Robyn Jay's List: Instructional design

• This entails the undertaking of: (1) the analysis, design, development, implementation, and evaluation training and performance support solutions (ADDIE); (2) the development of course materials consistent with sound instructional design principles, and technological and pedagogical strategies; (3) the design and implementation of learning elements; and (4) the development of assessment and evaluation.
• What does it mean to know something? How do we come to know it? How does this knowledge influence our thinking processes? Social constructivists argue that the structured process offered by the systems view is problematic.  According to radical social constructivists, there is nothing systematic about how we learn or construct knowledge (Kanuka & Anderson, 1999).
•  Based on this assumption, social constructivists argue that educators will need to understand that learners will require a variety of different experiences to advance to different kinds and levels of understanding.  To achieve this, educators need to spend time understanding their learner’s current perspectives and, based on this information, incorporate learning activities that have real world relevance for each learner.

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• Instructional Design for Sociocultural Learning Environments

  • This is a very useful paper to ground your thinking about PiE concepts. We can return to the paper throughout the course as we tackle specific topics
• Scott Grabinger

  • Follow in Twitter - twitter.com/sgrabinger
• learning from experience and discourse

  • within the TAFE teaching context, how do we enable authentic industry based discourse?
• authentic problems and collaborate

  • Would be good to model the codified behaviours in a real context - Steven to do this in relation to current project (Moodle?)

  • Define tasks and scenarios. Present design matrix in advance for comment/feedback and refine this over time based on experience
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  • • Could they not also identify these - raise real issues for themselves and grapple with these within a supportive network
• These kinds of designs are excellent for learning discrete bits of information, practicing simple and basic behaviors, building complex psychomotor skills, and learning to use applications or processes that require a narrow, prescriptive approach

  • In George's interview with Robin Good his emphasis is very much on "what does the technology enable me to do"? - what can I/ the learner DO with this tool?
• instruction that attempts to control the learner’s responses and environment
• acquisition
• learning goal is enculturation
• Enculturation results from interactions among people, objects, and culture in a collective effort to solve problems, create products, or perform service
• Carrying on a dialogue tells the student that she/he is an equal member of the community.

  • In my experience really critical reflective thinking about our own practice is one of the hardest things to engender. Why? What type of environment must be in place to encourage this?
• Learners are collaborators in the learning process and have an equal role in setting goals.

  • This is very important for PiE. We need to keep the structure loose enough and flexible enough to enable absolute relevancy for individuals
• They make most of the decisions related to what to learn, how to study, and which resources to use.

  • The question to keep asking as we go along is WHY? Too often tools and approaches are discounted without question. It is of course absolutely valid for an individual to reject an option but they should be able to justify their decision to their peers
• Teachers pass on information to the learner. The clearer the information the more the learner will acquire.

  • clarity = wayfinding and filtering
• Evaluation is a critical strategy within traditional learning environments

  • Question to group - how do you assess/ evaluate an individuals contribution to the new paradigm of shared meaning making? What is a valuable contribution to a group wiki page for example -
    correcting a spelling error?
    improving the readability of content?
    adding an acknowledgement to unrefenced content?
    adding new content?
    providing feedback to a peer via the discussion page?
    How do we communicate this to learners? Is peer-assessment a viable option - how? Is a mark/grade needed to ensure participation?
• Conversation, discourse, talking, chat, dialogue, exchange, banter, discussion, communication, dissertation, critique, and exposition

  • Would you agree that the success of this is based on relationships and trust?
• The activation of discourse is everything
• applicable to their needs when they need them, motivating learning
• Teachers focus on interacting at a metacognitive level with the learners. They help students analyze their learning deficits through questioning.

  • I think this is an important thing to focus on - it's about learning how to learn, understanding how we learn, acknowledging our strengths and our weaknesses
• Insufficient learning or failure

  • risk taking (within reason) as a valued strategy
• This convergence of tools, practice, and theory enables teachers and students to discuss, plan, create, and implement unique strategies for providing instruction within a unique environment.
• enablers
• Tools enable learners to contribute to the community.

  • breaking down barriers of access
    providing greater user control to share, create etc
    providing 'voice'
• Tools are not objects of instruction.

  • This will only happen if the tools are absolutely easy to use and the user can quickly get on with the T&L task at hand. That isthe beauty of many of the most popular tools on teh open web such as FlckR or wikispaces - they are quick and easy to master yet offer very rich capabailities
• learners who want to learn what they need as fast as they can to apply within their community of practice

  • Not sure I like this comment. If as George Siemens says 'currency' is the most important aspect in learning (depending on subject matter of course) then any expectation of 'learning what they need' is fraught and in a way sets the learner up to fail. While there is a base level amount of info/ understandings for any field above all we need learners to know how to remain current in a state of flux via participation in networks.

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• Rather than engaging with me and my context and applying their knowledge to show how I could solve my problems, they kept pushing their own ideal situations.
• Rather than engage in an on-going process of improvement and reflection, it’s all about big bang changes and their problems.
• doing change to them, not doing change with them or for them.

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• Without question this design process should be informed by knowledge of pedagogy, but the process itself is worthy of description as there are differing options and perspectives.
• Reigeluth (1983) defines instructional design as a set of decision-marking procedures that, given a set of outcomes for student to achieve and knowledge of the context within which they will achieve them, guides the choice and development of effective instructional strategies.
• The learning theory used to inform instructional design has moved on from its behaviourist origins, moving through cognitivism, constructivism and slowly into connectivism.
• Models, such as ADDIE, are most useful in the systematic planning of major revisions of an existing course or the creation of a new course. However, traditional university academics spend relatively little time in systematic planning activities prior to teaching an existing course (Lattuca and Stark 2009). A significant reason for this is that academics are not often required to engage in the development of new courses or major overhauls of existing courses (Stark and Lowther 1988). The pre-dominant practice is teaching an existing course, often a course the academic has taught previously. When this happens, academics spend most of their time fine tuning a course or making minor modifications to material or content
• actual teaching and learning that occurs is more in line with the teacher’s implicit internalised knowledge and not that described in published course descriptions

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