What does it mean to Design Instruction?

First, what does it mean to design instruction and what skills are needed to design lessons that can bring about significant and relevant learning experiences? Designing instruction is complex and consists of several steps in order to create an instructional design which elicits the learning that you want to occur. It is a process of steps in which each step should be evaluated and improved upon before completing the final project. Instructional design begins with an understanding of the learners’ needs. What exactly do we need the students to learn? This is sometimes complex itself because before teachers can design their instruction, they must fully understand what the TEKS are asking students to be able to perform or master. An analysis of the deficiencies and concepts that should be learned must be identified first.

Design and development are the steps in which the instructional designer must have an understanding of the content, and then be able to construct activities that are engaging and meets the individual learning styles of the student. How should the content be delivered? Decisions about whether the content is best learned in a face-to-face setting, flipped setting, collaborative, or independently must be considered. This also relates to the student’s learning styles. For example, some students can learn from simply hearing the content via lecture, others in a hands-on environment, while still others from simply watching. The instructional designer may be a master at the content, but they also must recognize and understand the best method to construct the learning activities. Then, they must have the skills to develop lessons in which the expectations and procedures can be clearly understood and delivered in a logical manner that makes sense to the learner.   

Instructional design necessitates that the designer is familiar with innovative methods that can be utilized in the learning process. Educational instructional designers must be current on what digital resources are available and how students can utilize them in an educational environment. More learning opportunities are provided outside the four walls of the classroom, so the instructional designer must have the technology proficiencies to design activities that support electronic delivery and interactions. This idea is fairly new; however, more secondary classes and college classes are delivering instruction in a complete online environment or a blended learning approach.

Finally, an instructional designer must implement the lesson, acquire feedback, and be willing to adjust where needed. I believe that the instructional design of a lesson can always be improved upon. Each time I taught a class, I learned something that I could do to improve it. Professional instructional design takes someone who is not only a master in their content, but understands how people learn, keeps abreast of innovative technologies, and is willing to implement and evaluate for the purpose of improvement.   

Self-regulating Yourself and Others during the Instructional Design Process

In order to produce a successful instructional design, the designer must create the instructional design, implement it, and evaluate it so that improvements can be made. This takes someone who has the grit to continue the evaluation and revising process until the design is finalized and meets the needs of its audience. Instructional designs are dynamic in nature because they can always be improved upon; therefore, much time is invested into creating a successful instructional design. Completing the entire instructional design process requires someone who can manage and self-regulate themselves and others until a finished product is completed within the allotted timeframe.

First, what does it mean to self-regulate yourself and others?  Once the implementation date of the lesson is established, then the instructional designer must create a timeline to work from. Careful thought should be given to the progress that should be made each day or week in order to meet the implementation timeline. That is where self-regulation comes into play. If the designer isn’t making progress each week, then it will be difficult to complete all of the steps in the ADDIE framework of instructional design, and the effectiveness of the lesson will suffer.

During the first project, students were asked to upload their design documents each step of the ADDIE process. The instructor was regulating and establishing a method to ensure that students would have ample time dedicated to each step of the process. In addition, feedback was provided along the way so that improvements could be made prior to implementation. This method was helpful and enabled the designer to meet the deadlines established in the course.

During the second project, the completion date was given; however, the instructional designer was responsible for establishing a timeline so the lesson design would be completed before the end of the course. Documents were not required to be turned in, so it was imperative that a self-regulating plan was established between the designer and the client, so they could meet the target implementation date. In my second project, I was also working with another classmate, so we had to establish a completion timeframe in which both of us could accomplish. This took much more time than I originally expected. Coordinating both clients’ and both designers’ schedules was more difficult and limited productivity at times.   

Both designers accomplished the steps of the ADDIE framework and met the clients’ implementation date. Regulating the process and meeting the timeframe was effective because a checklist of what to accomplish and the person responsible for completing the task was established before the process began. This strategy worked well for the second project; therefore, the implementation of the design was completed in a timely manner and revisions could be made to the final document that improved the overall instructional design.

