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
Wednesday, November 21, 2007
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
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
Thursday, November 8, 2007
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.
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.
Saturday, October 20, 2007
Web 2.0 Project
This morning I worked on a project for school about Web 2.0 and all the applications, websites, and networks (like blogger.com!) that are included under the Web 2.0 umbrella. I actually had a great time working on the project. The number of social networks, the advancement of technology, and the resources and possibilities out there are unbelievable! It makes me want to explore so much more than I have.
There are two things that make me hesitant or concerned with diving into Web 2.0 even more . They are:
1) Time.
How do people have enough time to blog constantly, submit videos on YouTube, create and listen to podcasts, and live in virtual worlds without stopping their real lives? Maybe they're able to because they're not school teachers and grad students. :)
2) Security.
I do worry about identity theft, etc. I think I worry because know I don't completely realize all the scary things lurking out there on the internet. It really is a tool of such great power for good and bad.
I read an article that Ross printed out targeted at librarians and how they can utilize Web 2.0 technology. I thought it was interesting that the author of the article felt that not only are Web 2.0 tools great assets for librarians, but that the librarians actually have a responsibility to participate in the Web 2.0 world to provide a source of guidance and quality control for the information that is out there. It is an interesting concept. If we are not involved in this world of computer networks, we cannot complain about the content out there. Do we have a responsibility to post our opinions, to post accurate information, to post morally sound web content? In any case, I am enthralled by the availability of information and access to people, places, and ideas that is Web 2.0.
There are two things that make me hesitant or concerned with diving into Web 2.0 even more . They are:
1) Time.
How do people have enough time to blog constantly, submit videos on YouTube, create and listen to podcasts, and live in virtual worlds without stopping their real lives? Maybe they're able to because they're not school teachers and grad students. :)
2) Security.
I do worry about identity theft, etc. I think I worry because know I don't completely realize all the scary things lurking out there on the internet. It really is a tool of such great power for good and bad.
I read an article that Ross printed out targeted at librarians and how they can utilize Web 2.0 technology. I thought it was interesting that the author of the article felt that not only are Web 2.0 tools great assets for librarians, but that the librarians actually have a responsibility to participate in the Web 2.0 world to provide a source of guidance and quality control for the information that is out there. It is an interesting concept. If we are not involved in this world of computer networks, we cannot complain about the content out there. Do we have a responsibility to post our opinions, to post accurate information, to post morally sound web content? In any case, I am enthralled by the availability of information and access to people, places, and ideas that is Web 2.0.
Wednesday, September 26, 2007
Analyzing Learners and Contexts
I understand the great importance of analyzing learners and contexts before attempting to design instruction. I have taught spur-of-the-moment lessons that have not gone as well as they could have, and have realized how helpful it would have been to think through "the characteristics of the learners, the contexts in which the instruction will be delivered, and the contexts in which the skills will eventually be used." (Dick and Carry, p.99)
I like how systematic the lists and sample tables provided by Dick and Carry allow designers to be. They guide me to focus on what is going to be most helpful in this type of analysis.
Learner Analysis:
Entry Behaviors
Prior Knowledge of Topic Area
Attitudes toward Content and Potential Delivery System
Academic Motivation - ARCS (Attention, Relevance, Confidence, Satisfaction)
Educational and Ability Levels
General Learning Preferences
Attitudes toward Training Organization
Group Characteristics
Performance Context Analysis:
Managerial or Supervisor Support
Physical Aspects of the Site
Social Aspects of the Site
Relevance of Skills to Workplace
Learning Context Analysis:
Compatibility of Site with Instructional Requirements
Adaptability of Site to Simulate Workplace
Adaptability for Delivery Approaches
Learning-Site Constraints Affecting Design and Delivery
The goal of analyzing these aspects of the target population and the performance and learning contexts is to make the instruction as effective and efficient as possible for the greatest number of learners in your target population. I wonder, after all this effort, how effective an instructional designer should expect his/her instruction to be. Dick and Carry state on page 100 that our goal is "to know which variables significantly affect the achievement of the group of learners we will instruct, since designers create instruction for groups of learners who have common characteristics." No matter what, no matter who is in that group of learners and how many common characteristics they have, not everyone is going to fit the mold we are designing. Does that mean instructional designers just plan on some of their targeted learners doing better than others with their design? Do designers just accept that fact and let it be? Can an instructional designer individualize instruction? Should they try?
