FORUM 1
PROMPT: This field/study/discipline has the word "Design" in its title. In your post, I would like you to explain what you think the word "design" implies, and write a bit about what this word means in light of the fact that it is used by a number of other areas as well (ex., architectural, interior, furniture, graphic, fashion, mechanical, etc.). How does having the word "instructional" in front of it change the meaning of the word, if at all. Please feel free to bring in any of your own experiences to illustrate your point(s).
To me design implies the creation of something new, innovative, contemporary, or latest trend. All of the fields that use the word design or designer use this word to depict themselves from others. Fashion designers for instance; there are many designers, but each designer tries to represent their individual sense of style. They want to appear they are cutting a new niche or setting themselves apart from the rest of crowd.
As related to instruction, this denotes anything related to teaching. It is not limited to the field of education, but rather a greater sense of teaching anyone about anything in a new, enlightened format.
FORUM 2
PROMPT: For the discussion, we're going to focus just on one part, the "A" (Analysis). For your first post, please describe how you, as a designer, might approach planning for the analysis phase if you were asked to develop some kind of training session for your job. For example, if you are a teacher, your principal might ask, "Train your colleagues on how to use an interactive whiteboard." To develop that training, step one would be to plan (and then conduct) an analysis.
For the initial posting, please describe (in a paragraph or so) what kind of steps you would take to plan for an analysis (you provide the hypothetical request to provide training or instruction). What pieces would you have to include? Which parts would require the most (or least) attention? There are many other questions to consider.
For analysis I would approach planning first with lots of questions. Points to consider are the learning environment, target audience, goals to be achieved, priorities, determine actual problem, and assessing needs. There are two major components to consider are substantiation of needs and a description of the learning environment. The type of needs assessment model that would best accommodate this would also need to be reviewed.
Training teachers how to create report cards in an online program. The first step would be to see what their report cards look like now and how they are completed. The next step would be to analyze the overall goal the district is trying to achieve by changing programs. Then determine why the change is needed. Then we could look at training activities. Questions would arise as to computer compatibility, grade level needs, teacher/computer comfort levels, and input requirements. The piece that would require the most attention would be integrating report cards into the new program so it was a seamless change.
FORUM 3
PROMPT: My question for you: Imagine that you are experiencing (or have experienced) a conflict while attempting to incorporate a form of technology in your classroom or training sessions. Given what we are learning about context and learner analysis, what might be done in this stage of the design process that would help mitigate any potential conflict. Perhaps this has actually happened to you, and you can share your real experiences. Please be sure to relate any anecdotes to context or learner analysis.
Our school district was looking to order an online calendar program that would manage all of the school and group calendars in one location. The need first arose from a significant scheduling conflict that caused a major dilemma. Our technology department committee began researching companies who offered this type of program. A thorough needs assessment was not completed, the new company was in the middle of a teleconference when they stated we would have to pay them and possibly another mandatory state run program. The interview had to be cut short, the specifics of the financial impact figured out before we could proceed.
If our department would have looked at the information-processing analyses for domain-specific problem solving this process could have been streamlined. Determining the knowns, the problem, the rules that related to the knowns and unknowns (in this case the state regulated costs), applied the procedural rules, and then confirmed the problem is solved.
In the end we were able to determine we could opt out of the state regulated calendar program and use this program, so the district is proceeding this route. However, if the proper analyses would have been completed beforehand much time and energy would have been spared. Time and energy often relates to money in the long run.
FORUM 4
PROMPT: Goal Analysis is a procedure for defining goals and refining their meaning. The following questions are helpful to consider while creating goals in order to determine an observable action.
· Where are we going? What are the goals for the lesson?
· How will we know when we arrive? What should the assessment look like?
Please reflect on the topic and answer the following question in the discussion forum:
When setting up goals for a specific lesson, how do you set your goals for increasing the knowledge and skills in an assessment? Please discuss a real-life scenario that you may have experienced in setting up goals to meet a specific learning objective.
When setting up learning goals I look at the state standards for the grade level and the expectations of the knowledge students should have at the end of that grade. Then I set the goal higher. This ensures the students are ready and efficient for the next level of learning. In essence, I use the ADDIE model for setting goals.
For instance, when setting the goal for first grade reader sight words, I do a pretest to see what knowledge they have previously acquired. I know that realistically students can double their sight words in a month. Then I develop a strategy to help the students acquire this new, expected knowledge. I then implement and have them practice, adding more words to their bank gradually. I periodically test to see what new levels they have achieved. At the end of our learning period I do a final evaluation to see what the students have learned.
FORUM 5
PROMPT: Jones (2007) claims that many researchers and educators feel that using high-stakes standardized test scores to hold students, teachers, and schools accountable is improper and unfair. Some educators even feel that it is unfair to compare students based on a one-time standardized test because: a) students come from varying backgrounds; b) students develop at different rates; and, c) several factors related to student achievement are out of the schools' control, such as socioeconomic status, parental involvement, etc. Katie Couric (2007) claims that "parents and teachers should work together on decisions about what and how students learn and find sensible ways to measure that."
