the results of instruction to determine whether or not any learning occurred.
Creating my instructional video also had an exploratory/artistic method applied to the process. When trying to figure out how to effectively engage my target audience in the video, I had to decide how I was going to shoot the footage in an engaging and creative way. Lighting, long shots, mid-shots, close-ups, text, narration and audio are just some of the factors to artistically manipulate in order to create an effective and engaging instructional video. In short, I would say that both views play an important role in instructional design, evidenced in how they influenced the creation of my instructional video.
2) Referring to Dewey’s explanation of aesthetics, explain the ideal aesthetic experience for the learner when watching an instructional video.
According to Boling and Smith, Dewey explains aesthetics to be experiences that are “immersive, infused with meaning, and felt as coherent and complete” (as cited in Reiser & Dempsey, 2012). Ideally, when watching an instructional video, the learner will become fully engaged by the content and artistic rendering of it to the point where the potential for learning is optimal. An ideal aesthetic experience for an instructional video will be one that adequately communicates the content with successful storytelling and effective narration, while displaying it through video footage that has proper lighting, smooth transitions, and logical steps.
When creating my own instructional video for this course, I wanted to produce something that will best accommodate the learner in teaching them how to make cornbread. By centering the content around Anna’s story, I was hoping to draw the learner in because I have learned that stories attract learners. Then I did my best to compile scenes with successful shots that adequately illustrate the steps to making cornbread. Finally, I added narration and background music in an attempt to further engage the learner through use of aesthetics.
3) Considering the implications of emerging views on the nature of design, what changes do you think may occur in the instructional design field regarding instructional videos in the future? How will you prepare for these changes?
In their article, Boling and Smith state “while a broader, more complex view of designing seems to us to be needed in educational technology, it would be a waste to spend our collective effort seeking to capture this view in a single unifying model or theory of designing” (as cited in Reiser & Dempsey, 2012, p. 362). They continue on to discuss how the number of complex views that are emerging are raising implications on the design processes within the field of instructional design. As these views continue to emerge and evolve, there is a constant reexamination of the nature of design within an instructional setting, such as in the production processes of instructional video.
It seems to me that the implications of these emerging views are focused on further defining the roles and responsibilities of design and the designer within an instructional setting. With regard to instructional video, there is going to be a need for a larger emphasis on understanding the difference between creating videos that build scientific knowledge versus building design knowledge. It can also be implied that designers of instructional videos are going to need to bridge the gap between strategy and actual instruction, as well as better define industry standards for creating them, in order to create successful models for other designers to follow.
I imagine these changes will certainly affect my role as an instructional designer in that I will need to keep current on industry standards and strategies that emerge as this field of study evolves. In order to do so, I must stay as connected as possible to the major groups of instructional design experts. By maintaining relationships with these groups via reading articles, participating in their communities of practice, and staying current with design trends, I will be able to keep up with how the industry evolves and successfully implement the changes within my own career as an instructional designer.
Reference:
Boling, E. & Smith, K. (2012). The changing nature of design. In R. A. Reiser & J. V. Dempsey (Eds.),Trends and issues in instructional design and technology (3rd ed.) (pp. 358-366). Boston, MA: Pearson Education.
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Mastery Journal Reflection
7.4.1 Mastery Journal Reflection
The content in this discussion board has allowed me to discover the major debate over which instructional theories are most effective. Clark (2012) offers a strong argument that fully-guided instruction is the way all instruction should be conducted, as there is strong evidence in support of it (as cited in Reiser & Dempsey, 2012). Hannafin (2012), on the other hand, makes valid observations that minimally guided, or optimally guided, instruction should seriously be considered and incorporated into a variety of types of learning environments (as cited in Reiser & Dempsey, 2012). So, which is it? Which learning theory has the most impact on learning and results in the greatest success in the completion of learning objectives?
Well, the answer is not so simple. There are so many different kinds of learners, as diverse as the human race is. There are learners who thrive in the traditional, fully-guided environment, where there is constant guidance, instructional support, assessment, and correction from a teacher. There are other learners who would rather be in control of their own learning, pacing themselves according to their learning needs, and discovering on their own how to complete and accomplish learning objectives at hand. Then there is everyone else in between. So the question, I believe, is not which learning theory works best, but instead, which learning theory works best for which learner.
