Instructional Design Model

An instructional design model in which I was not currently familiar with is the ASSURE model. In summary, this module emphasizes analyzing the learners, developing a clear understanding of the expectations of the learning outcomes, and then reflecting on the data that was gathered about the learning outcomes. In a discussion about the ASSURE module, Sharon Smaldino (2013) stresses the importance of the evaluation process and including time to reflect on the learner outcomes with the intent of improving the instructional design for future learning opportunities.

The attraction about the ASSURE module is that it includes the use of technology in the instructional design of the lesson.

A—Analyze the learners

S—State the standards & objectives

S—Select strategies, technology, media and materials

U—Utilize technology, media and materials

R—Require learner participation

E—Evaluate and revise

I like the idea of the integration of technology being part of the framework when designing a lesson. So many times it seems that teachers force the use of technology just for the sake of using technology because it is a district expectation. In this model, instructional designers would consider the technology integration as part of the instructional design process and not as an element added as an additional activity or task. Instead, the use of technology is considered as a tool to use to meet the identified standards and objectives of the lesson.  

The model also has several elements which are similar to the ADDIE module which we have utilized in previous instructional design projects. For example, objectives and standards are clearly established in both, an analysis is part of the framework, and evaluation of the instructional design is the last step in the process.

The ASSURE model reinforces the idea of using technology to improve student learning. I am already applying this to my instructional design project for this course. Administrators will learn how to use technology to transform the learning in their district; therefore, the course will include activities and resources that model the use of practical web-based applications they can implement to achieve this goal. 

The instructional design model is not to be confused with a theoretical model. Both are important components for establishing student learning and are seamlessly intermingled within a quality instructional design. In addition, the learning theory should be considered when the instructional designer is deciding what method is best for how the learning will be processed or acquired by the learner. For example, once this is established, then the learning theory will guide the instructional designer on what type of student activities might be chosen during the select, utilize, and require stages of the ASSURE framework.  The distinction between the two are relevant since each are dependent on one another for creating lessons that are instructionally sound and achieve the learning objectives outlined in the instructional design.

The client is focused on the student learning outcomes and depends on the instructional designer to design instruction so the content is delivered in a meaningful way, meets the needs of the participants, and achieves the desired learning outcomes. The methods to achieve this is more important to the designer.

Reference

Culatta, R. (2013). Instructional Design Modules. Instructional Design. Retrieved from http://instructionaldesign.org/models/

The Power of Peer Review

My peer review group got off to a chaotic start, but in the end, I was lucky enough to receive feedback from both Benny and Neethu on my instructional design document (IDD). The peer review experience did help me to improve the content in my document. Simply reading through my peer’s document enlightened me on some requirements and formatting that needed my attention.  For example, I did not fully understand the requirements outlined in the rubric for the section on learning theory. So, I searched and found several peer reviewed journal articles and included them as references to strengthen and support why I chose the constructivist learning theory. I included the statement that constructivism is the foundation of project-based learning in which students are approached with a problem and engage in activities that allow and lead to real world problem-solving (Almala, 2005). Then, I linked the learning activities in my project to the constructivist learning theory. Now, I feel the paragraphs on learning theory meet the expectations outlined in the rubric. 

Next, there was information in the environmental resources that needed more detail in which I assumed the reader would understand. So, I added the specifics of items such as naming the particular learning management system participants would be utilizing. Towards the end of the document, the reviewers restructured a few sentences and added and deleted words.  I made all of these changes based on their suggestions. In addition, a great resource was shared that explains the levels and adoption of technology integration into the classroom. Although, I didn’t use the resource in my design document since the analysis was already conducted, it is a website that I will introduce in our district as we look at teacher levels of technology integration.

