Week 15 – Instructional design reflection

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I have been continually amazed by the instructional design process and all the pieces which are required to implement instruction successfully.  Prior to this class I had limited exposure to the creation of instructional design, although I was fascinated by the various components of the design process.  The ADDIE model was previously a foreign concept, however through this class I was able to grasp the ADDIE model and utilize it in my instructional design.  While I errantly believed the bulk of instruction was focused on the design piece, I now see that the development is the more arduous process.

The process of development including correctly stating the learning objectives and goals is pivotal to the success of any instructional design.  The development is the “meat” of the project and as such must be properly and carefully designed.  Where I believed the the instructional goals were clear, upon implementation and evaluation, I found out the learning objectives needed to be clarified to meet outcomes.

I believe as I continue to explore greater and more diverse design opportunities, I will continue to further refine my skills in analysis, design and development.  While I’m positive I have much to learn, I think I’m off to a good beginning.  I’m looking forward to future projects, where I can better integrate the core concepts I have been introduced to in this class.

Week 14 blog reflection

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What does it mean to design instruction? What skills do you think you need to have in order to do it professionally?

Designing instruction requires many qualities to master both the subject matter content as well as provide good design for a sometimes wide audience.  I have found that a few of the most vital component’s is a persons’ ability to listen carefully and pay close attention to details in the analysis phase of a design project.  Much can get lost initially if the analysis is not completed properly, or if the instructional designer is not cued into the clients’ needs.  During the analysis phase is where the groundwork for good instructional design takes place and I found this was often the most difficult step as I was eager to move forward with my project before adequately assessing the client’s needs and wants.

I also believe another quality of equal importance is patience.  As I mentioned above, I was eager to begin the design and development phases without properly assessing (or analyzing) the complete desired outcomes.  Therefore my impatience led to poor design for my client, which in retrospect could have been improved with proper analysis in the initial phase of the project design.

Overall, I believe designing instruction is a vital skill that requires a person to be a student of learning – both the learning of new subject areas and of people.  Instructional designers are often not the subject matter experts for which they design actual instruction but rather merely someone who can take ideas and curriculum into the next level for students, new employees, and just about everyone who will benefit from design.

While I’m not certain if I will ever become an instructional designer for a living, I am certain I have come a new found appreciation of all that goes into instructional design and the care and attention to detail each lesson requires.

 

 

 

Self regulation – Week 12 reflection

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I must admit, self-regulation has been extremely challenging for me over the past few weeks as my life has been extremely tumultuous.  The first thing that comes to mind when I think of self-regulation is control of self or in other words, self-control.  The second portion of CECS 5210 is dependent on being self controlled as we design instruction using the skills learned through the first project and enhancing on these previously learned skills.  However, I find that although I have attempted to design instruction, I now see so many areas that were/are lacking from my first attempt at instructional design.

For my second project, I am experiencing a much more difficult time self regulating, however for very different reasons.  As the saying goes, “life happens” and this has made for a challenging set of circumstances for me to put forth the effort and self-regulation needed to accomplish my project goals.  Although I am confident I will complete my project and plan to get back on track as soon as possible, I have definitely encountered a few road blocks along the way.

In the past 4 weeks, my husband has been offered a position in another state (which he happily accepted), we have found an apartment in Colorado, moved our worldly belongings from Texas (the only place we’ve ever called home), will put our home up for rent in the next week (once I return home from 7 days of business travel), and I will move in with family to finish out my employment through the end of the year before joining my husband.  While I understand people do this type of thing every day, I must admit the stress of it all at once has been challenging to say the least.

So, what does all this have to do with self-regulation? I have found that while my intentions were to self-manage life, school, family and work seamlessly, I have not been very successful and unfortunately I feel my schoolwork has been the one to suffer the greatest.  Although, I have also found that while self-regulation may be faltering at times during this brief period of transition, communication is vital to surviving any challenge successfully.

Project A reflection

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My first project was definitely a learning experience as I attempted to navigate my way through the ADDIE model for the first time.  Since I did not have any formal experience with creating training through instructional design, I quickly discovered I did not adequately analyze the project to provide me with the necessary resources I needed as I entered into the development, implementation and evaluation phase. For my project, I worked with my client to integrate online students into an in-person class that meets on a weekly basis.  However, upon reflection I think a better method would have been to design instruction for the in-person class and then create an entirely separate instructional design for the online-only students.

Although my client is a co-worker who I see daily, I found I mistakenly did not schedule out meeting times as I was under the misguided impression we could simply “catch up” and although I was able to secure some limited feedback, I am confident the project could have been much better had I planned our meetings appropriately to accommodate her very busy schedule.

Overall, I felt the project lacked true substance due to the lack of focus on the type of instructional design and as a result, I have narrowed my second project significantly and hope to achieve much better results with implementation and evaluation.  Working through the ADDIE process once provides me with a much needed framework by which to work within for my next project and I’m looking forward to creating instructional design that is both useful and beneficial for myself and those who will be using the job aids I create.

