CONCEPT MAP PRESENTATION EDID 6503 Instructional Design Theories

CONCEPT MAP PRESENTATION EDID 6503 Instructional Design, Theories, Models and Strategies University of the West Indies Open Campus Marlon Rohan Jaimungal ID# 310102448

Instructional Design New Concepts q Authentic situations q Based on cognitive science principles q Uses literature review q Analyses learning outcomes q Intentional outcomes, Bloom (1956) Unintentional outcomes, Gagne (1985) q Uses socio-cultural studies Previous concepts q q q Process Analysis of learning needs Pedagogical theory Develop/collect data Implement Methods of instruction

Instructional Design New concepts q q q Instructional goals must : be efficient, be motivating Builds on existing knowledge Emphasizes link between previous knowledge and new knowledge Impacted by the environment – knowledge, learner and assessment Allows for learner individuality Uses instructional technologies Previous concepts q Instructional theory q Social learning theory q Constructivism q Simulation q Transfer of knowledge skills and attitude

Instructional Technology New concepts � Feeds instructional design � Drives – curriculum, course structure, learning theories � Utilises 21 st Century skills � Used by business and industry � Requires leadership from: teachers, administrators and higher education Previous concepts � Goals � Improve learning outcomes � Learning management systems � Applications � Enhance teaching practices � Appropriate tools

Distance Learning New concepts v Reduces overall educational costs v Emphasises feedback v Convenience for the learner v Caters for the nontraditional student Previous concepts v Different learning styles v Remote learning v Teaching through ICT v Self paced learning v Learning management systems

Distance Learning New concepts v Feedback is not immediate v Technology issues (hardware and software) v Depends on learner motivation and initiative v Not for undisciplined learners v Instructors must be flexible Previous concepts v Physical distance between instructor and student v Communication v Asynchronous - podcast v Synchronous- google docs v E-learning v Online quizzes v Online group discussion

Reflection After completing the first concept map for assignment 1, I thought that I had a clear understanding of instructional design and how instructional technology and distance learning co-relate. However, after continuing with the course, reading the course units and participating in the discussions, I realised that my initial perception of instructional design was only generic. I understood instructional design as a simple task of designing a method of instruction that would apply to all learners regardless of the ability or learning preferences of the learners. Instructional technology was simply using technology like multimedia and the internet to teach lessons and source information to teach. Distance learning on the other hand meant not being in the same location as the teacher or even not having a teacher at all. The first concept map was designed to impress the instructor rather than capture my full understanding of the concepts. To complete assignment 4 required me to fully understand appreciate instructional design, especially if I wanted to become an effective instructional designer. So I began the process of reviewing the course units, learning café discussions and the research material which I saved. I realised that there was a deeper meaning to instructional design that lent to intrinsic motivation of the designer. An instructional designer had to possess a certain level of care and concern for the learner so that the necessary commitment could be made when designing or choosing an instructional model or models to use. Knowledge and competent use of various models also represented important elements for the designer. Not all models will be affective to a specific audience therefore, the designer must possess the ability to modify or create a model which encompasses the needs of the various learners.

Reflection (con’t) During the designing of the concept map for assignment 1, I neglected to include the timeline to represent when I obtained the knowledge of instructional design. For assignment 4 however, I decided to reflect on my training and experiences over the past 13 years to really develop the timeline for my involvement, if any, with instructional design, instructional technology and distance learning. My reflections revealed that I have interacted, yet unknowingly with all three of the aforementioned areas. I have been fortunate to receive some formal teacher training both within the organization and from a technical college abroad. It is at these events where I interacted with instructional design but not to the extent as I have now. My experience thus far has led me to begin making minor adjustments to my teaching practice such as varying my teaching style, using technology and making a better effort to engage the students and give them the opportunity to participate more. Completing this assignment has made clearer a number of elements of all three areas. This has allowed me to refine my understanding which is highlighted in the concept map. I appreciated the fact that linking previous knowledge to the new knowledge was a key factor because this is an approach I use in my classroom. Even though the context I teach is socially based, I have never really considered how social conditions can affect performance.

Reflection (con’t) One area that surprised me was the fact that instructional technology feeds instructional design and drives curriculum development. Also the increased use of technology by companies and industries to enhance the performance of its employees. My perception limited its use to traditional education in schools. I know better now. Having read for my BEd through the Open Campus, I was familiar with the online learning environment however, never did I give any thought to the intricacies of its application. Conducting research for this course showed me the elements needed for planning, designing and delivering an educational program through distance learning.

References

References (con’t)