Reflection Journal
Reviewing the concepts covered this week, evaluate how you might use the material in your work or home life. What material was new to you? What concepts do you think will be the most useful to you and how?
Looking over next week’s material, what interests you the most?
Theory, Models, Instructional Goals And Performance Objectives In Week 1, you reviewed what is meant by instructional design models as well as some of the views on behavioral and cognitive learning and social learning theory and the role of the needs assessment and problem analysis. This week, we are reviewing the major instructional design models, their histories, and how they are impacted by the various learning theorists. By now, you should be starting to come across a wide variety of different resources on instructional design, both from the resources listed in this course and from resources you’ve discovered in your own research. You may also have noticed that some of the answers to the self-check questions include website links that are not included in your resource list. Keep exploring these resources as it is through your own exploration and discovery of resources that your knowledge will expand. If you have discovered resources that you think are particularly valuable, make sure to share them with your peers and with your instructor in the discussion forms and through your reflection assignments. You should also start keeping these resources bookmarked for future use, utilizing online bookmarking sites such as Diigo (Links to an external site.) or Symbaloo (Links to an external site.). Last week, we looked at needs assessments and problem analyses. In this week, your text will look at some instructional design theories through examination of systems theory and a systems approach, as well as follow the evolution of the constructivist theories. As shown in the graphic below, we will be moving from the needs assessments and problem analyses and looking at the development of instructional goals and performance objectives from an instructional theory and model perspective. As with the other weeks, the ideas developed this week will be incorporated in your proposal for an instructional design project that you will be submitting in Week 5 and presenting in Week 6. Resources Required Text Richey, R., Klein, J., & Tracey, M. (2011). The instructional design knowledge base: Theory, research, and practice (1st ed.). New York, NY: Routledge. Chapter 2: General Systems Theory Chapter 3: Communication Theory Required References Christensen, T. K. (2008). The role of theory in instructional design: Some views of an id practitioner. Performance Improvement, 47(4). p25-32. Dabbagh, N. (2013). The instructional design knowledge base (Links to an external site.). Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm#models Recommended References Allan, L. (n.d.). Performance objectives in instructional design (Links to an external site.). Retrieved from http://www.businessperform.com/workplace-training/performance-objectives-instructional-design.html Baraniuk, R. (2006, February). The birth of the open-source learning revolution (Links to an external site.). Retrieved from http://www.ted.com/talks/richard_baraniuk_on_open_source_learning Rice University professor Richard Baraniuk explains the vision behind Connexions, his open-source, online education system. It cuts out the textbook, allowing teachers to share and modify course materials freely, anywhere in the world. (Close Captioned in 26 languages) Epignosis, LLC. (2014, January). E-learning 101 concepts, trends, applications (Links to an external site.). Retrieved from http://www.talentlms.com/elearning/elearning-101-jan2014-v1.1.pdf Norvig, P. (2012, February). The 100,000-student classroom (Links to an external site.). Retrieved from http://www.ted.com/talks/peter_norvig_the_100_000_student_classroom In the fall of 2011 Peter Norvig taught a class with Sebastian Thrun on artificial intelligence at Stanford attended by 175 students in situ — and over 100,000 via an interactive webcast. He shares what he learned about teaching to a global classroom. (Close Captioned in 36 languages) Oblinger, D. (2006). Learning spaces (Links to an external site.) (Vol. 2). Washington, DC: Educause. Retrieved from http://net.educause.edu/ir/library/pdf/PUB7102.pdf Self-Checks Last week, we incorporated all the concepts covered so far in an exploration of instructional goals and performance objectives. This week, we’re going to introduce the various assessments used to measure learning. We will also explore how the use of technology and media in instructional design is impacted by the instructional design model and theory. Our text is going to go over the role of media in the learning process and how it can be used to create learning experiences and provide the foundation and structure for your materials. As you can see in the graphic below, we looked at the development of instructional goals and performance objectives from an instructional theory and model perspective last week and we are going to be carrying that information forward to examine how we assess student learning and the role technology plays in supporting learning in general and assessments in particular. This information will help inform us as we prepare to evaluate learner and setting characteristics next week. Course Image So far, you’ve completed two reflection assignments where you’ve been asked to contemplate the material that we reviewed each week, what you have or have not learned, and how you would apply it in real world