Your school district is looking into other ways of measuring teacher accountability and student achievement, and thus overall school ratings, other than just using the yearly standardized state assessment test scores. Your job as an educational technologist is to submit a proposal to the district with another approach to student assessment and teacher accountability based on your understanding of learning analysis. What would your approach look like? A solid explanation of you idea is sufficient, no need to go in-depth and write an essay!
High stakes testing has proven that teachers now "teach to the test", therefore our proposal would include focusing on students intrinsic motivations. Students must take an interest and self-responsibility in their learning. Having students complete self-assessments and evaluations, in addition to focusing on their self-esteem and achievement abilities as learners. Many students are not good test takers, this does not mean they do not comprehend the material at hand. Having students regurgitate this knowledge through life-applicable methods will give a clear picture and accurate test of their acquired knowledge. After each achievement and self-assessment, students set new guided goals for their next achievement. This way students are actively involved in their learning, prove to themselves and others they understand what they are learning, and continue to grow as learners.
FORUM 6 (my prompt)
PROMPT: Smith and Ragan, chapter 7 states that instructional designers traditionally use supplantive strategies in their instruction. However, in recent years designers have more utilized generative strategies. Generative strategies allow students to construct their own meanings and goals, thus transfer it to other contexts, resulting in better performance and comprehension.
In what areas is supplantive strategies more useful than generative strategies? Also, elaborating on these strategies, how can you use both strategies together to create the best balance of learning for students? If you have real-life examples please share them.
FORUM 7
PROMPT: Which motivational strategies have worked best for you in the past? What hasn't worked? And what benchmarks do you use to determine if you have accomplished your motivational objective?
Hi Ryan -
Thanks for leading this group.
Motivational strategies that have not worked well for me in the past were extrinsic rewards systems. Students will get things done just to achieve the reward, but will not complete the assignment to the level it should be. They do not focus on retention and applying it to other areas.
I was amazed to read in week 6 lecture that retention is not influenced by motivation. I guess that's why it never worked for me. This was a very enlightening lecture.
Motivational strategies that have worked are ones that are relevant and fun for the students to learn. Informing the learners of the purpose of the lesson allows them to take ownership and thus be motivated to learn. For instance, one time when presenting a lesson regarding communities, I included some cartoon slides that were familiar to students, but also included pertinent information regarding our topic. The students were motivated to learn and use the knowledge for their project. The lesson was relevant, interesting, applicable to their lives, and reinforced the subject.
PROMPT: This field/study/discipline has the word "Design" in its title. In your post, I would like you to explain what you think the word "design" implies, and write a bit about what this word means in light of the fact that it is used by a number of other areas as well (ex., architectural, interior, furniture, graphic, fashion, mechanical, etc.). How does having the word "instructional" in front of it change the meaning of the word, if at all. Please feel free to bring in any of your own experiences to illustrate your point(s).
To me design implies the creation of something new, innovative, contemporary, or latest trend. All of the fields that use the word design or designer use this word to depict themselves from others. Fashion designers for instance; there are many designers, but each designer tries to represent their individual sense of style. They want to appear they are cutting a new niche or setting themselves apart from the rest of crowd.
As related to instruction, this denotes anything related to teaching. It is not limited to the field of education, but rather a greater sense of teaching anyone about anything in a new, enlightened format.
FORUM 2
PROMPT: For the discussion, we're going to focus just on one part, the "A" (Analysis). For your first post, please describe how you, as a designer, might approach planning for the analysis phase if you were asked to develop some kind of training session for your job. For example, if you are a teacher, your principal might ask, "Train your colleagues on how to use an interactive whiteboard." To develop that training, step one would be to plan (and then conduct) an analysis.
For the initial posting, please describe (in a paragraph or so) what kind of steps you would take to plan for an analysis (you provide the hypothetical request to provide training or instruction). What pieces would you have to include? Which parts would require the most (or least) attention? There are many other questions to consider.
For analysis I would approach planning first with lots of questions. Points to consider are the learning environment, target audience, goals to be achieved, priorities, determine actual problem, and assessing needs. There are two major components to consider are substantiation of needs and a description of the learning environment. The type of needs assessment model that would best accommodate this would also need to be reviewed.
Training teachers how to create report cards in an online program. The first step would be to see what their report cards look like now and how they are completed. The next step would be to analyze the overall goal the district is trying to achieve by changing programs. Then determine why the change is needed. Then we could look at training activities. Questions would arise as to computer compatibility, grade level needs, teacher/computer comfort levels, and input requirements. The piece that would require the most attention would be integrating report cards into the new program so it was a seamless change.
FORUM 3
PROMPT: My question for you: Imagine that you are experiencing (or have experienced) a conflict while attempting to incorporate a form of technology in your classroom or training sessions. Given what we are learning about context and learner analysis, what might be done in this stage of the design process that would help mitigate any potential conflict. Perhaps this has actually happened to you, and you can share your real experiences. Please be sure to relate any anecdotes to context or learner analysis.
