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Month 5 discussion questions

DT562 Instructional Design and Evaluation

5.1.1 Week 1 Discussion

Defining Instructional Design

1) What main concepts does Dorian Peters touch on in Chapter 1 of Interface Design for

Learning that relate to the characteristics of instructional design as described by Robert

M. Branch and M. David Merrill?

After reading both selections I have found a key area where the authors ideas and concepts, with regard to instructional design, overlap. Reiser and Dempsey (2012) states, “Learners may also be given opportunities to select their own objectives and/or learning methods in some circumstances. This change in perspective form teaching to learning represents a paradigm shift of immense power when planning for effective educational environments” (p.11). Peters shares this same concept in Chapter 1 stating, “In the Cambridge Handbook of the Learning Sciences, Chris Quintana and colleagues highlight a distinction between user-centered and learner-centered design: “Developing new understanding is the central goal for learners. If learner-centered software is at all successful, a learner’s understanding will grow and change significantly while using the software and thus the software will have to change with them”” (2014, What makes interface design for learning different?, para. 5). As instructors it is always our goal to ensure we are meeting the needs of our students and allowing them to work at a pace they are comfortable with to meet our objectives. Learner based digital instruction allows students to choose the path that makes the most sense to them, this develops a strong connection to the content, because they studied it in a manner that they were comfortable with.

2) In your own words, explain the difference between Figure 1.1 and Figure 1.2 in the Dorian Peters book, Interface Design for Learning.

The many difference between Figure 1.1 and Figure 1.2 is the incorporation of instructional design/education into the experience of Figure 1.2. Both figure show that there are many key concepts that play an important role in a positive experience for the learner. Figure 1.2 shows that for the instruction to be successful it must also take all of these concepts into consideration as well.

3) After reading this week’s assignment from both the Peters and Reiser/Dempsey books, identify and articulate a possible seventh characteristic of instructional design that may have an important meaning to you as a designer. Why is this important in your particular field of practice?

A possible seventh characteristic of instructional design that may have an important meaning to me as a designer is the need for pause. We need to allow time for students to digest the materials that they are studying. Pause allows questioning, and reflection to occur without having to evaluate everything with an assessment. Pause is also important for me as an instructor to take a break and read my students social cues. Pause provides us time for brain breaks reducing the chance of cognitive overload as well.

References

Peters, D. (2013). Interface design for learning: Design strategies for learning experiences. Retrieved from http://ce.safaribooksonline.com/book/web-design-anddevelopment/ 9780133365481

Reiser A. & Dempsey J. (2012). Trends and issues in instructional design and technology (3rd Ed.). Boston, MA: Pearson.

Final Post—Due Sunday before 11:59pm ET

Reflect on the content posted in this discussion board using the RISE Model for Self-Evaluation. What are the key takeaways from this exercise that may help you to convey information more clearly in future presentations?

Reflect

As I look back at my original drawing I think finding a way to align my text boxes would have made my overall project look much more structured and organized and less distracting to the viewer. Tying this whole weeks discussion to the meaning and characteristics of instructional design has really helped me to focus on what my main objective as a teacher. As well as what is my main focus here as a student of instructional design.

2) Inquire

I found the chart that professor Deason shared with me to be very thought-provoking. When reading about the reflective observation reflectors I found that that group tied closely to my seventh characteristic because they allow more time or pause for reflection. This is one model that I'll be taking some extra time to dive into a little bit and read about I find it interesting and could see how it might be useful in the classroom environment.

3) Suggest

As we discussed the characteristics of instructional design made me consider how I could change what I am currently doing on a daily basis. I need to look at ways I can focus more on what the students are learning and set up proper goals that support my objectives of each lesson. By focusing more on the students needs instead of how I teach my content I think I can bridge the achievement gap for all students.

4) Elevate

I'm looking forward to our project for weeks three and four and to see how it challenges us students and instructional designers. I can't wait to see in what ways we can incorporate all of the characteristics of good instructional design and your future lessons.

Thank you

Cameron

1) Explain the differences between instructional media and instructional design. Why does Reiser describe each separately in Chapter 3 of the textbook?

Instructional media is the tools we use to provide our content objectives to our students. Instructional design is how we as instructors chose the right tools for the job to ensure our student’s complete understanding of said content objectives, choose the right tool for the job.

Reiser and Dempsy(2012) states, “Of the any lessons we can learn be reviewing the history of instructions media, perhaps one of the most important involves a comparison between the anticipated and actual effect of media on instructional practices” (p. 22). It seems that through the history of technology and instructional design we thought we were going to change the world of education in a snap with the latest and greatest technology. We have failed time and time again without the proper instructional design shaping these technologies to fit our objectives and student’s needs we are just picking the wrong tools for the job. Instructional design is different from instructional media and was created by instructional media’s failures. This is why they are separately discussed in the chapter, yet it is also why they are in the same chapter as well.

2) In your own words, explain the recurrent pattern of expectations and outcomes in regard to new instructional media and its impact on educational practices.

Expectations always over shot the outcomes of new instructional media throughout history. This is because they are developed by people that do not use them to teach on a regular basis. The disconnect between the inventor and the educator lies the problem. Almost every instructional media was described as being shot down by teachers. But overtime teachers saw the power of these instructional media forms and manipulated in a manner that was more conducive to meeting student needs. That is why today some of the best instructional medias are created by teachers for teachers.

