Learning in the Open: Networked Student Identities

http://theory.cribchronicles.com/2013/02/10/learning-in-the-open-networked-student-identities/

 

 

Assignment 4

Assignment 4: Reflection

In this last assignment you are asked to reflect on your learning in this course. in preparation for this paper you will need to analyze the process of the creation of your course. The paper is expected to address two key aspects or issues: Your learning of theory and your learning of practice.


Format:
4-6 pages, double spaced, times new roman, 12 pt font.
Submitted through dropbox.


As outlined in the course outline this is to be a thoughtful and reasoned document (but does not need to follow APA - this is a reflection, not a formal essay), clearly organized with evidence provided as needed. Some areas of reflection might include (but are not limited to) identifying the challenged of instructional design, the rational for thechoices you made in design, what you would change given what you learned from the process and how you think your process reflects current trends in instructional design.

wk 6 - Constructivist Models

• Constructivism is a theory of knowledge explaining it as being developed in the human being when information comes into contact with existing knowledge that had been generated from previous experiences.
• It has roots in cognitive psychology and biology and an approach to education that lays emphasis on the ways knowledge is created while exploring the world.
• Knowledge is meaning we make from experience, transforming our world from chaos to order.
• Ernst von Glasersfeld describes constructivism as “a theory of knowledge with roots in philosophy, psychology, and cybernetics”

Situated cognition:

• learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated).

Anchored instruction

• development of interactive videodisc tools that encouraged students and teachers to pose and solve complex, realistic problems. The video materials serve as "anchors" (macro-contexts) for all subsequent learning and instruction

Cognitive apprenticeship

• Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop, and use cognitive tools in authentic domain activity

Cognitive flexibility

• Cognitive flexibility theory suggests that learners grasp the nature of complexity more readily by being presented with multiple representations of the same information in different contexts. By seeing multiple representations of the same phenomenon learners develop the mental scaffolding necessary for considering novel applications within the knowledge domain.

Collaborative learning

• grouping and pairing of learners for the purpose of achieving a learning goal, has been widely researched and advocated - the term "collaborative learning" refers to an instruction method in which learners at various performance levels work together in small groups toward a common goalgrouping and pairing of learners for the purpose of achieving a learning goal, has been widely researched and advocated - the term "collaborative learning" refers to an instruction method in which learners at various performance levels work together in small groups toward a common goalgrouping and pairing of learners for the purpose of achieving a learning goal, has been widely researched and advocated - the term "collaborative learning" refers to an instruction method in which learners at various performance levels work together in small groups toward a

Discovery learning

• Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.

Authentic learning

• Authentic learning is defined as learning that is seamlessly integrated or implanted into meaningful, “real-life” situations insists that authentic learning situations are a safe and situated “surrogate” for “real-world” learning experiences. In authentic learning, learners are presented with realistic problems or projects that have realistic purposes and given the opportunity to investigate and converse about these problems and projects in manners that are applicable to them and their lives common goal

wk 5 - Seels and Glasgow model

wk 5 - Morrison, Ross, and Kemp model

wk 5 - Dick and Carey system design model

 

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wk 4 - ADDIE

• ADDIE (Analysis, Design, Development, Implement, Evaluate) is a model of the ISD family (Instructional System Design). It includes such models as the Dick & Carey (2004) and Kemp (Gustafson, Branch, 1997) models.
• While the concept of ISD has been around since the early 1950s, ADDIE first appeared in 1975.
• It was created by the Center for Educational Technology at Florida State University for the U.S. Army and then quickly adapted by all the U.S. Armed Forces
• The five phases were based somewhat on a previous ISD model developed by the U.S. Air Force (1970) called the Five Step Approach. It also seems to have a lot in common with Bela Banathy's model.