Reflection of my Experience in Second Life

This is my second experience teleporting into Second Life (SL). In this experience, we were asked to partner with a classmate and to relate our experience in SL to the principles of instructional design.

We first teleported to the Edtech area. Upon arrival, there was an avatar named Amelia that greeted us, but we couldn’t figure out what we were to do next as she only responded with giving us someone’s name. In addition, she would not respond through the chat or by clicking on her. When we looked around and decided that the information kiosk might be a good location to see if more directions were available, nothing we did prompted us or provided information about what we needed to accomplish next; however, we did find a sign that led us down a path to our building. One of the main questions we were seeking to answer was, “What is the purpose of this area?” “What resources are available for us?” When you are designing a training or lesson, the purpose of the assignment should be communicated so participants have a clear understanding of what they are learning and what is important to focus on during the instruction. Otherwise, students may spend time on activities that are not related to the instructional objectives. This area lacked clear instructions and goals and objectives. In addition, we quickly became frustrated when some of the hints or activities that we found looked like math problems or a programming language in which we were unfamiliar with; therefore, we couldn’t complete the tasks or engage in the activities in the virtual world. The activities did not appear to be intended for our audience.   

Once we entered the Edtech building, we found that by touching some objects text would appear and give hints or directions. However, the quality of the text was not readable, and we spent quite a bit of time trying to figure out what the text was asking us to do. So, we decided to try another area and headed over to the Monopoly board. We found maneuvering around a familiar object such as the Monopoly board and interacting with familiar objects such as the dice was intuitive and was much more engaging. For example, we knew that we needed to roll the dice, so we naturally knew to reach out and touch them, and we were able to roll the dice quite easily.  

We then teleported into the second location. We found that this area provided affordances that made interacting with the environment much more natural. For example, when you touched a light, it turned on and off. Once you figured this out, then you knew to go to the other lights, and this action worked for all of them including the fireplace. So, there was consistency throughout the design of the building. With consistency, performing the activities were more instinctive and less frustrating to perform.

I can see how using a virtual environment such as SL could be used as a form of e-learning. However, when developing the activities, the instructional design framework still needs to be applied to this e-learning environment to make it an engaging and a productive learning experience. The 3-D experience contributes to learning because it provides a simulation in which an avatar can interact with, and this is how our mind naturally makes learning connections.

Reflection on My First Instructional Design Project

I have completed Project A in my Instructional Design course and am fairly pleased with the overall design and participant results. My client, Jessica Batchko, was very easy to work with and offered some great suggestions during the experience of working through the ADDIE framework for instructional design. The ADDIE method was quite extensive, and the design document was dynamic in nature and improved during each step of the design process.

The format of the activities in the intervention worked very well. The previous training was delivered in a face-to-face format and was not taught at the depth in which the concepts needed to be covered. The instructor wasted valuable face-to-face time with low level activities in which participants could read and review outside of trainings; therefore, the online or “flipped” format allowed the face-to-face time to be utilized on more difficult tasks in which participants might need assistance.

Creating the materials for the online module took more time than I anticipated. But, I do think that the time spent on developing the materials will pay off in the long run because new staff to the district will be able to use the online resources over and over again. Although it took quite some time to develop the materials, using the websites and technology applications were engaging and enjoyable to experiment with. I always like investigating new Web 2.0 applications and creating activities with them that are both engaging and have an educational value. Like students, adults can become consumed in their own learning when they use technology to learn.  

What needed improvement in my design? For the most part, everything seemed to go smoothly upon implementation of the intervention activities. There were only two places in which participants indicated that if they would have had a little more detail or perhaps an online video demonstration that they could have completed a task quicker. I assumed that the participants would know the skills in which they struggled with. However, the module included a section for participants to post questions if they were struggling with an activity. None of them took advantage of this feature in the module.