Reflections on Implementation & Evaluation and LOCI

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For this week’s reflection, we were asked to reflect on the implementation and evaluation: What changes will you make before implementation? Why? What did you ignore in the client’s feedback? Why? What did you ignore in your peer’s feedback? Why?

As I worked with my client to implement the course design, I found I needed to revise some of the course structure as I had initially laid out the course and relevant assignments.  Erroneously, I had included a section on an APA style paper which the students would write to ensure competencies in APA style papers.  However, after further consultation with my client, this portion had previously been covered in the first section of the course PHED 5197, therefore I heeded my client’s feedback and revised the curriculum as necessary.  Overall, the implementation went well and my client had little feedback other than what I mentioned above.

My peer review’s feedback was also implemented by including a segment on pre-assessment tools to gauge student’s ability prior to enrolling in the course.  My peer reviewer very accurately informed me the portion on “how” students would be assessed was missing and therefore I was able to include this missing component in my instructional design by requesting students to submit a resume with career goals and objectives during the first week of class and then again at the end of class as part of their final presentations to assess progress.

The second portion of this week’s reflection centered around the Method of Loci/Memory Palace/Cognition and ID.  For my reflection, I selected my bedroom, which is where I spend a great deal of time studying and relaxing.  As I am currently traveling, this required a full recollection of this room entirely through memory (no cheating involved!).  I was able to easily picture my bed (immaculately made of course), nightstands, dresser, door to the restroom, the two closet doors and the door to the patio.  I was able to picture the walls and pictures hanging on the walls.  As I attempted to “assign” each object in the room with a particular learning objective, I found it was best to work in clockwise motion beginning with the door into my bedroom.  However, I found this particular method challenging even though I tend to be a visual learner.  I find I prefer a method of recall using letters rather than objects or spaces, however I am open to providing this as an additional option for the students using my training.

Instructional Design Reflections

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Learning about instructional design has been an enlightening process as I continually find elements of instructional design on a daily basis.  Prior to this class, I was unaware of all the ways in which instructional design plays a role in everyday life, however as I have become more attuned to what instructional design is, I find it is everywhere.  I travel frequently in my line of work as a graduate recruiter and often find myself in unfamiliar locations, and find I must rely heavily on instructional design of highways, airports and even university maps and parking signs.  Although, I understand these elements of instructional design are not necessarily in a classroom setting, the outcome is based on my ability to follow these instructions.  Admittedly, I have found myself lost on several occasions as I did not adhere to the instructions laid out.

However, for purposes of instructional design in educational settings, I am constantly finding that poor instructional design does in fact exist and unfortunately the students are the ones to suffer as they attempt to muddle their way through.  As I attempt to design an instructional design system, I am often reminded that I need to err on the side of providing ample information so as to clear up any confusion that may occur.  I have found in situations where the instruction was vague, I experienced difficulty in determining what was expected. Therefore as I design my instruction I am attempting to provide clear and explicit directions to aid my students.

Reflection on Analysis and Design

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Over the past few weeks, I have come to learn the analysis portion of the instructional design is really the foundation of the rest of the design and without a firm foundation, the rest of the design will flounder.  The analysis provides the designer with the framework on which to build the instruction and as I have been working with my client to establish expectations and outcomes, I have come to realize how crucially important this step truly is.  The outcomes for this instructional design are centered around professional development through a written blog (very similar to this one) and an oral presentation on the finished product.  This will be presented through the creation of a WordPress blog to present past academic achievements, career goals, soft and hard skills and a professional resume which can be updated as the student continues to progress through his or her career.

The objective of Professional Development will be established over time as students receive critique from the instructor and are assessed through online discussion boards with classmates on subjects designed to test students on professional behavior while in community settings.  I hope to institute video instruction into the course to provide “talking points” and to provide further examples – both good and bad examples.  Students will write a 2 page paper on their approach to professional development which will develop written communication skills in tandem with the oral presentation skills.

I believe analysis and design go hand in hand.  Design is centered around the analysis, and therefore cannot be properly developed without the analysis.  I particularly enjoyed the R/Evolution video (Wesch, 2007) as the evolution of information can clearly be seen through the transition from print-only materials to an ever-changing online experience.  The ease in which information can now be obtained via online search engines and online encyclopedias is astonishing.  While it is possible to design without analysis, the output will eventually not meet the expected outcome.    The analysis provides the design framework as I stated earlier.   Therefore the two provide an ongoing relationship, the analysis evolves as information continues to become more readily available, then the design will also continue to evolve and this will continue repeatedly.

References:

Wesch, M. (2007, October 12). Information R/evolution. Retrieved from: https://www.youtube.com/watch?v=-4CV05HyAbM&feature=rec-fresh