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wk 4 - Learning Theories: Connectivism

 

Connectivism

• Premise that humans  knowledge is based upon a metaphor of a network with nodes and connections. A node is anything that can be connected to another node such as an organization, information, data, feelings and images. Learning is the process of creating connections and expanding or increasing network complexity. Not all connections are of equal strength.
• Learning is different from other theories because  knowledge is distributed across nodes.
• Theory has 8 principles:
• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Learning is more critical than knowing.
• Maintaining and nurturing connections is needed to facilitate continual learning.
• Perceiving connections between fields, ideas and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of learning activities.
• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

wk 4 - Learning Theories: Critical Theory

Critical theory 

• Premise that humans generate knowledge and meaning through reflective assessment and critique of society and culture by applying knowledge from the social sciences and the humanities.
• Learning process should be designed around the backgrounds, needs, and interests of students and should encourage a "dialogic" (as defined by Freire, 1993) relationship between teachers and students.
• Learning programs should establish a democratic setting where students are able to use their developing literacy skills to analyze critically their place in society, understand how certain cultural assumptions and biases have put them and their families at risk, and ultimately learn how to challenge the status quo. Critical adult education programs do not simply teach literacy and other basic skills; rather, they show students how they can use those skills to transform their lives and the society in which they live.

wk 4 - Learning Theories: Cognitive Constructivism - L/M/T - Learning, Motivation & Teaching

Cognitive Constructivism view of and implications

http://gsi.berkeley.edu/teachingguide/theories/cognitive.html
____________________________________________________________________________

View of Learning

• Because knowledge is actively constructed, learning is presented as a process of active discovery.
• The role of the instructor is not to drill knowledge into students through consistent repetition, or to goad them into learning through carefully employed rewards and punishments.
• The role of the teacher is to facilitate discovery by providing the necessary resources and by guiding learners as they attempt to assimilate new knowledge to old and to modify the old to accommodate the new.
• Teachers must thus take into account the knowledge that the learner currently possesses when deciding how to construct the curriculum and to present, sequence, and structure new material.

____________________________________________________________________________

View of Motivation

• Unlike behaviorist learning theory, where learners are thought to be motivated by extrinsic factors such as rewards and punishment, cognitive learning theory sees motivation as largely intrinsic.
• Because it involves significant restructuring of existing cognitive structures, successful learning requires a major personal investment on the part of the learner (Perry 1999, 54).
• Learners must face up to the limitations of their existing knowledge and accept the need to modify or abandon existing beliefs. Without some kind of internal drive on the part of the learner to do so, external rewards and punishments such as grades are unlikely to be sufficient.

_____________________________________________________________________________

Implications for Teaching

• Cognitivist teaching methods aim to assist students in assimilating new information to existing knowledge, and enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information.
• While cognitivists allow for the use of “skill and drill” exercises in the memorization of facts, formulae, and lists, they place greater importance on strategies that help students to actively assimilate and accommodate new material.
• For instance, asking students to explain new material in their own words can assist them in assimilating it by forcing them to re-express the new ideas in their existing vocabulary.
• Likewise, providing students with sets of questions to structure their reading makes it easier for them to relate it to previous material by highlighting certain parts and to accommodate the new material by providing a clear organizational structure.
• Because learning is largely self-motivated in the cognitivist framework, cognitivists such as A. L. Brown and J. D. Ferrara have also suggested methods which require students to monitor their own learning.
• For instance, the use of ungraded tests and study questions enables students to monitor their own understanding of the material.
• Other methods that have been suggested include the use of learning journals by students to monitor progress and highlight any recurring difficulties, and to analyze study habits.

_____________________________________________________________________________

wk 4 - Learning Theories: Cognitive Constructivism

Cognitive Constructivism

source: http://viking.coe.uh.edu/~ichen/ebook/et-it/cognitiv.htm

• Cognitive constructivism is based on the work of Swiss developmental psychologist Jean Piaget.

• Piaget's theory has two major parts:
• an "ages and stages"component that predicts what children can and cannot understand at different ages, and
•  a theory of development that describes how children develop cognitive abilities. It is the theory of development that will be the focus here because it is the major foundation for cognitive constructivist approaches to teaching and learning.

• Piaget's theory of cognitive development proposes that humans cannot be "given" information which they immediately understand and use.

