What I've learned
Creating a Course
From chapter 3 of Trends and Issues in Instructional Design and Technology, Chapter three goes over the seven characteristics of industrial design to help design an effective class. As a means for designing an effective class , creating a course, here is my approach to creating a first aid skill course for employees. The first characteristics, instructional design is a student-centered process. For example, assigning groups of 4-5 students while the teacher facilitates - leaving the focus on the students. The teacher could ask the students to fill in a KWL chart for five minutes about first aid kits to figure out what they and their peers know rather than the instructor dominating the content. Then the teacher will ask students to share amongst their peers their knowledge of the content and then type their answers on google docs (students will collaborate by sharing the document). Using google docs, students will answer any inquiry questions their peers have about first aid kits.
The second is Instructional design is a goal-oriented process.
The goal of this lesson is to make sure students are equipped with basic knowledge of how to use first aid to use in an emergency. The end goal is that the employees will be proficient to use first aid on themselves or on another employee. The process is that they accumulate newly learned material to the next step - that in order for them to move on they need to have proficiency in previous steps. Prior to this the instructor will inform the students on the objectives: understand the significance of first aid, how not to apply first aid, and how to properly apply first aid. Inquiry based Knowledge: what is a band aid and what does it do? And, when is necessary to use alcohol--which goes first? Skill: To be able to appropriately apply alcohol and bandage correctly to a wound.
The third is Instructional design is a creative process. Here, I will have students assemble their own first aid box. For example, students would have to deciphers whether to put in alcohol wipes vs a paper towel. The teacher will walk around to see who successfully used all the necessary items for the kit. Instructional design focuses on meaningful performance. Teacher will present meaningful videos about useful techniques on how to use first aid. Prior to that the teacher will show them a video of the DON’TS to using first aid. Students will come up with a mock list of how to use first aid. The fifth is Instructional design assumes outcomes are measurable, reliable, and valid. Teacher will observe students do a mock wound address. Teacher will have a checklist that is specific to what he/she wants to see. Instructional design is an empirical, iterative, and self-correcting process. Based on my data and observation of the mock wound address, I will see if the class can move further or backwards. Revision of content will be necessary if class did poorly. Instructional design typically is a team effort.To facilitate team effort, I will assign each student a job role like the recorder, time keeper, speaker, etc. Students will also grade each other using peer reviews.
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Stimulated Classroom Environment
Increased interactivity is key here. That is, the interactions among students and instructional content and among learners themselves. In order to get away from the traditional classroom, I would include activities that are student focus rather than teacher centered. For example, students who want to learn the concepts of objectivism vs constructivism could conduct a web Socratic seminar facilitated by the instructor; students can bring up inquiries while their peers answer each other’s questions in the web seminar or discussion panel. Students can then comment on each other’s statements--become active agents in their own learning experience. From there I will collect data through observations.
ADDIE & Creative Process
ADDIE, an acronym that stands for Analyze, Design, Develop, Implement and Evaluate. As I am collecting data from the seminar through observations, I will gather insight. From there I will facilitate/teach a step again if needed. For example, I may need to re-design one of the five communities from ADDIE, because students were confused on how to begin the seminar, the implementation. Instructional Design is a Creative Process. It was stated that in chapter four that one of the weaknesses of ADDIE is that it falters in creativity and practicality. I believe students will be more receptive to content that is new and refreshing while simultaneously not impeding outside their comfort zones. An added feature of the web-based seminar would be a drawing tool that allows students to convey their ideas not just a written format but in a visual format. Visual and linguistic intelligence juxtaposition for this content.
SAM & PEBBLE
SAM is successive approximation (two phase) model for instructional design and development. In order to prepare for this learning segment, I need to gather information on classroom seminars. Next, I need to have a smart setup. Then I need to design, build, and review the content for the seminar. Then lastly it needs to be polished before the roll out. Then we have PEBBLE: This model essentially filters or eliminates unneeded tasks at optimal levels. The goal is to use and produce effective learning experiences for students. For example, eliminating unnecessary scaffolding like the history of seminars that may confuse some students, and thus, straying them from their learning objective of understanding the fundamentals of objectivism and constructivism.
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consequences of not doing other evaluations
One essential/necessity to technology-based learning is being able to change for the better. As technology industrial designers we must be up to date in a field that is always and constantly evolving. In Chapter 11, the phrase “fundamental change” is used, especially pertaining to business results. Companies want answers to their solutions which is why they are turning to technology to resolve them. Increased productivity, increased sales, and fewer customer complaints is what business/companies are after. Technology based learning is relatively new. So, exploring different avenues that work like collecting data and researching is what all companies should be doing. One reason for not exploring other evaluations is the fact that results may be feared; business may not want to face reality that their product or services is just not that good. Reputation is everything. So, any damage could put the company at risk. A good business values how others think of them. So, companies should be investing in this domain. Another reason is that measuring at higher levels is just simply not expected. Maybe the company believes they are fine at where they are until someone brings up otherwise. A third reason could be that they do not know which programs to evaluate at the ROL. Some companies may find it time consuming finding the appropriate evaluation, so they probably rather stick to with what they know rather than go out of their comfort zone. Lastly, they may not have the right people to conduct the evaluations. Maybe they are using amateurs who do not have extensive experience with the type evaluation that should be used to evaluate "the learning itself."
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