Our school district was looking to order an online calendar program that would manage all of the school and group calendars in one location. The need first arose from a significant scheduling conflict that caused a major dilemma. Our technology department committee began researching companies who offered this type of program. A thorough needs assessment was not completed, the new company was in the middle of a teleconference when they stated we would have to pay them and possibly another mandatory state run program. The interview had to be cut short, the specifics of the financial impact figured out before we could proceed.
If our department would have looked at the information-processing analyses for domain-specific problem solving this process could have been streamlined. Determining the knowns, the problem, the rules that related to the knowns and unknowns (in this case the state regulated costs), applied the procedural rules, and then confirmed the problem is solved.
In the end we were able to determine we could opt out of the state regulated calendar program and use this program, so the district is proceeding this route. However, if the proper analyses would have been completed beforehand much time and energy would have been spared. Time and energy often relates to money in the long run.
FORUM 4
PROMPT: Goal Analysis is a procedure for defining goals and refining their meaning. The following questions are helpful to consider while creating goals in order to determine an observable action.
· Where are we going? What are the goals for the lesson?
· How will we know when we arrive? What should the assessment look like?
Please reflect on the topic and answer the following question in the discussion forum:
When setting up goals for a specific lesson, how do you set your goals for increasing the knowledge and skills in an assessment? Please discuss a real-life scenario that you may have experienced in setting up goals to meet a specific learning objective.
When setting up learning goals I look at the state standards for the grade level and the expectations of the knowledge students should have at the end of that grade. Then I set the goal higher. This ensures the students are ready and efficient for the next level of learning. In essence, I use the ADDIE model for setting goals.
For instance, when setting the goal for first grade reader sight words, I do a pretest to see what knowledge they have previously acquired. I know that realistically students can double their sight words in a month. Then I develop a strategy to help the students acquire this new, expected knowledge. I then implement and have them practice, adding more words to their bank gradually. I periodically test to see what new levels they have achieved. At the end of our learning period I do a final evaluation to see what the students have learned.
FORUM 5
PROMPT: Jones (2007) claims that many researchers and educators feel that using high-stakes standardized test scores to hold students, teachers, and schools accountable is improper and unfair. Some educators even feel that it is unfair to compare students based on a one-time standardized test because: a) students come from varying backgrounds; b) students develop at different rates; and, c) several factors related to student achievement are out of the schools' control, such as socioeconomic status, parental involvement, etc. Katie Couric (2007) claims that "parents and teachers should work together on decisions about what and how students learn and find sensible ways to measure that."
Your school district is looking into other ways of measuring teacher accountability and student achievement, and thus overall school ratings, other than just using the yearly standardized state assessment test scores. Your job as an educational technologist is to submit a proposal to the district with another approach to student assessment and teacher accountability based on your understanding of learning analysis. What would your approach look like? A solid explanation of you idea is sufficient, no need to go in-depth and write an essay!
High stakes testing has proven that teachers now "teach to the test", therefore our proposal would include focusing on students intrinsic motivations. Students must take an interest and self-responsibility in their learning. Having students complete self-assessments and evaluations, in addition to focusing on their self-esteem and achievement abilities as learners. Many students are not good test takers, this does not mean they do not comprehend the material at hand. Having students regurgitate this knowledge through life-applicable methods will give a clear picture and accurate test of their acquired knowledge. After each achievement and self-assessment, students set new guided goals for their next achievement. This way students are actively involved in their learning, prove to themselves and others they understand what they are learning, and continue to grow as learners.
FORUM 6 (my prompt)
PROMPT: Smith and Ragan, chapter 7 states that instructional designers traditionally use supplantive strategies in their instruction. However, in recent years designers have more utilized generative strategies. Generative strategies allow students to construct their own meanings and goals, thus transfer it to other contexts, resulting in better performance and comprehension.
In what areas is supplantive strategies more useful than generative strategies? Also, elaborating on these strategies, how can you use both strategies together to create the best balance of learning for students? If you have real-life examples please share them.
FORUM 7
PROMPT: Which motivational strategies have worked best for you in the past? What hasn't worked? And what benchmarks do you use to determine if you have accomplished your motivational objective?
Hi Ryan -
Thanks for leading this group.
Motivational strategies that have not worked well for me in the past were extrinsic rewards systems. Students will get things done just to achieve the reward, but will not complete the assignment to the level it should be. They do not focus on retention and applying it to other areas.
I was amazed to read in week 6 lecture that retention is not influenced by motivation. I guess that's why it never worked for me. This was a very enlightening lecture.
Motivational strategies that have worked are ones that are relevant and fun for the students to learn. Informing the learners of the purpose of the lesson allows them to take ownership and thus be motivated to learn. For instance, one time when presenting a lesson regarding communities, I included some cartoon slides that were familiar to students, but also included pertinent information regarding our topic. The students were motivated to learn and use the knowledge for their project. The lesson was relevant, interesting, applicable to their lives, and reinforced the subject.