• Humans must "construct" their own knowledge. They build their knowledge through experience.

• Experiences enable them to create schemas - mental models in their heads. These schemas are changed, enlarged, and made more sophisticated through two complimentary processes:
• assimilation
• accommodation

___________________________________________________________


 

Background

http://gsi.berkeley.edu/teachingguide/theories/cognitive.html

• Dissatisfaction with behaviorism’s strict focus on observable behavior led educational psychologists such as Jean Piaget and William Perry to demand an approach to learning theory that paid more attention to what went on “inside the learner’s head.”

• Developed a cognitive approach that focused on mental processes rather than observable behavior.

• Common to most cognitivist approaches is the idea that knowledge comprises symbolic mental representations, such as propositions and images, together with a mechanism that operates on those representations.

• Knowledge is seen as something that is actively constructed by learners based on their existing cognitive structures.

• Learning is relative to their stage of cognitive development; understanding the learner's existing intellectual framework is central to understanding the learning process.

 

View of Knowledge

• While behaviorists maintain that knowledge is a passively absorbed behavioral repertoire, cognitive constructivists argue instead that knowledge is actively constructed by learners and that any account of knowledge makes essential references to cognitive structures.

• Knowledge comprises active systems of intentional mental representations derived from past learning experiences.

• Each learner interprets experiences and information in the light of their extant knowledge, their stage of cognitive development, their cultural background, their personal history, and so forth.

• Learners use these factors to organize their experience and to select and transform new information.

• Knowledge is essentially dependent on the standpoint from which the learner approaches it; it is therefore actively constructed by the learner rather than passively absorbed








 

wk 4 - Learning Theories: Constructivism

 

 

Constructivism

• Premise that humans generate knowledge and meaning from experience, transforming our world from chaos to order.
• Learning process is adoptive process by humans  when information comes into contact with existing knowledge that had been generated from previous experiences.
• Learner requires assistance with discovery, hands-on, experiential, collaborative, project-based, and task-based learning are a number of applications that base teaching and learning on constructivism.
• This theory has  roots in cognitive psychology and biology and an approach to education that lays emphasis on the ways knowledge is created while exploring the world.

wk 4 - Learning Theories: Cognitivism

source: http://www.learning-theories.com/cognitivism.html



Cognitivism as a Pedagogical Philosophy
http://ged578.pbworks.com/w/page/39338511/Cognitivism%20as%20a%20Pedagogical%20Philosophy

Cognitivism

• Premise that humans generate knowledge and meaning through sequential development of an individual’s cognitive abilities, such as the mental processes of recognize, recall, analyze, reflect, apply, create, understand, and evaluate.
• Learning process is adoptive learning of techniques, procedures, organization, and structure to develop internal cognitive structure that strengthens synapses in the brain.
• Learner requires assistance to develop prior knowledge and integrate new knowledge. Learner requires scaffolding to develop schema and adopt knowledge from both people and the environment.
• Purpose in education is to develop conceptual knowledge, techniques, procedures, and algorithmic problem solving using Verbal/Linguistic and Logical/Mathematical intelligences.
• The educators' role is pedagogical in that the instructor must develop conceptual knowledge by managing the content of learning activities.
• This theory relates to early stages of learning where the learner solves well defined problems through a series of stages.
• Cognitivists'  include Piaget; Bruner, Vygotsky

source: http://en.wikipedia.org/wiki/Cognitivism_(learning_theory)

wk 4 - Learning Theories: Behaviourism

 

Behaviorism

• Premise that humans have change in knowledge through controlled stimulus / response conditioning.
• Learning process consists of building initial schema by adopting knowledge from an instructor through use of the learner’s senses. This learning goal is the lowest order learning: factual knowledge, skill development, and training
• Learning process is conditioned response or rote memorization of facts, assertions, rules, laws, terminology. Correct response is achieved through stimulation of senses.
• Learner dependent upon instructor for acquisition of knowledge. Instructor must
• demonstrate factual knowledge,
• observe, measure and modify behavioral changes in specified direction
• Focus of intelligence development is visual / spatial, musical / rhythmic, and bodily / kinesthetic
• source: theorizing thoughts, intentions or other subjective experiences was unscientific and insisted that psychology must focus on measurable behaviors
• Behaviorists: John Watson

wk 4 - Learning Theories

Attachments:

Behaviourism (1)

• as a learning theory, is based on a change in knowledge through controlled stimulus/response conditioning.
• known as behavioral psychology
• all behaviors are acquired through conditioning.
• Conditioning occurs through interaction with the environment.
• Behaviorists believe that our responses to environmental stimuli shapes our behaviors.
• are two types of conditioning:
  • Classical conditioning, where the behavior becomes a reflex response to stimulus.
  • Operant conditioning, where there is reinforcement of the behavior by a reward or a punishment.

Cognitivism (1)

• A learning theory, is the theory that humans generate knowledge and meaning through sequential development of an individual’s cognitive abilities,
• such as the mental processes of recognition, recollection, analysis, reflection, application, creation, understanding, and evaluation

 Constructivism (1)

• A theory to explain how knowledge is constructed in the human being when information comes into contact with existing knowledge that had been developed by experiences

Critical Theory (1)

• Critical theorists believe that adult literacy programs should not be confined to teaching specific literacy skills but rather should contextualize instruction within a framework of social activism and societal transformation.

¹ from http://en.wikipedia.org/wiki/Learning_theory_(education)

Connectivism (http://en.wikipedia.org/wiki/Connectivism)

• theory of learning which emphasizes the role of social and cultural context.
• often associated with, and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.
• relationship between work experience, learning and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.^[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact
• "a learning theory for the digital age" ^[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn.
• see http://cck12-brux.blogspot.ca/

        

 

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wk 3 - Assessment Carnegie Mellon part 3 Assessment Examples

 

 

 

	Student will be able to:	Assessment	Examples	How to measure accuracy?
REMEMBER	•recall •recognize	Objective Test with items that require students to either recall or recognize information:	•Fill-in the Blank •Multiple Choice items with question stems such as, “what is a…”, or “which of the following is the definition of) •Labeling diagrams •Reciting (orally, musically, or in writing)	•Accuracy – correct versus number of errors •Item Analysis (at the class level, are there items that had higher error rates? Did some items result in the same errors?)
UNDERSTAND	•interpret •exemplify •classify •summarize •infer •compare •explain	Papers, oral/written exam questions, problems, class discussions, concept maps, oral or written homework assignments	•Summarizing readings, films, speeches, etc. •Comparing and or contrasting two or more theories, events, processes, etc. •Classifying or categorizing elements, cases, events, etc. using established criteria •Paraphrasing documents or speeches •Finding or identifying examples or illustrations of a concept or principle	Scoring / performance rubrics that identify critical components of the work and discriminates between differing levels of proficiency in addressing the components
APPLY	•execute •implement	use of procedures to solve or complete familiar or unfamiliar tasks; may also require students to determine which procedure(s) are most appropriate	•problem sets •performances •labs •prototyping •simulations	•accuracy scores •check lists •rubrics •primary trait analysis
ANALYZE	•differentiate •organize •attribute	discrimination or selection of relevant parts from irrelevant parts; determination of how elements function together; determination of bias, values or underlying intent in presented material	•case studies •critiques •labs •projects •debates •concept maps	•scored rubrics by instructor, juries, external clients, employers, supervisor •primary trait analysis
EVALUATE	•check  •critique	test, monitor, judge or critique readings, performances, or products against established criteria or standards	•journals •diaries •critiques •problem sets •product reviews •case studies	•scored rubrics by instructor, juries, external clients, employers, supervisor •primary trait analysis
CREATE	•generate  •plan  •produce	Research projects, musical compositions, performances, essays, business plans, website designs, prototyping, set designs	•research projects  •musical compositions  •performances  •essays  •business plans  •website designs  •prototyping  •set designs	•scored rubrics by instructor, juries, external clients, employers, supervisor  •primary trait analysis

    source: http://www.cmu.edu/teaching/designteach/design/assessments.html     see also: http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html    

wk 3 - Assessment Carnegie Mellon part 2 Types of Assessments

Carnegie Mellon -- Types of Assessments

Types of Assessment Activities

• There are many different types of activities that can be used to assess students’ proficiency on a given learning objective.
• The same activity can be used to assess different objectives.

