First definition: Instructional design= analyzing, developing, and evaluating the best way to teach a specific objective
Looking over my initial definition, I realize that the words I chose are accurate, yet very broad. In hopes of better answering the question, “What is it you are studying?”with a semester’s worth of gained knowledge, insight, and experience- I have reformulated my definition
Instructional design= designing instruction. It is identifying what needs to be taught (considering learners and context), the best way to teach it, and then evaluating how to know when it has been learned (formative/ summative assessments).
Final Projects
“Instructional design 2.0 = getting formative evaluation all along the way” - Dr. MonsonI agree! My ‘engrained’ thought was to not want to give up our instruction (final project) for evaluation until we were sure we were ‘finished’. However, the formative evaluation was the key to get the instruction closer to where we wanted it to be. All of the input was helpful.
I would be interested to follow Kirkpatrick’s 4 levels of evaluation in regards to our final project instruction (mainly the 4th, but that would take a little longer than the week that we have left in class)- or even in our learning from this IDET class.
*Cool Stuff*WEB 2.0= T4 jordandistrict.org/ payattention /Emints/Edublog/wikispaces/ pbwiki/Podcast.com/Delicious- bookmark tagging- can tag at work and then find at home/Glogster/ Zillow.com (type in any address and tell you how much the house is worth)
Praise is deadly in design
What I found essential to include in formative assessment:
Triangulate - multiple points of view/data point
Be leery of praise – “unless it is a german friend”
Inter-rater reliability (have a couple 'raters', through out French score in the Olympics, after seeing a movie all viewers fill out an evaluation)
My question from Frick’s article: He mentioned that students are influenced from media- giving examples of Madonna and other pop stars. Is that ‘learning’ considered active learning? The examples seems to contrast the principle he proposes throughout the article that students have to be active learners in order learn. Maybe his definition of ‘active learning’ is different? Maybe gaining and holding attention is the key element?- in that case I can see how the examples could work.
How do I feel about the fact that fax machine technology was first invented by Scotland clock maker in 1843? Neo-Luddites?
*cool stuff*Diffusion of Innovations by Everett Rogers (why the best ideas don’t get implemented) / Ibrain ;) external drive for your brain
Triangulate - multiple points of view/data point
Be leery of praise – “unless it is a german friend”
Inter-rater reliability (have a couple 'raters', through out French score in the Olympics, after seeing a movie all viewers fill out an evaluation)
My question from Frick’s article: He mentioned that students are influenced from media- giving examples of Madonna and other pop stars. Is that ‘learning’ considered active learning? The examples seems to contrast the principle he proposes throughout the article that students have to be active learners in order learn. Maybe his definition of ‘active learning’ is different? Maybe gaining and holding attention is the key element?- in that case I can see how the examples could work.
How do I feel about the fact that fax machine technology was first invented by Scotland clock maker in 1843? Neo-Luddites?
*cool stuff*Diffusion of Innovations by Everett Rogers (why the best ideas don’t get implemented) / Ibrain ;) external drive for your brain
Blog literacy
A couple of IDET thoughts:
Be careful of analyzing learners from our own perspective
Video influence on instructional design field started in 60’s w/ Vietnam and government spending a lot of money for training
Are learners changing with time? If so then how and why? (w/ use of new technology as w/ video)
Will bandwidth be an issue as internet use continues to grow- 5-10 years from now- or sooner? (like with Aaron’s experience in the other class)
We were given the assignment of looking out for examples of design gone wrong. Does the design of the TRAX schedule handout count? I always get so confused trying to use that thing ;)
***finally found a diagnosis for my difficulty in posting my journal entries= Blog literacy (thanks Rich). I’m just not blog literate ;)
*cool stuff* Web 2.0 expo Shirky
Be careful of analyzing learners from our own perspective
Video influence on instructional design field started in 60’s w/ Vietnam and government spending a lot of money for training
Are learners changing with time? If so then how and why? (w/ use of new technology as w/ video)
Will bandwidth be an issue as internet use continues to grow- 5-10 years from now- or sooner? (like with Aaron’s experience in the other class)
We were given the assignment of looking out for examples of design gone wrong. Does the design of the TRAX schedule handout count? I always get so confused trying to use that thing ;)
***finally found a diagnosis for my difficulty in posting my journal entries= Blog literacy (thanks Rich). I’m just not blog literate ;)
*cool stuff* Web 2.0 expo Shirky
On-line learning and objectives
Here are the examples of on-line learning that we covered in our group presentation quickly for you to check out with more time
On-line learning
• eSchool News- free online newspaper about using technology in education.
• science experiments involve sharing data among many locations
– http://www.nationalgeographic.com/
– http://www.noaa.gov/
• School Systems have websites
– http://school.discovery.com/schrockguide/index.html
• Askforkids.com
– Age-appropriate content, filtering, and search items
• Kidsclick.org
– Created by librarians
• Redzee.com
– Family-oriented site, restricts access to undesirable links, quick and easy searches
• Yahooligans.yahoo.com
– Student version of yahoo, pre-selected sites for ages 7-12, teacher reviewed
I appreciate all we are learning about writing performance objectives. I’ve had quite a bit of practice writing lesson plans and learning units for my undergrad in education, but it has been presented in a couple different ways than before. I really liked the non-examples from the PowerPoint; I could see how easily ineffective the lesson created from those ‘loose’ objectives could be.
Learner Analysis
Dr. Monson shared a great example of learner analysis- I never would have connected- from an excerpt about John Wooden (UCLA basketball coach). Wooden dealt with his players entry behaviors, prior knowledge, ability levels, etc in regards to teaching his freshman (even teaching the correct way to put on socks). I really liked the following quote that details a very thorough list of elements of a learner analysis:
“Useful information includes, entry behaviors, prior knowledge of the topic area, attitudes toward content and potential delivery system, academic motivation, educational and ability levels, general learning preferences, attitudes toward the organization giving the instruction, and group characteristics.” (Dick, Carey & Carey (2005), p. 101)
As well as the idea that we often, “assume that as designers we already know enough about the learner to forgo collecting information about them”(p. 99).
I would include learner and task analysis as an essential part of my definition explaining IDET.
My 2 favorite quotes from class tonight:
“Break down any learning theory and it comes down to common sense- strap a name on it” Dr. Monson
“Learning theory is descriptive not prescriptive” Dr. Monson
*Cool stuff* Malcom Gladwell/ 'The Influencer'-David Maxfield
Dick, Carey & Carey (2005). The systematic design of instruction (6th ed). Boston, MA: Allyn & Bacon.
“Useful information includes, entry behaviors, prior knowledge of the topic area, attitudes toward content and potential delivery system, academic motivation, educational and ability levels, general learning preferences, attitudes toward the organization giving the instruction, and group characteristics.” (Dick, Carey & Carey (2005), p. 101)
As well as the idea that we often, “assume that as designers we already know enough about the learner to forgo collecting information about them”(p. 99).
I would include learner and task analysis as an essential part of my definition explaining IDET.
My 2 favorite quotes from class tonight:
“Break down any learning theory and it comes down to common sense- strap a name on it” Dr. Monson
“Learning theory is descriptive not prescriptive” Dr. Monson
*Cool stuff* Malcom Gladwell/ 'The Influencer'-David Maxfield
Dick, Carey & Carey (2005). The systematic design of instruction (6th ed). Boston, MA: Allyn & Bacon.
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