There is more evidence that supports fully-guided instructional theories simply because this type of instruction has been practiced much longer and more often than discovery, or minimally-guided, learning. Hannafin (2012) states, “the research base underlying nondirected learning is not nearly as robust as the research for direct instruction” (as cited in Reiser & Dempsey, 2012, p.374). While there is still a place for traditionally guided instruction, there is a growing need for the implementation of effective minimally guided instructional models. With the rise of interactive media, eLearning, online college courses, homeschooling, and online k12 public educational environments, the need for effective instructionally designed learning modules is increasing. This paradigm shift of how people are learning is calling for a serious examination of how minimally, or optimally, guided instruction can be designed to be most engaging and effective. Many instructional experts are expressing the importance for more research and studies to be done on minimally guided instruction.
With that said, there is no better time than right now for me to be learning how to master instructional design. Part of learning how to become a successful instructional designer is learning how to use audio in a way that is effective and engaging. Discovering and implementing the principles and theories behind creating successful audio for learning has certainly allowed me to be one step closer to informing my professional objectives. I look forward to being able to implement all that I have been learning in this course, as well as in the entire Instructional Design & technology program, here at Full Sail University.
Reflect:
Reading about the scholarly debate on which learning theory is better and most effective was enough to make my head spin. While it was not fun trying to decipher between the two arguments in order to discover my own impressions, I ended up appreciating what both Clark (2012) and Hannafin (2012) had to say (Reiser & Dempsey, 2012). Sometimes, answers do not come in black or white, but instead they come in a variety of colors.
Inquire:
While there may be a variety of learning styles that call for different methods of learning, there are basic principles and theories that can be followed in order to reach the highest potential for learning success. I still want to know more about which methods of learning work best in certain kinds of learning environments. This discussion offered a brief summary on a debate between two instructional experts. What do others have to say? What other evidences exist out there that support either side? Are there additional sides to be heard? These are the questions that arose in my mind while completing this assignment. I know that I can find more answers in the FSO Library, and searching the internet for more articles and studies.
Suggest:
If I had more time I would certainly have done more research on this great debate. I was able to come across many different articles and studies while searching for additional references for this assignment, however the time constraint prevented me from further pursuing and discovering more about the content.
Elevate:
Now that I have a basic knowledge of what kind of dilemmas instructional experts are facing, I will be able to build upon it in order to discover how these problems can potentially be resolved. I believe there is a place for effective instructional design in both fully-guided and optimally-guided learning methods. This experience made me realize the importance of understanding the principles and theories of instructional design in order to create engaging and effective learning modules for both types of learning methods. In doing so, all of the various types of learners there are will be able to benefit and reach their fullest potentials to learn.
Reference:
Clark, R. E. & Hannafin, M.J. (2012). Debate About the Benefits of Different Levels of Instructional Guidance. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 367-382). Boston, MA: Pearson
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IDT574 Mastery Journal Reflection
According to Dempsey and Van Eck, functional architectures can be defined as “the various functional entities and components involved in an instructional system and the collaborations and interactions among them” (as cited in Reiser & Dempsey, 2012, p. 283). For the first half of this course, we studied the functional architecture of a classroom where students worked together, with an instructor, to learn how to build a bridge for a school-wide competition (Intel, 2012). We saw how various learning theories were being demonstrated, as well as how media played a large role in this problem-solving environment.
As we examined this case study and explored the various components and interactions within it, we continued to develop our own community or practice with a unique set of functional architectures. It is very fascinating that we can develop our own community of practice while studying about other communities of practice. Having peers to interact, share ideas and collaborate with makes a learning experience much more meaningful than experiencing learning all alone. Over the years, online learning has rapidly been becoming a very social experience. Dempsey and Van Eck say “the biggest swing in the last few years is the strength of community and the use of social learning technologies for purposeful learning activities” (as cited in Reiser & Dempsey, 2012, p. 283). As social beings, it makes sense that learning is successful within a social setting.
Being able to collaborate and interact with fellow students within this online community of practice has made learning fun, challenging, and meaningful. We are able to communicate with one another instantaneously via email and discussion boards. If someone needs help, they can post it within the classroom discussion and receive responses from peers within 24 hours. I would like to think that I successfully contributed to this community by giving meaningful feedback, participating in the online classroom sessions and conducting a little peer-tutoring with one of my classmates. Being a member of this learning environment has continued to shape my entire outlook on instructional design and is certainly influencing me to become a successful designer.