Assessment Recommendation

• To ensure more accurate assessment of student proficiencies, it is recommended that you use different kinds of activities so that students have multiple ways to practice and demonstrate their knowledge and skills.

What type of Assessment?

• When deciding on what kind of assessment activities to use, it is helpful to keep in mind the following questions:
• What will the student’s work on the activity (multiple choice answers, essays, project, presentation, etc) tell me about their level of competence on the targeted learning objectives
• How will my assessment of their work help guide students’ practice and improve the quality of their work?
• How will the assessment outcomes for the class guide my teaching practice?

wk 3 - Assessment Carnegie Mellon part 1 Introduction

Carnegie Mellon -- Align Assessment with Objectives

• Assessments should provide instructors and students with evidence how well the students have learned the intended material
   
• What the student is to learn and accomplish guides the choice and design of assessment
   
• Two major reasons assessments are aligned with learning objectives:
• 1. Alignment increases probability for students to have opportunity to learn and practice knowledge and skills on the assessments (really - talk about gobbledegook ) intended by the instructional designer and course agency
• 2. Assessments and objectives are aligned, "good grades" often translates into "good learning".
• When assessments and objectives are misaligned, focus will be on good grades on assessments, rather than learning the intended content

 

http://www.cmu.edu/teaching/designteach/design/assessments.html

wk 3 - Assessment Penn State

Assessment from Penn State Learning Design Hub  

Rationale

After writing learning objectives, you should to think about how to assess the students' achievement of the different learning objectives.

1. Different learning objectives define the scope and methods of assessment.
2. Relating different levels of objectives with assessment instruments and all items that are graded will make sure you achieve your specific objectives.
3. Busy students need to know what they must do to achieve in the course: What are the assignments? What are the projects? How will they be graded

Relate different levels of objectives to assessment

What you teach should determine how you need to assess learning. You should tie your objectives with your assessment to achieve the expected results (Dwyer, 1991).

Pay attention to

 

• Mismatched Content and Assessment

 

• Congruent (Matched) Objectives and Assessment

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wk 2 - Penn State Writing Learning Objectives

Penn State Writing Learning Objectives

Overview:

Writing clear course objectives are important because:

·        Objectives define what you will have the students do

·        Objectives provide link between

o   Expectations

o   Teaching

o   Grading

ABCD Method

In the ABCD method of writing objectives

A is for Audience – Who? Who are your learners?

B is for Behavior – What? What do you expect to be able to do? This should be overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can’t see it, hear it, touch it, taste it, or smell it, you can’t be sure that the students really learned it.

C is for Condition – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning?

D is for Degree – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%) or do you want the students to respond correctly 80% of the time? A common but totally non-scientific setting is 80% of the time.

wk 2 - UConn Writing Instructional Objectives

UCONN Assessment Primer:
Writing Instructional Objectives

Learning Objective

·         Intent communicated by a statement describing a proposed change in the learner

·         Statement of what the learner is to be like when he /she has successfully completed a learning experience

·         Describes an intended outcome

o   Stated in behavioral or performance terms that describe what the learner could demonstrate upon achievement of the objective

Instructional Objectives

·         PERFORMANCE – describes what the learner will be doing when demonstrating that she has reached the objective i.e what should the learner be able to do?

·         CONDITIONS – describes the important conditions under which the learner will demonstrate her competence i.e under what conditions do you want the learner to be able to do it?

·         CRITERION – indicate how the learner will be evaluated, or what constitutes acceptable performance i.e how well must it be done?

wk 2 - Collins' original learning blueprint

Objective	Assessment	Content/ Topics	Learning Resources	Learning Activities	Technology	Instructor and student support

The Collins Blueprint used in week 2 was developed by Dr. Mauri Collins, University of Nevada, Las Vegas.