How will this process effect my next instructional design project? First, I will want to work closely with my peer and client to ensure that the scope of the design document doesn’t cover too much material for the project. In addition, the activities in which the participants complete can have more weight in the intervention activities.

I am working with a peer during Project B and am finding that it will be beneficial, but it will not necessarily mean that the work will be easier. We have already discovered that there will be more planning time that we will have to coordinate with our busy schedules.

Visit the new teacher training module at: http://www.castleberryisd.net/departments/technology_services/new_teacher_module/

Method of Loci/Memory Palace

Method of Loci/Memory Palace and Implementation of the Instructional Design

Our assignment was to picture a familiar room and take a mental image of it. Then, we were asked to try to associate something that we were learning with the mental images as we walked through the familiar room. I had tried this once before when I was in a professional development session and to my amazement, it really helps you memorize items such as numbers, faces, and concepts. The concepts that we were asked to associate with the view of Situated Instructional Design was somewhat hard to picture perhaps because I really didn’t comprehend  the four components that were trying to memorize.

How could I use the method of loci to improve the acquisition of knowledge in my designs? So, you could use this approach when you introduce the goals and objectives for each activity in the instructional design. For example, if your goal was to teach responsible use of electronic systems, then you could ask students to create mental images of appropriate use and then inappropriate use of the electronic resources as you read the district policies and procedures to them. The students could associate them with items as they are walking through their room. Afterward, you could ask them to recall as many items as they could from each category.

Implementation of the Instructional Design

Reflect on the implementation and evaluation: What changes will you make before implementation? Why? First, upon reading the job aid, my client had some great suggestions for improving the design document before implementation. First, we created a google spreadsheet that earmarked important checkpoints in which Jessica could use to monitor each participant’s progress. Since, some of the training module is self-paced; I thought that this was a great idea. It will be important for Jessica to ensure that the new teachers don’t fall behind in the beginning because it will be very difficult to be successful in the face-to-face session that follows this module.

What did you ignore in the client's feedback? Why?  In addition, Jessica had some other suggestions, but because they wouldn’t significantly affect the success of the participants, I didn’t add them. The major reason was simply a time factor. I spent quite a bit of time on this module. The scope became bigger than I first anticipated, but the adjustment in scope was needed in order to accomplish the outlined goals and objectives as this module will be utilized in the district with all new teachers.

What did you ignore in your peer's feedback? Why? In my peer’s feedback, I included all of the suggestions. I think that you are really never finished making revisions. Every time someone reviews the instructional design, there seems to always be a new idea that can be added or improved upon. However, at some point, you must call it the final draft and then implement the instruction. After the implementation, it can be modified based on the feedback provided in the evaluation.

What do I think about instructional design?

Instructional design can be very time consuming when done effectively. I have been involved in trainings and professional develop sessions that have been presented in an effective manner, but I have also attended some that have not been very effective. Teachers have so many job duties to accomplish and so little time that when they attend training, the professional development needs to be relevant and effective.  Taking time to design the trainings using the ADDIE framework helps instructional designers to create effective instruction.

When I was a teacher, I always enjoyed the opportunity to create my own lessons. It was much more difficult to create the activities than to simply copy a worksheet and pass it out to the students to complete on their own. Unfortunately, because of time restraints, teachers turn to the worksheet method of instruction. It is so much simpler and certainly faster to produce a worksheet than developing a lesson yourself, but it’s not very effective instructional design.

As I have been creating my instructional design document for this course over the last several weeks, it has changed forms more than I had anticipated at each submission time. As you progress in the design process, you often go back and continue to edit previous ideas such as the understanding of the problem, the performance gap, the format of the instructional materials, and how the activities will support the goals and objectives that have been identified. Making everything cohesive and relevant to one another takes much planning and an open mind to realizing that the instructional design is dynamic in nature and can always be revised and tweaked for continuous improvement. 

