ED TECH 503 Module 01 Discussion
When learning about instructional design, one must consider what does it mean to design. I feel that when you design something regardless of it is intended for instruction, entertainment, building, or other facets that you must consider numerous factors. According to Dictionary.com a design is, “an outline, sketch, or plan, as of the form and structure of a work of art, an edifice, or a machine to be executed or constructed.”(mifflin, 1997). Given this when you are designing for instructional purposes you are creating outlines, plans, and presentation material with the utilization of data to make informed decisions about the targeted population. The designing of instruction is an ongoing process that required reflection, evaluation, and revision each time the instructional material is presented. At the heart of good instructional design there is a systematic approach that occurs. In the case of a typical classroom teacher preparing for a lesson their plan may not have explicit details of every step that goes into the process of what they do. In the case of instructional design these processes are explicitly recorded as the designer is not always the presenter of the instruction. Therefore there needs to be a more scripted plan for instruction of the targeted population.
Recently, I was asked to be a part of a training team to roll out the use of ASSISTments to our staff to conduct common benchmark assessments in the content areas of ELA and Math. After attending an intensive two day workshop at WPI, the training team met to determine what our time frame was, who our target audience was and how we would conduct trainings. As a result of this conversation, we developed a uniform approach that all three of the trainers would utilize in order to ensure a similar training experience. We created quick reference guides for teachers and students on how to login and access data. Upon completion of this endeavor, we reflected on what our next steps were to add more common assessments using the ASSISTments model and used the data collected from ASSISTments to make informed instructional decisions to better align curriculum. We are in the process of exploring how and when to expand this training to other disciplines as part of our roll out of this technology assessment tool district wide.
Based upon my personal experiences with the above example, as well as my experience as a classroom teacher I believe that when creating any sort of instruction you should be using best practices of education in which learners are engaged in the process. As we move forward as a society and technology becomes a greater part of our daily lives then it should also take a greater role in the systematic design of instruction to meet various target populations. With that said, the technology chosen for various instructions needs to be carefully selected to give the greatest impact upon the learning goals and objectives set by the instructional designers. Using technology as a means of presentation can allow for anytime anywhere professional development. This can make scheduling easier for organizations in need of various instructions. It also give the flexibility for the end user to progress at their own pace.
During the course of the semester I plan to create the following experience using the theories of instructional design.
After participating in a 2 hour hands on training session on Google Drive word processing, WRSD faculty and staff will be able to create, organize, collaborate, and share using this Google App for education.
mifflin, H. (1997). dictionary.com. Retrieved from http://dictionary.reference.com/browse/design?s=t