She was looking for a tool to communicate the essential components for the design of a unit to present to specialists/subject matter experts and to help them visualize easily the connections between the components.

To that end she developed a chart with a row for each learning objective. Her original model contained six components:

• learning objectives
• assessments
• content/topics
• learning resources
• learning activities
• (discussions)  not in blueprint

The modified version that we will use this week retains the focus on the essential components with the addition of two more, which are directed more at the instructional designer than the content specialist. These components address the:

• “selection of technology”
• “instructor and student support” required to ensure a successful learning and teaching experience.

wk 2 - Learning Objectives

Learning Objectives

3 parts:

1. behaviour
2. conditions, and
3. criteria or standards









 

wk 1 - Instructional Design Exercise

wk 1 - Instructional Design Posts

                                                                                                                                

Helena Fehr - Oct 16, 2013 3:58 PM

Attachments:

Hi Bruce,

Like you I am late in replying (family reasons have delayed me from participating in the discussions in the last few weeks, so I am playing catch-up!). I liked the example you gave about the performance artist in NY. It summarizes the discussions the group has had well.

I also agree with your earlier comments about the definition of Instructional Design (and the one you quoted from Wikipedia). Kyle's earlier comments were also interesting re: gathering information from and through cross-functional collaboration (SMEs, instructors, end uers/learners) - the importance of ensuring good representation from the key stakeholders as much as possible is critical - is important in ensuring a meaningful useful product at the end of the design process (i.e., the content and learning experience). The advantage to instructional design is that by designing or shaping the learning experience and content can direct the learner towards specific learning objectives. Part of the challenge is ensuring that the content is presented in a way that is meaningful (and makes sense) to the learner.

I've recently been working with learners who are in the trades who are often more hands-on and task oriented. This focus on hands-on presents interesting challenges for online learning. The introduction of flip learning - in this case using YouTube videos to teach basic knife skills to entry level cooks - has been successful. Intergrating online teaching and learning into more advanced trades training could be a challenge, however, as we try to replicate f2f training online.

Looking forward to further discussions!
Helena

                                                                                                                                

Bruce Clark - Oct 16, 2013 11:36 AM Mark Unread [Reply] More actions...

Attachments:

We miss the moonwalking bear because we actually set with a 'particular' task: i.e. count the number of passes of the ball by the 'white team'. We are totally concentrating on the white team and not the black team.
A friend told me about a piece of art done in NY City years ago where on the stage a dog came out when the current rose and laid down. Everyone was trying to analyze what it meant by the dog sleeping on stage until some people got bored and started to leave. Behind them was a team of acrobats doing a whole show. The artist's message was that sometimes we concentrate too much on what we are told and not what is happening around us.
Bruce

<<< Replied to message below >>>
Authored by: Bruce Clark
Authored on: Oct 7, 2013 12:54 PM
Subject: Re: moonwalking bear - where?


HI Wanda,
I still have not seen the video with this moonwalking bear. So don't feel bad. I am taking a pretty heavy course load this term and started late this term because of a work placement I had. Can someone re-post the video link?
Thanks
Bruce Clark

<<< Replied to message below >>>
Authored by: Wanda Howard
Authored on: Sep 30, 2013 8:24 PM
Subject:

I watched the video and was amazed that I had missed the moonwalking bear. I re-watched it and noticed that it was just as easy to miss again if really focused on something else.
So for me, ID is being able to gather the information; sift through it; and provide clarity to enable the learner to focus on what it is that's required.

wk 1 - Instructional Designers - Dirk G.