I have learned so much within these four short weeks of Digital Media and Learning Applications. I continued my exploration of the various learning theories and witnessed how they are demonstrated in a sample learning environment. I learned how instructional systems can be designed around problem solving and why this type of environment can greatly impact learning. I also discovered what learning objects were, explored how they functioned in a learning environment, and learned how to construct a learning object of my own that is fully animated and functional. All of these experiences and skills that I have gained in this course continues to hone my understanding of instructional design and allow me to build a set of very effective design skills for me to implement in my future instructional design projects. It is going to be vital for me to remain aware of the ever-changing learning environment and constantly evolving functional architectures. In discussing these changes, Dempsey and Van Eck encourage that “instructional designers will need to understand these and other changes in functional architecture if they wish to remain viable themselves” (as cited in Reiser & Dempsey, 2012, p. 284). I look forward to being able to implement all I have learned in this program, play a positively influencing role in this field and remain a viable instructional designer.
References:
Intel. (2012, June 27). Bridging our future (long) [Video file]. Retrieved from https://www.youtube.com/watch?v=BYMd-7Ng9Y8
Dempsey, J.V., & Van Eck, R.N. (2012). E-learning and instructional design. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 281-289). Boston, MA: Pearson
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5.4.1 Discussion Post
1) What did you learn from the reading assignment about the field of instructional design that you were not previously aware of? Why is this important to your goal of achieving mastery and your future as an instructional designer?
For over three decades now, instructional design and technology has progressively been integrated into our nation’s school systems. School systems throughout the nation have used instructional designers to develop and implement useful systems, products, and models of instruction that allow students to effectively use technology as sources of instruction. While there has been much progress made with incorporating tools of technology into the classroom, there are still some school systems that fail to actively implement them.
Before reading this chapter, I was aware of the attempt of school systems to incorporate technology into instruction. My two oldest children are in middle school and are now required to bring a netbook or laptop to school. A few years ago, Decatur City Schools began the implementation of having all 5th graders be assigned a netbook to use throughout the school year. At first it was presented as an option, but now it is a requirement that all students 5th grade and above have a netbook or laptop to attend school and complete assignments with.
What I did not realize before reading this chapter was that not all school systems are on board with the integration of technology into their instruction. This to me is disconcerting because technology is rapidly developing, being incorporated into many facets of living, and is almost a necessity for success. It is vital for our younger generations to learn from, about, and with technology. If they can’t learn it in school, then how will they learn it at all?
Understanding the need to continue to move toward progress and further integrating technology tools into classroom instruction motivates me as a future educational instructional designer. It is my desire to pursue the challenges of technology integration and play a vital role in improving how this process occurs. I am confident that my lifelong journey of pursuing mastery of this field and a future career as an instructional designer will allow me to exercise my desire to help further the cause of technology integration and developing successful instructional models within the field of education.
2) If creativity in instructional design refers to the use of special human talents and imagination in generating original ideas, how did you use your creativity to expand your work beyond the limitations imposed in this month’s design projects?
As a graphic designer, it is rewarding for me to use my creativity. I take pride in generating original ideas, although I acknowledge that there are times where improvising is necessary due to time constraints. It is during these constraints where there may be a need to use templates, or software that makes placing elements together simple and easy.
The bulk of this month’s projects were to create posters of ID models. I believe I utilized my creative ability to make four themed posters that flow and blend well together to teach viewers about the models:
3) List at least 3 main takeaways from this course and how they may apply to your monthly milestone and long-term goals.
This course has created a firm foundation in my knowledge of Instructional Design. I have learned about the various types of ID models, how they are used and implemented, as well as the role they play in various learning environments. I also learned about the history of instructional media and instructional design, which has allowed me to respect this field even more and appreciate how it has progressed over the last century. Lastly, I discovered how my particular field of interest for instructional design is developing and how I can possibly begin to formulate my personal strategy for creating a niche within it.
I look forward to further discovery of how I can play a professional role in growing instructional design within the field of education. I want to learn more about how I can delve into and figure out how I can make a difference in the field of instructional design as it pertains to integrating and implementing technology in today’s school systems. Being able to grow in the mastery of this field and become an influencer in it is very exciting to me.