Another suggestion that I considered was changing how I numbered my goals and objectives. In the first instructional design course I completed, we did not use the format that Benny suggested. However, when I looked at how the goals and learning objectives for this course were formatted, I noticed that it was the format in which Benny referenced. So I used the G.1 and O.1.1 format when listing goals and objectives. I have noticed there are several inconsistencies with how things were presented in our previous instructional design course versus this instructional design course. So, I will need to ensure that I read the directions and rubrics carefully as not to assume I already know the expectation.

My design document was similar to one of my peers, so that reassured me I was on the right track. I know that the instructional design document needs to be well thought out because the course in which I will be building the next twelve weeks will be based on the information outlined in it.  Therefore, I appreciate having a peer from the class review the IDD and make suggestions as it only strengthens the content of the document. 

Reference

Almala, A. H. (2005). A constructivist conceptual framework for a quality e-learning environment. Distance Learning, 2(5), 9-12. Retrieved from http://search.proquest.com/docview/230696773?accountid=7113

Strengths and Weaknesses of Pedagogies Underlying Online, Blended Learning, and MOOC's

          Advanced technologies and media have rapidly increased the progression of online, blended learning, and massive open online course (MOOC) learning formats. Self-directed learning, collaborative inquiry, instructor and peer feedback, and development of social presence are all pedagogical methods when utilized in e-learning formats can improve student learning outcomes when applied to fitting content and needs of students.

Self-directed learning has become important with the exponential growth in information and ever changing technologies. People are challenged with continuously developing skills and knowledge in order to be competitive in the work force. For example, distance learning has increased in popularity as it offers flexibility of scheduling and educational opportunities that might not otherwise be available. However, self-directed learning sounds like an easy strategy to implement, but in reality, people often are not motivated or need the social support of community to help them engage in the learning process (Lin, 2008).

Collaborative inquiry is a design that recognizes exploring issues and determining solutions through questioning, reflection, and dialogue. Learning is achieved by participating in dialogue through interactions and basing new learning on prior experiences (Lin, 2008). The learner can reach out to peers to collaborate, share knowledge with others, build on each other’s knowledge, or co-create knowledge. Forms of collaborative inquiry include participating in discussion forums, blogs, and wiki spaces. These technologies help users create online communities where they can connect with others who have the same interests or expertise. Through the use of these online tools, students have more opportunities to an increasing knowledge base. However, learners must be willing to actively seek communications with others who have the same aspirations instead of depending on the educator to find answers to their questions or provide the knowledge they are seeking (Lin, 2008).

Providing feedback that accesses the quality of work or student performance can help guide a student’s learning throughout an online course and establish teaching presence (Getzlaf, Perry, Toffner, Lamarche, & Edwards, 2009). Feedback can include encouragement and direction, so students can expand their ideas and reach specific learning goals or outcomes. Feedback from peers can be utilized to critique student artifacts, while feedback from instructors can provide both guidance and motivation to the learner. In addition, when students participate in providing feedback to peers, students receive practice at critically examining a concept. However, if feedback is not constructive or provided in a timely manner, then the feedback may not be beneficial to the student. 

Students establish social presence when they have a sense of belonging and ownership in their own learning (Swan & Shih, 2005). Social presence can be developed in online discussions using textual cues which indicate satisfaction during interactions between students. In addition, the development of relationships between students during online discussions increases student social presence; and in return, students present more social presence in responses to their peers. However, research found that online discussions that focused on readings that were provided for students did not produce personal responses that led to having a social presence. Instead, discussions based on a student’s own personal experience led to a higher social presence in the course. The use of online discussions which focus on personal experiences can increase the student’s social presence in the discussion or interactions with peers (Swan & Shih, 2005).  

          Online, blended learning, and massive open online course (MOOC) learning formats provide new learning opportunities when course design includes proven online pedagogy.

References

Lin, L. (2008). An Online Learning Model to Facilitate Learners' Rights to Education. Journal of Asynchronous Learning Networks, 12(1), 127-143.

Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). Effective Instructor Feedback: Perceptions of Online Graduate Students. Journal of Educators Online, 6(2), n2.

Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136.