 

Dirk Gertz (student) wrote about ID from Kuhlmann's article:

Attachments:

Instructional designers

• strive to make sense of infomation and provide this to learners in a way that was both engaging and meaningful to them.
• make sense, make it engaging, make it meaningful
• strain out less relevant infomation and put it into context, and perspective, a simple message for learners to understand- and apply.
• strain out the extra to get a pure message
• solve problems and to do so with the cooperation and collaboration of many different people, including subject matter experts (SMEs).
• identify problems in the course material and get assistance from others (SME's)
• generate solutions by identifying a need and providing a fix for the issue through training.
• create a solution or a fix for something that is needed

 

wk 1 - Instruction Design - Beniamino C

 

Instructional designers must be careful they don't introduce information that would serve to divert attention and focus from that information which is the reason for undertaking the learning experience. 

Process whereby you help learners focus on those aspects of the materials you present that you want them to become proficient in, and that are the reason for conducting the learning experience in the first place.

When there is a specific concept that needs to be taught and the resources being used contain a wide range of information, Kulhmann suggests that the facilitator will necessarily want to manufacture the learning experience by presenting it in such a way that the learner will focus only that which is important.

wk 1 - Instructional Design -- Jocelyne R.

Instructional Design

• present the well-researched material from a subject matter expert
• determine which are the key takeaways for the learner
• present them in a fashion that can be understood and applied.

The instructional designer

• helps quiet some of the "noise" that comes with excessive information
• points the learner to what they'll need to meet the learning objectives.
• considers bias
• understands and has experience in negotiation as part of the planning and design process
• determining what is important (often with the direction of key stakeholders), what information becomes "important", to whom, and why?
• Different stakeholders may have different interpretations of the important goals of the experience 

wk 1 - Instructional Designer - Classmate comments

1. The ID is very much a negotiator and a peacemaker in many situations, and the courses you design change dramatically dependent on the composition of your team (or if you have a team)  (Kathy S.)
   
2. One mistake that is made in e-learning, is the desire to replicate the in-person curriculum and simply put it online instead of thinking of ID not only within the context of the subject, but also the medium." (Gary D.)
   
3. My sense of instructional design is that it starts with gathering information through cross functional collaboration (SME’s, managers, end users).
• This information is then analyzed by an instructional designer who filters through to pick out the meaningful content  
• Transfer the required information to the learner in a meaningful way by setting clear goals and helping the learner focus and make sense on the information.  (Kyle E)
  
4. Instructional design is about collecting information and subject matter perhaps from an expert; then proceeding to identify, sort and select the specific content that is meaningful which ultimately you want the learner to learn. Then furthering taking this identified content and presenting or delivering it in a fashion that is meaningful and engaging to the learner so that they can make sense of it. The learning must have clear defined goals and objectives that provide an understanding, valuable and meaningful experience. (Marilyn S.)
5. Wow, talk about starting with a bang! The Kulhmann piece has certainly managed to get me engaged straight away. What amazes me about the video is not only the obvious thing that you miss when you watch it the first time, but that you're actually told what you are going to miss it before you watch! This does not register until you look at it again. Amazing stuff.
   
   Based on the article, my sense is that ID is about distilling a subject matter to its core ideas, formulating these ideas into clearly defined learning objectives, and packaging the objectives into a palatable (and preferably engaging) learning experience. As such, this is a much more precisely defined discipline than I would have expected; while I did expect something very practical, it now appears to me that there is a clear methodology at the core of ID.
   
   Of tremendous interest to me is Kulhmann's claim that instructional designers "take the information and expertise of a tenured subject matter expert and deliver it to the learner," suggesting that an instructional designer can easily move across many disciplines and "manufacture" a meaningful educational experience for learners. (Gary D). 
6. ID turns on 2 points. (Abdrahamane T)
• Planning  the instruction by considering the component necessary for its success
• Making sure that the designed plan will help us meet our instructional objectives

• The models differ because each one has a unique standing about the following questions:
• What are the necessary components when designing instruction?
• How the different parts should be put together and at which order?
• How do we measure success?

Course Status - updated 13/10/15 at 12:27

1. Return to UConn Learning Objectives
• set Oct 14
• why? more notes to take and make
2. Return to Penn State Learning Objectives
• set Oct 14
• why? more notes to take and make
3. research Wiggins & McTighe