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Full Sail University 4.4.1 Reflection Post
1) What does Kolovou discuss and/or demonstrate that you could have applied to improve your presentations during this course? List 3–5 specific areas that apply to your projects, including the smart use of space, gestures that engage, strategic eye contact, and opening and closing strongly.
In her tutorial, Kolovou (2016) discusses several strategies to delivering an effective presentation. From making the best use of space and offering gestures that engage your audience, to making good eye contact and offering strong opening and closing statements, there are ways to maximize the efficacy and impact of a presentation. In fact, some of these strategies helped make my presentation successful.
One strategy that Kolovou discusses relates to having proper posture when speaking to an audience. Whether sitting or standing she says, “always keep your shoulders squared towards your audience so you can be heart to heart with them” (Kolovou, 2016, Delivering your presentation, 00:50). In my presentation, I did my best to stay squared toward the camera so that I can appear confident and show my audience respect. Here is a screenshot of how I accomplished this task:
In the image above, you can also see that I made good eye contact with my audience, which is another strategy mentioned in the tutorial. Kolovou (2016) states, “eye contact is your most powerful non-verbal. It communicates interest and confidence. It exudes trust and it shows a willingness to connect with your audience (Delivering your presentation, 2:18). Maintaining eye contact can be challenging because there is the potential of getting very nervous while trying to do so. However, I have learned that with some practice and experience, it gets easier to do as nervousness seems to dissipate.
Another note that I would like to mention on the topic of a smart use of space, Kolovou discusses briefly about the importance of not getting in the way of our visuals. She satirically advises us not to be that speaker who ends up in front of a projector with the word “deficit” running across our forehead (Kolovou, 2016, Delivering your presentation, 3:22-3:57). In the presentation for this class, we were instructed to frame ourselves in front of the camera to leave enough room for our visuals to display on either side of us. This made perfect sense because of the importance of not getting in the way of the elements intended to support our presentation. Not only would we look unprofessional and discredited, but it would serve as a distraction to our audience if we impeded on the full effect of our visuals. Here is a screenshot of how I framed myself alongside of my visuals:
Lastly, I would like to mention the importance of opening and closing strong in a presentation. In discussing them in her tutorial, Kolovou (2016) says, “Introductions and closings are the bookends of your presentation. Be strategic about them and practice them so your energy is strong and your message is clear (Delivering your presentation, 2:59). While I believe I was able to deliver an impactful closing by iterating the importance for the residents of Seaside to maintain their ideals of simple, smart, clean living, my introduction was not as strong as it could be. I did introduce my presentation by acknowledging that Seaside was built on a dream and showed a slide of the town welcome sign, however I don’t believe it was a strong attention getter. That is something I can work on for future presentations.
All in all, I truly enjoyed learning about how to deliver a great, impactful, effective presentation. Kolovou’s tutorial was a huge help in teaching me how to strategize and create a presentation that impacts and informs my audience. I look forward to when I can use all of the strategies I learned here in real-life experiences as a professional instructional designer.
2) Referring to the readings from your books, what key factors would the graphics in your presentations address in communicating the data/information effectively? Elaborate on the learning styles and the effects of using the visuals to improve learning.
Reiser (2012) answers the questions of how the use of visuals improve learning and who learns best from visuals (pp. 313-315). It turns out that research has discovered that using visuals do improve learning when accompanied with words by offering learners two opportunities to build meaning and that novices the most from visuals (p.314-315). Not only do visuals improve learning, but using multiple visuals to communicate a single message helps as well.
According to Peters (2013), “Research shows that there are advantages to providing more than one educational graphic on the same topic” (Strategies to promote visual learning, para. 17). While it’s important to combine different types of visuals such as photos, charts, videos, and tables, to convey a message, it’s just as important that the visuals are all equally relatable and understandable, and that there aren’t too many to distract the learner.
In my presentation, I use photos, video, illustrations and infographics to teach the residents of seaside about the options they have for alternative modes of transportation. Each visual is used to communicate my main ideas along the way. Interestingly enough, I initially showed my kids the video of just the footage without visuals. Throughout the video and after they watched it, they kept asking me what the video was about. Then I showed them my presentation accompanied with visuals, and there were no questions asked. They understood my message and actually commented on the interesting facts portrayed about the vehicles. This just confirmed to me what I have been learning all along the way about the use of visuals in a presentation. It was a great confirmation to me that using effective visuals do in fact work!
