Instructional Design Project
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It is easiest to describe good instructional design with a series of adjectives. Instructional design is the learner-centered, intentional process of lesson creation, enhanced by technology. It is engaging, meaningful, and authentic to the learner. The creation process of good instructional design is iterative, reflecting at each point along the way and addressing issues that arise. Good instructional design is typically collaborative, involving a team that is goal-oriented, driven by the objective of instruction.
Throughout the duration of the course that prompted this blog post, Instructional Design and Development, my previous knowledge on the subject was supported as my understanding of the content increased. Based on experience in the classroom, I am certain that motivation and learning are closely linked, a connection that Reiser and Dempsey (2017) state “contributes significantly to the larger pictures of learning environment design and human performance development” (p. 83). I have also observed the impact that collaboration can have on student achievement. Reiser and Dempsey highlight this strategy as an integral requirement of a lesson which is designed well.
In the past I had heard reference to the SAM Model, but had not examined it is detail. I learned much about the stages of planning according to the SAM Model, and the importance of a strong foundation for design, the “savvy start” (Reiser and Dempsey, 2017). The SAM Model inherently promotes reflection and adjustment throughout the entire process of instructional design. This iterative method ensures the quality of the design and its effectiveness.
The true importance of visuals is an aspect of instructional design that I had not considered in detail until the content of this course encouraged it. As a visual learner, it is natural that images appeal to me. I was not aware of the effect that visuals had on learners of all types, as supported by the research presented by Reiser and Dempsey (2017). This reiterates the strength of visual presentation tools as well as a tangible handout or take away for optimal meaningful and memorable instructional design.
For my final project, I assessed the needs of my language teaching colleagues and decided that there is an opportunity to enhance student learning and literacy with further integration of technology. I also want to support my peers with strategies that facilitate easier implementation of Google Classroom. Ultimately I desire this training to be immediately applicable and to simplify certain classroom procedures. I chose to focus on three areas that would be useful to facilitate collaborative writing in the language classroom: Google Forms, using Google Classroom as a discussion board, and grading with Google Docs. I am creating a Prezi and an infographic handout to address the strong connection between visual depiction and learning, ho. There is time factored into each subtopic to practice, allowing for accountability and engaging the kinesthetic learner. The content I have chosen has been practical for me and engaging for my students, my hope is that the same will prove true for the participants in my training.
Here is a link to my content in progress:
References:
Abdul Aziz, M. N., and Yusoff, N. M. (2015). Using portfolio to assess Rural young learners’ writing skills in English language classroom. The Malaysian Online Journal of Educational Science, (3)4, 46-54.
Blake, R. (2016). Technology and the four skills. Language Learning &
Technology, 20(2), 129–142. Retrieved from http://llt.msu.edu/issues/june2016/blake.pdf
Hicks, T. (2013). Crafting digital writing: Composing texts across media
and genres. Portsmouth, NH: Heinemann.
Reiser, R. & Dempsey, J. (2017). Trends and issues in instructional design and technology. New York: Pearson.
Suwantarathip, O., and Wichadee, S. (2014). The effects of collaborative writing activity using google docs on students’ writing abilities. The Turkish Online Journal of Educational Technology (13)2, 1-9.
Amanda,
ReplyDeleteI felt like I learned a lot throughout the duration of this Instructional Design Course. You touched on one of the points: the Successive Approximation Model. It really lends itself to a logical approach to designing instruction. I found myself re-working my professional development session the more I read and the more I reflected on Reiser and Dempsey's book.
Your comment about the importance of visuals reminded me of John Hattie's research on Visual Learning. If you are not familiar with him, I highly suggest checking him out. His research is very interesting, especially now that I am trying to create a balance between digital and traditional activities at my school.