The word design to me is when an idea is taken, worked, and created into something tangible. Instructional design to me encompasses standards, materials, and activities culminating them into effective tools for instruction. Systematic instructional design to me means what it name implies. It is design with a purpose in mind. There is a rhyme, reason, and method in reaching goals for a unit.
Instructional design relates to educational technology by technology being one of the tools used to create an effective unit of instruction. I believe that educational technology is an important tool for instructional design, but I don’t believe that creating an effective unit depends solely on the use of technology. I believe that instructional design is important with or without technology being incorporated, but use of technology in education is more effective with instructional design.
I always start with the standards and the question, “what do I want my students to learn?” I think about what kind of assessment I want to do such as a report, presentation, or standard test and make sure that all the activities are designed to get the students to that point. This procedure helps me with making sure proper goals are met and pacing.
I am thinking about doing an instructional lesson on how to create a database for classroom use. I have done this before, but I want to learn more. I have seen it used in the classroom by the students to create a “classroom database” over a certain topic (I’m leaning towards the planets). I believe this type of project will create an authentic learning experience for the students as well as teach them another use of technology.
There are a few things that I would apply after reading peer feedback about my project.
1. I need to make sure that there is a clear plan for addressing the learning gap. I can apply that here as well. I am not worried about the students and technology as much as I am about content.
2. Some of my peers made great points about how to use the database for use later on. Either at a different grade level for research, or even adding information to the database.
3. I will add a diagnostic to the beginning of the unit. This is what I do for all of my units. I give a snapshot “test” divided up into the standards in a unit. Then I myself keep a database with my roster and the standards. I mark which student has the most prior knowledge of which standards. This helps me figure out which standard needs the most time, or which students I may need to pull out. It also helps with grouping. I can group according to ability with standards. For instance, putting someone who has not mastered a concept with someone who has for a bit of peer teaching. I then create a bar graph of the diagnostic and then create another bar graph based on their assessment. This way I can see what standards have been mastered and what I need to work on. It is sort of a self assessment. I think that would help with the learning gaps here.
I really do enjoy the peer feedback. It really gets my mind going.
The feedback for my project has been really helpful. I realize that I have subtopics that need to be added in a different way to my flow chart instead of treating it like a primary step. I also know now to make sure that my objective is worded in a concise and easy to understand manner. It has been a good tool to see how others “read” my work and to understand what is clear and what is muddy. It really gives me a good jumping off point for the next phase in my project. There are some things I will need to go back and redo and think longer about to see how they can be improved. Overall it has been a wonderful tool for insight!
I still have much to do on my project. I need to work on the way my objectives are stated to make sure that the intent is clear. I also need to make sure that my assessments are easy to pick out and understand. Objectives are always tricky because I don’t like feeling like I am repeating myself. Maybe it is not such a bad thing we doing objectives. I will also take a look at my examples to make sure that they are easy to understand and that they are relaying the idea without it being muddy. I believe my idea is a strong one, but I do need to work on making it more so.
his module was somewhat difficult for me as I am not a very creative person. The peer feedback I have been receiving has been really helpful. They are guiding me to be more specific and pointing out things that I am surprised I did not see the first time.
Whenever I write lesson plans I am not as specific in the steps as I need to be when I take the role of a Instructional Designer. The ARCS table and Instructor Guide helped me work through the steps in a more efficient way than I could have done on my own. I also never had to take the time to really look at motivation strategies. As a teacher in schools that I have taught at, lesson plans were really all about standards and procedures, not motivation. As a teacher I supplied that when I taught. But as an Instructional Designer, I would say, I had to put more thought into what motivation was, how exactly would I hook the students, and how would I keep their interests. This is a lot more difficult since as an Instructional Designer, you can’t really depend on the charisma of a teacher, because the teacher you are working with might not have any.
I had to really step out of my teacher shoes on this one. I really dug deep to come up with ways to create an evaluation that a designer would do. Some things that I would change according to my peer review are:
1. I need to make sure that I am asking my Expert about my content standards to make sure that they are being met.
2. Am I missing any information.
3. Am I meeting all objectives/standards.
4. I need to ask the students if the material makes sense to them.
5. I need to ask students about the wording of instruction as well.
These insights really help me figure out how I can better write my evaluation in order to produce a better evaluation.