I like how systematic the lists and sample tables provided by Dick and Carry allow designers to be. They guide me to focus on what is going to be most helpful in this type of analysis.
Learner Analysis:
Entry Behaviors
Prior Knowledge of Topic Area
Attitudes toward Content and Potential Delivery System
Academic Motivation - ARCS (Attention, Relevance, Confidence, Satisfaction)
Educational and Ability Levels
General Learning Preferences
Attitudes toward Training Organization
Group Characteristics
Performance Context Analysis:
Managerial or Supervisor Support
Physical Aspects of the Site
Social Aspects of the Site
Relevance of Skills to Workplace
Learning Context Analysis:
Compatibility of Site with Instructional Requirements
Adaptability of Site to Simulate Workplace
Adaptability for Delivery Approaches
Learning-Site Constraints Affecting Design and Delivery
The goal of analyzing these aspects of the target population and the performance and learning contexts is to make the instruction as effective and efficient as possible for the greatest number of learners in your target population. I wonder, after all this effort, how effective an instructional designer should expect his/her instruction to be. Dick and Carry state on page 100 that our goal is "to know which variables significantly affect the achievement of the group of learners we will instruct, since designers create instruction for groups of learners who have common characteristics." No matter what, no matter who is in that group of learners and how many common characteristics they have, not everyone is going to fit the mold we are designing. Does that mean instructional designers just plan on some of their targeted learners doing better than others with their design? Do designers just accept that fact and let it be? Can an instructional designer individualize instruction? Should they try?
Wednesday, September 19, 2007
Audio
How do teachers/instructors have time to explore all the audio tools available? How do they have time to investigate which tools are effective and which are not? I appreciated the list of ideas and suggestions given in the audio presentation. It helps to communicate with others who have explored and tried out tools to help you narrow down the field. Here are some of my favorite new audio sites/tools learned about in class:
•Firevox - plug-in from Firefox - reads texts to students from internet sites
•Audacity - audio editing - free dowload
•Podcasts - Story Telling, tone, expression, focus on content, “window” to the school for parents and community
•Web Links:
Radio Diaries
Room 208 (now 209) Podcasts
•Firevox - plug-in from Firefox - reads texts to students from internet sites
•Audacity - audio editing - free dowload
•Podcasts - Story Telling, tone, expression, focus on content, “window” to the school for parents and community
•Web Links:
Radio Diaries
Room 208 (now 209) Podcasts
ADDIE
Things went well with our ADDIE project. ADDIE stands for:
Analysis
Design
Development
Implementation
Evaluation
I think I tend to overlook the Analysis step of this process because I have been teaching 6th grade students in an elementary school setting based on predetermined core objectives for 6 years now. I feel I should be applying this step of the process more even within my classroom based on the individual students in my class and their needs. This stage is vital in preparing instruction. It is difficult - impossible even? - to design "one size fits all" instruction. Analysis of your intended learners and context is definitely the starting point.
Analysis
Design
Development
Implementation
Evaluation
I think I tend to overlook the Analysis step of this process because I have been teaching 6th grade students in an elementary school setting based on predetermined core objectives for 6 years now. I feel I should be applying this step of the process more even within my classroom based on the individual students in my class and their needs. This stage is vital in preparing instruction. It is difficult - impossible even? - to design "one size fits all" instruction. Analysis of your intended learners and context is definitely the starting point.
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