Category Archives: 2018-Spring

Module 05 – Managing Instruction

There are many ways to organize and manage instruction. The options are differentiated by key concepts, drivers, and ideas on which the program design is based and also by general strategies and specific tactics. In addition, the paradigm for designing and developing instruction influences the instructional model.

Definition of Paradigm: a framework containing the basic assumptions, ways of thinking, and methodology that are commonly accepted by members of a scientific community.

So, for example, constructivism is a paradigm. This module focuses on analyzing and deriving instructional models, and basic processes for creating an instructional model from the perspective of learning architectures.

As you read through this weeks reading, think about your experiences and how these learning architectures have been applied, and how they may apply to your model.

Video 01: Introduction

Video 02:  Merrill’s First Principles

Video 03: Clark’s Learning Architectures (I did not revise this one from last year)

Video 04: RIOs and RLOs

Module 04: The Role of Objectives in ID Planning

Writing Objectives is an important part of the ID process. Too often people will come up with aims or goals but don’t take the time write objectives. Objectives really set up a roadmap for the ID process. Without them the process, and the product, will suffer.

In this Module we will focus on objectives and how to write good objectives. In the Evernote notebook you will find the readings for this Module. There are quite a few there. Keep in mind that major goals of this module are that you understand why objectives are important (Romi Chapters, readings 02-04) and how to write objectives (readings 05-07) at the different levels Blooms Taxonomy (reading 08).

Part 1: Introduction to Objectives

Part 2: Writing Objectives

Module 02 Recap

A quick recap of class session on Tuesday.  As part of class, there was a small group activity. The handout for that is linked in the downloads below.

For those who were unable to attend, you should look at that activity description linked below. Think about how you would go about tackling this example.

 

Module 03 – Diffusion & Change

In the first video I say there will be two videos, however, due to length, I ended up doing three videos.

When viewing the videos you should be thinking about the elements that can influence the success, or lack of success, in implementing a new innovation. This includes being able to identify the four elements of Rogers theory, the components of each element, and explain how each makes a difference.

Planned Change Part 1

Planned Change Part 2

Planned Change Part 3: Adopter Categories

Slides for Module 3

Module 01 recap

During this session we viewed a video the 2009 Brown Bag presentation by Alexander Romiszowski.

The brown bag is an example of his presentation style. I had Romi has a professor and this video provides some sense of how he taught.

At the beginning of the video he talks about how he got into the ID field, and his perspectives on ID and what it encompasses. Romi has a wealth of experience doing ID work on many contexts. Being able to hear him speak about his experiences can give us a better understanding the complexity of ‘doing’ instructional design.

You can view his presentation here: (m4v file, plays in iTunes)

You can download the paper of an interview with Romi conducted by Berlin Fang (the english only version).

I also provided two Practical Exercises sheets. If you missed class you should complete the  Practical Exercise sheet I.

  • Practical Exercise I
  • Practical Exercise II:  This is to get you started thinking about your final project. Begin to describe the environment, system, input, process, output, tests, and feedback of your context.

Some other questions to think about are comparing training to education. Here is a sheet you can use to respond to the questions:

  • What is the difference between Education, Training and Instruction? So be able to define each (generality) and provide an example.
  • Why is it important, within the context of doing ID, of understanding this difference?