Class Notes - Nov. 21, 2007

5 Star Instructional Design
id2.usu.edu/5Star



Restructuring Education Through Technology

Four Components of Education:
1. Teacher/Guide
2. Student
3. Content
4. Context

Technologies
* mime
* oral/storytelling
* writing


Teacher/Content Relationship:
- Traditionally, the relationship between teacher and content is very controlled. We have the State Core to follow, NCLB laws, CRTs, administration, etc.

Student/Context Relationship:
- What does a technology rich environment look like?

Teacher/Context Relationship:
- What would technology for the teacher look like?
Smartboards, Grading Programs, Microphone, LCD Projector, lights, T.V., DVD/VCR, Audio equipment

* What links does education have to the real world?
* Administrative process of teaching treats all students as warm bodies in a building.

How do technologies like telecommunications, distance learning and multiple instructors enhance learning?
* Technology helps reach more people, covers vast distances
* Convenience and flexibility for students

What are the negatives involved with these teaching strategies?
* The cost can be prohibitive
* In ways, additional technology can lead to laziness. Or a lack of knowledge. For example, my students weren't able to find research in a physical book. We had to review the whole research process.
* Information can be misinterpreted
* The burden is placed on the learner
* Lack of human contact
* In ways we could become tools within tools


**** "Information is not instruction" M. David Merrill

**** The term "technology" doesn't mean machines.


Prototyping

The purpose of the analysis documents is to give the client a sample of what the final product will be like.

* Decide on a deliver system.

Ask yourself:
Most effective learning environment possible
vs.
Just because it's available

* Don't get sucked into the idea that high-tech is always the answer. Delivery of instruction doesn't have to be computer based.

* Consider the following issues:
- Instructional Setting
- Media characteristics
- Instructional Material
- Time
- Instructors, knowing who will deliver the instruction shapes the direction you take as a designer


When choosing a delivery method:

* Examine different delivery methods. Would cooperative learning serve the objectives? Is a game more appropriate? Look for ways to reach different types of learners.

* Think outside the box, classrooms are NOT always the setting.

* Consider attention rates. This ties into knowing your audience and your materials. Find real world applications for instruction and ways to help students retain knowledge (visuals, audio, manipulatives, cooperative learning, and so on).

* The role of the designer is to decide when to use real life applications or other instructional materials. Once again, it leads back to knowing your audience and conducting a thorough task/learner analysis.

* There are so many different sides to instructional design. I guess it's similar to what I do as a teacher, but at work, I'm an expert. It's mind boggling to think of designing instruction and materials for subjects I know nothing about and students I'll never meet.

For next week: View points from two experts, Clark and Kozma...we're reading Clark, read 2 of the 3 articles. Debate held via WebCT. Mon - Thur

Final~

Come ready to present (up to 15 minutes) on project
1. Instructional Problem and Solution
What was project?
What issues did you have?
How did you solve them?
2. What did you learn along the way?

Bring to Class:
1. First two documents
2. Instructional materials
3. Report 3 on XVII
4. Materials...whatever's been produced
- Instructor/learner material
- Self-paced instructions*
- Paper and electronic copies