Prototyping

Choosing a Delivery System:
Why do you choose a specific delivery system?
It's available?
Or is it effective?

As a teacher, do I always have time to choose the delivery system that would be most effective? I admit that sometimes I choose the most readily available, whether it is most effective or not. Although, I know I would not use a totally ineffective delivery mode no matter how available it was. Perhaps that is the benefit of being an instructional designer - you are specifically hired to take the time to find the best delivery system. But, time constraints would still exist.

On the other hand, sometimes teachers spend a whole lot of time on a delivery system that is "high tech" when really there is a much more simple way to present that would not waste their time.

Consider:
instructional setting
media characteristics
instructional material
time
instructors

Delivery System Examples:
video, web-based, small group, large group, case study, simulation, cooperative learning, games, panel discussion, audiotape, job performance aid, technical manual, decals, etc.

It has been said that teaching others and learning in a real-life situation are more effective in retaining information/skills learned. There is actually no research to prove this. It sounds good, and these may well be good option, but it's not proven to be the one and only best way.

Why do we not always use these forms of delivery? Because there are different learners. There are time and location constraints. Ultimately, it is up to the designer to decide based on the 3 main aspects of good instructional design.

3 Main Aspects of Good Instructional Design:
effectiveness
efficiency
appeal

Clarifying Thoughts

5 Star Instructional Design:
Jeopardy Game

Restructuring Education through Technology:

Main Points to Take Away Tonight:

Information is not instruction.

Technology is not machines.


Next Week:
Decide which side you're on: Clark or Kozma?
Read 2 of the 3 articles so you can defend your side.

Final Exam:
Come to class ready to present on your project.
About 15 minutes per group.
What was your project? What did you learn along the way?
What is your instructional problem? How did you solve the problem? What did you learn along the way? Show and tell.

Bring/Turn In:
All the things you have already done (documents 1 and 2)
Formative Evaluation Report
Copy of your instructional materials
Get feedback, test what you have so far so that you can make some refinements
Shouldn't be full scale formative evaluation, just try a scaled down version
Instructor and Student Materials

Zone of Proximal Development - Collaboration

Collaboration with a more capable peer does not guarantee that the joint meaning will be at a higher level, and the higher level peer could actually regress.

Misinformation from a peer can be disorienting.

Simply pairing students with more capable peers is not enough to ensure that increased learning is ocurring

Regression can be a moment of reorganization of thoughts a moment just before a revolutionary point of understanding.

Teachers can provide sufficient feed back to avoid more than temporary regression and aide understanding.