3) Explain the overlap in instructional media and instructional design. How will understanding the history of each benefit you as an instructional designer?

You cannot just throw instructional media at students and expect it to magically make them learn. We must use our knowledge of instructional design to pick and choose/shape the instructional media in a way that will meet our students needs while meeting our objectives. By understanding that instructional design spawned from instructional media we as instructional designers can learn from the mistakes of our four fathers in education and make sure that our expectations align with our outcomes to the best of our ability.

Thanks,

Cameron Lindner

References:

Reiser A. & Dempsey J. (2012). Trends and issues in instructional design and technology (3rd Ed.). Boston, MA: Pearson.

Final Post

I would like to thank Charity for her feedback on my timeline. It provided me a lot of food for thought.

Reflect:

Approaching all projects with a positive attitude is a must for me to be successful. All of these new programs being presented to us can become overwhelming and if we do not stay positive we will surely implode. What worked for me was really taking a lot of time to plan out my time line before I started to put it in to the software. That allowed me to really focus on the power of the software and not get so hung up on the materials. What did not work for me was trying to find a way to solve Charity’s suggestion for my project. No matter how hard I tried and all the setting I messed with I could not get there to be an end of the road effect of my timeline in the 3D view.

Inquire:

It is hard to master a software like this in one weeks time. I can say that it was rather user friendly, but there are still some setting and concepts I would like to play with for future endeavors: spans and feeds setting. I would also like to become more familiar with the Tags option as well as seeing if I can embed video into the timeline as well.

Suggest:

If I would have had more time really other then mastering some of the mentioned features above I would not have changed a lot on my timeline. I rarely feel as confident in a project after about 3 nights of work as I do in this one. I was very please, and showed it off to a lot of my fellow teachers at school. Some of the social studies teachers cannot wait to start using this software with their classes. I think this what grad school is really all about!

Elevate:

I will approach every project the same way, with a positive attitude. This project reiterated the importance of a proper outline before diving in and I will keep that in the fore front of my mind for future projects. As a professional it is important to share our knowledge with our community of practice at all levels. I may not use timelines very often in my career, but I had found great pleasure in sharing my new found knowledge with other colleagues.

Thanks Cameron

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?

When reading chapter 21 I found the history of instructional design in P-12 technology to be interesting. As I look to my future in mastering instructional design I know it is important to first understand its history.

Reiser and Dempsy(2012) states, “The ASSURE model uses a linear six-step process to systematically design lessons that integrate teacher and student use of technology and media” (p. 210). This is a model that I have not visited since my day in a college classroom whereas a student I could really not grasp the concept. Now that I have been teaching for 10 years I can now see with clarity the importance of incorporating it into my classroom.

Reiser and Dempsy(2012) introduces another model, NTeQ, in this chapter that I found helpful, “ The overall goal is to not only facilitate stue=dent achievement of learner objectives, but also to gain technological competence required for successful twenty-first-century careers” (p. 211). The NTeQ model uses a 10 step lesson planning flowchart to help design an objective based lesson that ensures that technology is integrated in an effect form.

Reiser and Dempsy(2012) caused me to ponder my current use of technology in the classroom with this “How large is the “gap” between where we are and where we need to be with regard t meeting the technological requirement to prepare today’s students for tomorrow’s careers” (p. 213)? After reading this I thought to myself am I using technology in the correct fashion in my classroom? Am I using it in away that will prepare them for twenty-first-century jobs? Or am I just using it instead of pencil and paper? As I think about it I am doing both, but I need to reconsider all the ways that I am using technology and how it will support my students future in a positive manner.

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 one of the two main presentation designers for this weeks project I used my creativity to ask the right questions of our sponsor. By doing so I was able to read into Rob’s answers to ensure the final product I helped produce really met his needs and would also be relevant to him and our audience.

I asked him about his college and what he envisioned it to be, that helped me design the logo for the college simple and elegant. Also Rob’s answers to my questions helped me to design the theme of this months presentation, a clean sharp leather bound book. Cecil took it to the next level by allowing the reader to listen to the content or shut it off if it was distracting, which made it even more appealing to the audience.

3) List at least 3 main takeaways from this course and how they may apply to your monthly

milestone and long-term goals. How will you use what you have learned in this course to

continue to learn and improve your work as an instructional designer?

1-Only once you have mastered a skill can then began to break its rules. This is something that was pointed out to me in our last meeting as a class that will stick with me as a rule to live by, thank you professor.

2-This is the first time that I have really been apart of a group project where I could not sit in the same room with my team face to face and hash things out. I learned about the importance of spoken communication and reading people’s tones in their voice. I rely heavily on social cues to not be able to see someone while they were speaking was a struggle for me.

3-The last take away from this month was to ask a lot of questions when designing a product for someone else. I usually have only made presentations to fit my needs and the needs of my students, so this was a new presentation format for me. I learned that I needed to not only ask a lot of questions, but the right ones that follow up on what I was hearing from my sponsor.

References:

Reiser A. & Dempsey J. (2012). Trends and issues in instructional design and technology (3rd Ed.). Boston, MA: Pearson.

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