3) List at least 3 main takeaways from this course and how they may apply to your long-term goals. How will you use what you have learned in this course in your work as an instructional designer? What will you focus on to continually improve your presentations?
This course has increased my knowledge tremendously about preparing for and delivering an effective and successful presentation. I learned about staying organized in outlining my thoughts, practicing to perfect my message, maintaining strategic use of space, posture and gestures, and so many more key strategies. I was also very impacted by the progress I was able to make with my presentation from week one to four. With a little practice and perseverance, along with encouragement from my peers and instructor, I was able to create a presentation that was effective and successful.
I know there will be opportunities for me to design and construct effective presentations in my professional career as an instructional designer. Corporations such as the Seaside Institute are searching for designers to provide them with training materials to present their own messages. As an instructional designer, I will always take these valuable lessons with me and even refer back to them throughout my career.
References:
Kolovou, T. (2016, April 7). Presentation Fundamentals [Lynda.com online course]. Retrieved from http://www.lynda.com/Business-Skills-tutorials/Presentation-Fundamentals/151544-2.html?org=fullsailold.edu
Chapter 5: Delivering Your Presentation
Peters (2013). Interface design for learning: Design strategies for learning experiences. San Francisco, CA: New Riders. Retrieved from http://ce.safaribooksonline.com/book/web-design-and-development/9780133365481, 86-113. 107-113.
Reiser, R. A. & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston ; Munich: Pearson, 313-315.
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At the end of week one of Corporate Training and Motivational Development, I got walking pneumonia!!
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So proud of my kid tonight! Hit his first homerun over the fence! Got the game ball! He and his 3 siblings are why I do what I do. Why I am back at school earning my Masters degree at the age of 40, as a single mother. Totally worth it.
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Final Reflection for Strategies For Learner Engagement
In reflecting back on my timeline, I can see that I have achieved some goals I set to reach in my mastery program so far. Pertaining to this course, I endeavored to 1) gain an understanding of the different theories of how people learn, 2) explore the various design strategies that help learners get the most out of their educational experiences, and 3) acquire the necessary tools of what it takes to develop an effective learning experience. I have been able to accomplish all three of these goals as a result of participating in this course. Being able to reflect on this and see how I have accomplished goals that were set before me is such an encouragement.
Not only did I reach those goals previously mentioned, I have learned even more about how to design an effective learning environment and what it takes to engage learners within a community of practice. The amazing thing is that while learning about these strategies and how to implement them, I did it by participating in a community of practice and collaborative learning environment myself. I was able to experience a successful community of practice while learning how to build one, which to me is genius. I did not anticipate this irony when I created my timeline and now that it is realized, I feel very inspired. I have truly enjoyed working in a collaborative environment and endeavor to produce the same effectiveness in developing my own as a future instructional designer.
In order to ensure my future success as an ID, it is very important that I keep up with the latest in design technology and trends. Engulfing myself in the industry, increasing my IDT network, read up and study the latest advances in ID through blogs and industry sites, and attending industry-driven webinars are just some of the strategies that I need to take on to make sure that I maintain success in this career. I am looking forward to learning so much more about what it takes to succeed in this and become a leading designer in the industry.
As far as an image goes that best describes my experience so far and all the emotions wrapped therein, I have found the following:
I feel like I am in a state of perseverance, aiming high for the goal of mastery in instructional design. Instead of being one long race, there are many short ones called program courses. As I set forth to accomplish and win each short race along the way, I will ultimately win the prize of mastery. As a former Division 1 athlete, I can completely relate my situation to a race where I must continue to press on and persevere to that ultimate goal of mastery, which will finally lead me to success in accomplishing my career and life goals.
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Race: Instructional Design & Technology Masters Program
Short Races: Coursework
Prize: Mastery!
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I am inspired by these gifted kids in our city’s magnet school program! 3rd-5th graders, including 2 of my own, performed Disney’s The Lion King Jr. at the Princess Theatre in Decatur, AL this weekend and it was AMAZING!!! GREAT JOB Leon Sheffield Elementary School!!!
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!!!
To be able to express myself is what inspires me. This meme says it all, as I raced to complete my Mastery Journey Timeline!!!
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