situations; by now, you should really be getting the hang of taking these concepts and seeing them in various aspects in the world around you. Use these reflection assignments as a stream-of-consciousness reflection to record your thoughts, to read the materials posted by your peers, and to respond to their posts with reflections of your own. The ideas developed this week will be incorporated in your proposal for an instructional design project that you will be submitting in Week 5 and presenting in Week 6. Resources Required Text Richey, R., Klein, J., & Tracey, M. (2011). The instructional design knowledge base: Theory, research, and practice (1st ed.). New York, NY: Routledge. Chapter 6: Media Theory Required References Anderson, J. M., Aylor, M. E., & Leonard, D. T. (2008). Instructional design dogma: Creating planned learning experiences in simulation. Journal of Critical Care, 23(4), 595-602. https://doi.org/10.1016/j.jcrc.2008.03.003 Rushby, N. (2013). The future of learning technology: Some tentative predictions. Journal of Educational Technology & Society, 16(2) Retrieved from http://search.proquest.com/docview/1355669609? Recommended References Embi, M. A., & Graham, R. (2011). Web 2.0 Tools in Education: A Quick Guide. Adapted for Athabasca University. Retrieved from http://auspace.athabascau.ca/bitstream/2149/3088/1/Web2.0_Tools_Guide_Mohamed_Amin_Embi_AU.pdf Khan, S. (2011, March). Let's use video to reinvent education (Links to an external site.). Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script — give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help. (Close Captioned in 43 languages) Oblinger, D. (Ed.). (2012). Game changers: Education and information technologies (Links to an external site.). Educause. Retrieved from http://www.educause.edu/research-publications/books/game-changers-education-and-information-technologies Robinson, K. (2006, February). Do schools kill creativity? (Links to an external site.) Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity? Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity. (Close Captioned in 58 languages) Veletsianos, G. (Ed.). (2010). Emerging technologies in distance education (Links to an external site.). Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf Yanchar, S. C., South, J. B., Williams, D. D., Allen, S., & Wilson, B. G. (2010). Struggling with theory? A qualitative investigation of conceptual tool use in instructional design. Educational Technology, Research and Development, 58(1), 39-60. Theory, Models, Instructional Goals And Performance Objectives In Week 1, you reviewed what is meant by instructional design models as well as some of the views on behavioral and cognitive learning and social learning theory and the role of the needs assessment and problem analysis. This week, we are reviewing the major instructional design models, their histories, and how they are impacted by the various learning theorists. By now, you should be starting to come across a wide variety of different resources on instructional design, both from the resources listed in this course and from resources you’ve discovered in your own research. You may also have noticed that some of the answers to the self-check questions include website links that are not included in your resource list. Keep exploring these resources as it is through your own exploration and discovery of resources that your knowledge will expand. If you have discovered resources that you think are particularly valuable, make sure to share them with your peers and with your instructor in the discussion forms and through your reflection assignments. You should also start keeping these resources bookmarked for future use, utilizing online bookmarking sites such as Diigo (Links to an external site.) or Symbaloo (Links to an external site.). Last week, we looked at needs assessments and problem analyses. In this week, your text will look at some instructional design theories through examination of systems theory and a systems approach, as well as follow the evolution of the constructivist theories. As shown in the graphic below, we will be moving from the needs assessments and problem analyses and looking at the development of instructional goals and performance objectives from an instructional theory and model perspective. As with the other weeks, the ideas developed this week will be incorporated in your proposal for an instructional design project that you will be submitting in Week 5 and presenting in Week 6. Resources Required Text Richey, R., Klein, J., & Tracey, M. (2011). The instructional design knowledge base: Theory, research, and practice (1st ed.). New York, NY: Routledge. Chapter 2: General Systems Theory Chapter 3: Communication Theory Required References Christensen, T. K. (2008). The role of theory in instructional design: Some views of an id practitioner. Performance Improvement, 47(4). p25-32. Dabbagh, N. (2013). The instructional design knowledge base (Links to an external site.). Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm#models Recommended References Allan, L. (n.d.). Performance objectives in instructional design (Links to an external site.). Retrieved from http://www.businessperform.com/workplace-training/performance-objectives-instructional-design.html Baraniuk, R. (2006, February). The birth of the open-source learning revolution (Links to an external site.). Retrieved from http://www.ted.com/talks/richard_baraniuk_on_open_source_learning Rice University professor Richard Baraniuk explains the vision behind Connexions, his open-source