August 22, 2007
What comes to your mind?
Education: teacher, learning, student, school, life,
Instruction: design, teacher, planning, interaction,
Technology: computer, multi-media, internet,
Design: planning, preparing, psychology, reaching the learner,
How do you define these terms?
Education: system/process of teaching and learning
Instruction: how a concept is presented
Technology: “knowledge applied in a systematic way”
Design: “instructional architecture”
Combine those words?
Educational technology: using multi-media to aide in achieving educational goals
Instructional technology: from the teacher’s point of view, techniques to help the teacher present information
Instructional Design: planning how best to teach concepts - effectiveness & efficiency
what is the need for the instruction? who are the learners?
Wednesday, December 12, 2007
Playing Catch-Up
Over the course of the semester I took notes during class. I realized later that I should have just been taking those notes on my blog! So, now that my blog is due, today I will be playing catch-up just a little to get those notes and my thoughts about them posted. This will result in posts not being in complete chronological order, but everything will be alright. I will at least post the dates of when those notes were taken so all of you who are enjoying my commentary will have a reference point and know that I really did work on this all throughout the semester, I just didn't post consistently. Here we go!
Wednesday, December 5, 2007
Project Presentations
Teri, Pete, Roger, Rick - How to Create an Online Course
I like the use of clickers to help with the critical aspect of monitoring learning throughout this workshop. Not only does it help you evaluate, it also can be a motivator for the kids to participate.
Ross, Katie, Alison - Impromptu Speech Workshop
Things we learned:
*We would change the language to all be in the first person, rather than changing voice. This was perhaps a result of our collaboration, as three people contributed to the writing of the objectives. We needed to be more thorough in our editing.
*Revise, revise, revise!
*Keep breaking things down.
*Trying things out is vital! How else are you going to catch all the revisions that need to be made.
*Our three different perspectives helped - Alison was the insider, Ross has resources and creativity, Katie has skills and pulls it all together.
*Outside eyes are good! Ross and Katie aren't used to speech lingo, so we were able to ask clarifying questions Alison hadn't thought of. Asking a professional (the speech/debate teacher or a judge) is invaluable.
Team 5 - How to Paint a House
*You need to make sure that your instruction is complete. You can't just rely on an experienced instructor to fill in your gaps in instructional design.
*It's easy to make things difficult. The trick is to make things simple.
*Lots of pictures - not as much text was helpful in appealing to the intended learners for this project. People don't like to read a lot when they're ready to go on their painting project.
*Think of logistics. - Will someone painting want to go to the DVD when they're in the middle of their project, covered in paint? No. So, quick-reference laminated cards and an even more simplified job aid were made.
*Creating a script before filming made the production of the movie a lot more time efficient.
Camille, Shannon, Lorraine - How to Create a PodCast
*I like the idea of a Back to School Night podcast for parents who could not be there. Wouldn't it be nice to have a way for a lot more parents to get the introductory information.
*It can be difficult when dealing with technology instruction to know where to cut off the entry behaviors (prerequisites) for the course.
*Pod Bean - free website for publishing podcasts
Gibb, Rossi, Funaki - How to Tile a Bathroom
*Once you've broken things down to the point of silliness, how do you stop? How do you know how down to basics to go - how much do you break it down? How much is too much?
Lisa, Randy, Scott - How to Make Focaccia Bread
*I like that they had a very specific situation to create their instruction for - a very specific group of learners - a specific problem to solve. I think that helps with the development of the instruction.
*The analysis phase really helps to bring your whole design project into focus. It helps you make sure there are not important steps you are overlooking or needs of the learners you have missed.
Jill/Richard - How to Prep a River Rafting Group
*Again, the project was well focused. Very specific goals and target audience.
*Fun participation!
Main focus of the semester:
Where do you want to go?
How are you going to get there?
How do you know when you're there?
I like the use of clickers to help with the critical aspect of monitoring learning throughout this workshop. Not only does it help you evaluate, it also can be a motivator for the kids to participate.
Ross, Katie, Alison - Impromptu Speech Workshop
Things we learned:
*We would change the language to all be in the first person, rather than changing voice. This was perhaps a result of our collaboration, as three people contributed to the writing of the objectives. We needed to be more thorough in our editing.
*Revise, revise, revise!
*Keep breaking things down.
*Trying things out is vital! How else are you going to catch all the revisions that need to be made.
*Our three different perspectives helped - Alison was the insider, Ross has resources and creativity, Katie has skills and pulls it all together.
*Outside eyes are good! Ross and Katie aren't used to speech lingo, so we were able to ask clarifying questions Alison hadn't thought of. Asking a professional (the speech/debate teacher or a judge) is invaluable.
Team 5 - How to Paint a House
*You need to make sure that your instruction is complete. You can't just rely on an experienced instructor to fill in your gaps in instructional design.
*It's easy to make things difficult. The trick is to make things simple.
*Lots of pictures - not as much text was helpful in appealing to the intended learners for this project. People don't like to read a lot when they're ready to go on their painting project.
*Think of logistics. - Will someone painting want to go to the DVD when they're in the middle of their project, covered in paint? No. So, quick-reference laminated cards and an even more simplified job aid were made.
*Creating a script before filming made the production of the movie a lot more time efficient.
Camille, Shannon, Lorraine - How to Create a PodCast
*I like the idea of a Back to School Night podcast for parents who could not be there. Wouldn't it be nice to have a way for a lot more parents to get the introductory information.
*It can be difficult when dealing with technology instruction to know where to cut off the entry behaviors (prerequisites) for the course.
*Pod Bean - free website for publishing podcasts
Gibb, Rossi, Funaki - How to Tile a Bathroom
*Once you've broken things down to the point of silliness, how do you stop? How do you know how down to basics to go - how much do you break it down? How much is too much?
Lisa, Randy, Scott - How to Make Focaccia Bread
*I like that they had a very specific situation to create their instruction for - a very specific group of learners - a specific problem to solve. I think that helps with the development of the instruction.
*The analysis phase really helps to bring your whole design project into focus. It helps you make sure there are not important steps you are overlooking or needs of the learners you have missed.
Jill/Richard - How to Prep a River Rafting Group
*Again, the project was well focused. Very specific goals and target audience.
*Fun participation!
Main focus of the semester:
Where do you want to go?
How are you going to get there?
How do you know when you're there?
Wednesday, November 21, 2007
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
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
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.
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