  

My project that I am working on for my client is an online format and is based on the idea of “flipped” instruction. In the future, there will be a greater demand for instruction to be created in this format. However, I find it even more difficult and challenging to create than the face-to-face instructional materials. You must stay abreast of the latest technology tools, web applications, and web authoring skills, along with understanding good instructional strategies and the level of rigor each activity should contain. Currently, Governor Greg Abbott’s, Educating Texan’s Plan, calls for increased blended learning course offerings, so students can enroll in classes in which their district can’t afford to offer. With the increase of high school classes that will be offered online, more quality instructional designers will be needed.  

References

Bichelmeyer, B. (2005). The ADDIE model: A metaphor for the lack of clarity in the field of IDT. IDT Record.

Refection on Analysis and Design (Using the ADDIE Framework for Instructional Design)

Part 1: What have you learned from the analysis? What are you planning to do with it? Do a little brainstorming about what activities tied to your learning objectives that you might include in the design of your lesson.

In the analysis step of the ADDIE framework for instructional design, I worked with my client in order to get an understanding of the existing situation and what the desired performance outcome should be. I utilized the six step performance gap analysis outlined by Leidner and Jarvenpaa (1995) and utilized 3 different tools to gather data. I reviewed existing policies, conducted an interview based on observations in the field, and reviewed the existing format, timeframe allotted, and instructional materials. From this analysis, I was able to identify the problem, the purpose of the training needed, decide a format for the training, and determine the causes for the problem being experienced in the district. Analyzing this data, I could establish both the learner and instructor needs along with the goals and objectives for the desired performance outcome. In addition, the environmental resources needed to conduct the training were identified.

Deciding the learning activities was somewhat difficult and will continue to be tweaked throughout the design process. I choose several documents/policies in which the learner will need to read in order to complete the learning activities. The learners will create a comic strip using the www.toondo.com Web 2.0 application. This activity will be performed at the analysis level of Blooms. Next, the learner will watch a slide show in which has been uploaded to Slideshare. In addition, several tasks will be performed based on directions provided by the instructor. A successful outcome will be determined if the user is able to create secure accounts, and then log on and utilize several websites using a personal device and school issued iPad.  The evaluation will include a reflective activity in which learners are asked to respond and extend on the ideas of other colleagues.  

Part 2: How are analysis and design related for you? Think about it in the context the articles and chapters we have read thus far. How closely should these two pieces of the model connect? How does the Information R/Evolution video affect each of these?

The analysis drives the design of the training. The information which was gathered during the analysis phase was important in order for the instructional designer to understand the performance gap. The tools you use to collect the data during the analysis phase are also critical, so the designer can gather the key components that will help identify the problem. The training then should directly connect back to solving the problem or the performance gap being experienced by the entity. The analysis provided insight into establishing the topic, audience, purpose, and expected format of the training. From the analysis, the goals and objectives can be established and consideration of the learners’ schema and learning in context should be considered during the design phase (Gagne and Merrill, 1990).

Key points that I took away from The Information R/Evolution video included, information can find us, people create information and can tag it for easy retrieval, and the old categorization of information must be rethought.  Information is easier to collect when conducting an analysis for the training than previous times. Information was once difficult to obtain, but now it is at our fingertips in various electronic resources such as the Internet or other electronic databases. In addition, the experts are no longer the keepers of the information. People are curators and creators of information and can categorize information in tags for easy retrieval. In the design stage, learners can participate in curating, creating, and organizing information for others to retrieve. People can easily be producers of information and content. However, evaluating the content that is found on the Internet is another consideration during the analysis phase and designing the training activities.

References

Gagné, R. M., & Merrill, M. D. (1990). Integrative goals for instructional design. Educational Technology Research and Development, 38(1), 23-30.

 

Leidner, D. E.,& Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

Welch, M. (2007, October 12, 2007). The R/evolution [video file]. Retrieved from      https://www.youtube.com/watch?v=-4CV05HyAbM&feature=rec-fresh